Lessons Learned from Best Practices in Developing Entrepreneurial Skills among Students in Schools under the Bangkok Metropolitan Administration

Abstract

This study employed a qualitative case study approach with two objectives: (1) to extract lessons learned from best practices in developing students’ entrepreneurial skills, and (2) to evaluate the quality of such best practices in schools under the Bangkok Metropolitan Administration. The research was conducted in two phases. In Phase 1, Suwitserianusorn School was selected as the case study. Fifteen key informants, including school administrators, teachers, and students, were purposively selected. Data were collected through semi-structured interviews, focus group discussions, participant observation, and document analysis, and were analyzed using inductive content analysis In Phase 2, the quality of the identified best practices was evaluated by five experts using an assessment form covering accuracy, appropriateness, feasibility, usefulness, cost-effectiveness, and sustainability. The data were analyzed using descriptive statistics. The findings revealed that: (1) the best practices for developing students’ entrepreneurial skills were characterized as a systemic process consisting of input, process, and output/outcome components. The school integrated career education subjects, supplementary courses in Thai desserts and bakery, Ticket to Life scouting activities, student market activities, and MSS Café & Workshop as authentic learning spaces. Students participated in product planning, trial production, cost calculation, pricing, and product sales. In particular, upper secondary students played a leading role in organizing activities and transferring experience to younger students. As a result, students developed analytical thinking, problem-solving, planning, teamwork, responsibility, and creativity. The findings also indicated that these practices were supported by a learning ecosystem consisting of physical infrastructure, intellectual capital, support mechanisms, collaborative networks, and an organizational culture that promoted experiential learning. (2) The overall quality of the best practices was rated at the highest level, with cost-effectiveness receiving the highest mean score, followed by usefulness and sustainability, while feasibility was rated at a high level. These findings led to the synthesis of the Systemic Entrepreneurial Skills Development Model (SESD Model), which can serve as a practical framework for developing students’ entrepreneurial skills in a concrete and sustainable manner.