| | | Core competencies together with listed subcompetencies and traits | Notes |
| | UK model | Areas that represent the broad approach
Develop entrepreneurial competencies: opportunity seeking, initiative taking, autonomy, negotiating, risk-taking, intuitive decision making, strategic orientation
Experience entrepreneurial life: problem solving, decision making under pressure, learning by doing, coping with uncertainty
Understand entrepreneurial values: independence, ownership, trust, self-belief, action orientation
Feel motivated to begin an entrepreneurial career: knowing the benefits of being an entrepreneur and understanding the role in society
Areas that represent the narrow approach
Key business development how-tos: planning, researching, developing, marketing, management, finances, regulatory
Networking capacity: knowledge of developing, holding, maximizing the value of partnerships meaningfully
Mindset and perseverance to carry out new venture creation | Competence areas of the UK model are described rather broadly and are not elaborated as in the other models presented in this article |
| | USA model | Area that represents the broad approach
Entrepreneurial skills: processes and traits associated with entrepreneurial success (entrepreneurial processes and traits)
Areas that represent the narrow approach:
Ready skills: basic business knowledge and skills that are prerequisites for becoming a successful entrepreneur (business foundations, communication & digital skills, economics, financial literacy, professional development)
Business functions: business activities performed by entrepreneurs in managing a business (financial, human resources, information, marketing, operations, risk and strategic management) | Under 3 sections, 15 major entrepreneurial competencies are presented as learning outcomes |
| | Danish model | Action: ability and motivation to implement value-creating initiatives and realize them through cooperation, networking, partnerships
Creativity: ability to recognize and create ideas and opportunities
Outward orientation: understand surrounding opportunities/needs and their dynamic interaction with one’s own capacity and ability to adapt to a specific setting in order to create social, cultural, and/or financial value
Attitude: personal mindset to meet challenges and have faith in one’s own ability to act in the world and realize dreams and plans | The 4 listed aspects are originally described as dimensions that are interconnected, complementary, and suggested to be embedded in the core curriculum |
| | Nordic model | Action: pupils’ ability to take tangible action (plan, structure, execute, collaborate, communicate, manage finances and resources)
Creativity: ability to see, sense, create opportunities, solve problems, think in different ways, experiment with different forms of knowledge
External competencies: knowledge about, understanding of, interaction with culture, the surrounding world, external parties
Personal resources: subjective belief and trust in how one can act in the world, resources to facilitate this, how dreams/visions can be realized | Personal resources (e.g., perseverance) are highlighted in a different category as they are complex to teach, test, and assess. However, they are crucial to support mindset development |
| | EU model | Ideas and opportunities: spotting opportunities, creativity, vision, valuing ideas, ethical and sustainable thinking
Resources: self-awareness and self-efficacy, motivation, perseverance, mobilizing resources, financial and economic literacy, mobilizing others
Action: taking initiative, planning and management, coping with uncertainty, ambiguity and risk, working with others, learning through experience | The model’s 3 competence areas incorporate 15 subcompetencies that consist of 442 learning outcomes. All competencies can be achieved at different levels, not just the highest level is expected. All learning outcomes are tailored for both individuals and groups |
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