What is OctoSkills?

The goal of entrepreneurship teaching is to give the students skills, knowledge and attitudes related with entrepreneurial activity.

OctoSkills allows you to measure your students’ development of confidence in their own entrepreneurial competences and, at the same time, measure the impact that different teachers and teaching forms have on the student.  

 

OctoSkills provides the following benefits to the teacher:

  • App test results show the impact that your teaching has on the students’ confidence in their own entrepreneurial competences.
  • App test results indicate where to make an extra effort to increase certain skills or competences.
  • App test results shows your students development of confidence in their own competences over time.

 

OctoSkills gives the following benefits to the student:

  • App test results show which entrepreneurial competences they have developed.
  • App test results show their level of different entrepreneurial competences.
  • App test results allows them to follow their own development of competences.

 

Version

OctoSkills 3.0.5 contains a ”pre-mid-post” test (the student takes the test three times in the course of a teaching programme).

 

OctoSkills 3.0.5 contains a questionnaire to the student where he or she must evaluate his or her own entrepreneurial competences. It also contains an optional questionnaire to the teacher with questions about teaching style.

 

The OctoSkills questionnaire is aimed at students on the three levels lower secondary education (from year/grade 7-10), upper secondary education and higher education. 

 

 

Competences

OctoSkills measures the student’s perceived competences (self-efficacy) in 7 dimensions: 

 
Managing Ambiguity (MA): The ability to manage and handle ambiguity and uncertainty.
Finance (F): The ability to understand and interpret financial information and documents. 
 
Creativity (CR): The ability to come up with new and inventive ideas and solutions.
Planning (PL): The ability to structure tasks in order to achieve goals.
Marshalling resources (MR): The ability to retrieve and mobilise resources in order to achieve goals.

Teamwork (TW): The ability to actively participate in collaborative team efforts that aim to solve problems.  
Entrepreneurial self-efficacy (ESE): Confidence in his/her own ability to start up a new company or organisation.

 

OctoSkills also measures the student's career intentions and general attitudes towards self-employment through questions based on 3 dimensions:

 

Entrepreneurial attitudes (ATT): General perception of entrepreneurship as either positive or negative.

Entrepreneurial intentions (INT): The intentions of and willingness to pursue a career as self-employed.
Innovative employee (IE): The intentions of and willingness to work with innovation and entrepreneurial assignments in established organisations.

 

Moreover, OctoSkills measures the student’s level in the following education-related dimensions: 

 
School engagement (S): The extent to which the respondent perceives school and educational activities as important and engaging.
Intrinsic motivation (IM): The extent to which the respondent performs school work and learning activities out of curiosity and interest.
Extrinsic motivation (EM): The extent to which the respondent performs school work and learning activities out of expectations of external rewards such as grades and praise.
Enterprising skills (ES): The extent to which the respondent perceives that the teaching focuses on fostering enterprising and action-oriented skills of a non-cognitive character.
Business skills (BS): The extent to which the respondent perceives that the teaching focuses on fostering business and management-oriented skills of a cognitive character.
Peers (PE): The extent to which the respondent perceives that he/she gets along well with classmates.
Teacher support (TS): The extent to which the respondent perceives that he/she is supported by the teachers.
Entrepreneurial teachers (ET): The extent to which the respondent perceives his/her teachers as entrepreneurial.
Entrepreneurial Behaviour (EB): The extent to which the respondent perceives him- or herself as behaving in an entrepreneurial way.
Pro-activity (PA): The extent to which the respondent's acts are proactive, e.g. taking initiative.
Persistence (PER): The extent to which the respondent perceives him- or herself as persistent.
Empathy (EY): The extent to which the respondent perceives him- or herself as empathic, that is, able to understand and empathise with other people's feelings and situation.

 

Other entrepreneurial dimensions measured:

Leadership (LS): The extent to which the respondent perceives him- or herself as capable of being the leader of a group or activity.

Network (NW): The extent to which the respondent perceives him- or herself as capable of networking, making contact with others.

Social Capital (SC): The amount of resources and support available to the respondent on account of his/her social relations.

Locus of control (LC): The extent to which the respondent perceives that he/she has control over the outcome of events in his /her own life.

Conscientiousness (CO): The extent to which the respondent perceives him- or herself as conscientious and diligent with a strong sense of responsibility.

 

 

Entrepreneurship teaching has developed in such a way that, today, it refers to teaching content as well as to different approaches to teaching and learning. 

In this way, entrepreneurship can be regarded as a limited subject, but also as a method to be integrated into all subjects at all educational levels.