Entrepreneurship Education at Universities Learning from Twenty European Cases 1st Edition by Christine Volkmann,David Audretsch 3319555464 9783319555461

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ISBN 10:3319555464
ISBN 13:9783319555461
Author:Christine Volkmann,David Audretsch
This volume discusses entrepreneurship education in Europe on the basis of in-depth case studies of related activities at twenty higher education institutions. Based on a model of entrepreneurship education, the analysis addresses curricular and extra-curricular teaching, as well as the institutional and stakeholder context of delivering entrepreneurship education within higher educational institutions. The book offers both insightful entrepreneurship teaching practices and a discussion of potential organizational drivers and barriers. Accordingly, it provides a valuable resource for researchers, instructors, and managers of entrepreneurship education alike.

 Entrepreneurship Education at Universities Learning from Twenty European Cases 1st Table of contents:

Part I: Entrepreneurship Education in Northern Europe

Lund University: Embedding Entrepreneurship in a Regional Context

1 The University´s Entrepreneurship Education Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

Level of Faculties´ and Units´ Autonomy to Act

Organisational Implementation

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview of Curricular Offers

2.2 Target Groups

Main Target Groups of Entrepreneurship Education

Continuous Education

Bridges to Secondary Education

Specificities

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Intentions and Objectives

Contents

Methods and Media

Informal Evaluation of Learning Outcomes and Feedback for Students

Using Results of Entrepreneurship Research

2.4 Setting of Entrepreneurship Teaching

Locations

Timing

Formal Evaluation of Learning Outcomes

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

Mentors

2.6 Management of Entrepreneurship Education

Teacher and Trainer Management

Internal and External Network Management

Evaluation of Courses and Programmes

3 Extra-Curricular Activities Related to Entrepreneurship Education

3.1 Overview of Extra-Curricular Entrepreneurship Activities

Box 1 Venture Cup

Box 2 Dragons at the University

Box 3 Leapfrogs

Box 4 FENA

Box 5 European EE Workshop and European Entrepreneurship Award

4 Institutional Aspects of Entrepreneurship Education

4.1 Organisational Set-up and Change

4.2 Laws, Statutes and Codes

4.3 Mindsets and Attitudes

5 External Relationships Related to Entrepreneurship Education

5.1 Types of Relationships with External Stakeholders

5.2 External Stakeholders Involved in Entrepreneurship Education

Enterprises

Alumni

Student Organisations

Support Services

Incubators

Incubator: Venture Lab

Incubator: Ideon Innovation

Incubator: The Creative Plot (TCP)

Science and Technology Parks

5.3 International Relationships

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

Impact and Transferability of Entrepreneurship Education to Other Universities

6.2 Lessons Learned

Summary of Lessons Learned from This Case

References

Interviews

Websites and Publications

University of Southern Denmark: IDEA Centre for Promoting Entrepreneurship Education Across the Univ

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

Level of Faculties´ and Units´ Autonomy to Act

University´s Importance for Driving Entrepreneurship in Its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers in Entrepreneurship Education

2.2 Target Groups

Main Target Groups of Entrepreneurship Education

Continuous Education

Bridges to Secondary Education

Specificities

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Intentions

Contents

Box 1 Design Entrepreneurship

Methods

Media

Informal Evaluation of Learning Outcomes and Feedback for Students

Using Results of Entrepreneurship Research

2.4 Setting of Entrepreneurship Teaching

Locations

Timing

Formal Evaluation of Learning Outcomes

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

Mentors

2.6 Management of Entrepreneurship Education

Teacher and Trainer Management

Managing Student Support

Internal and External Network Management

Management of Curricular Integration and Attracting New Groups of Students

Evaluation of Courses and Programmes

3 Extra-Curricular Activities in Entrepreneurship Education

4 Institutional Aspects of Entrepreneurship Education

4.1 Organisational Set-up and Change

Measures for Coordinating and Integrating EE Across the University

4.2 Laws, Statutes and Codes

Incentives for Staff to Engage in or Support Entrepreneurship Education

Incentives for Other Stakeholders Contributing to Entrepreneurship Education

4.3 Mindsets and Attitudes

Raising Awareness for the Importance of Entrepreneurship

Encouraging Entrepreneurial Behaviour

5 Outreach to External Stakeholders for Entrepreneurship Education

5.1 Types of Relationships with External Stakeholders

5.2 External Stakeholders Involved in Entrepreneurship Education

Incubators, Accelerators, Science Parks and Technology Parks

5.3 International Relationships

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

Overview of Impact Evaluation Methods Applied

Students´ Participation Rates in EE Courses

Entrepreneurial Self-Efficacy of SDU Students

6.2 Lessons Learned

Summary of Lessons Learned from this Case

Transferability to Other Universities

References

Interviews

Literature and Websites

Tampere University of Applied Sciences: Team Learning and Team Entrepreneurship

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

Key Characteristics of EE at TAMK

Publicity of the TAMK Case

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

Level of Faculties´ and Units´ Autonomy to Act

Organizational Implementation

University´s Importance for Driving Entrepreneurship in Its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

Curricular Offers by Proacademy

Proacademy Degree Programme in Business Administration

Curricular Offers by Y-kampus

2.2 Target Groups

Target Groups of Proacademy

Study Programmes and Students´ Backgrounds

Special Target Group: Potential Family Business Successors

Selecting the Right Candidates

Target Groups of Y-kampus

Continuous Education

Bridges to Secondary Education

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Objectives

Contents and Methods

Applying the TeamAcademy Concept

Working in Real Companies

Specific Methods and Media Used

Informal Evaluation of Learning Outcomes and Feedback for Students

Formal Evaluation of Learning Outcomes

2.4 Setting of Entrepreneurship Teaching

Locations

Timing

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

Mentors

2.6 Management of Entrepreneurship Education

Teacher and Trainer Management

Managing Student Support

Internal and External Network Management

Management of Curricular Integration and Attracting New Groups of Students

Evaluation of Courses and Programmes

3 Extra-curricular Activities Related to Entrepreneurship Education

4 Institutional Aspects of Entrepreneurship Education

4.1 Organizational Set-up and Change

4.2 Laws, Statutes and Codes

4.3 Mindsets and Attitudes

Raising Awareness for the Importance of Entrepreneurship

Encouraging Entrepreneurial Behaviour

5 Outreach to External Stakeholders

5.1 Types of Relationships with External Stakeholders

5.2 External Stakeholders Involved in Entrepreneurship Education

Enterprises

Financial Institutions

Support Services

Incubators, Accelerators, Science Parks and Technology Parks

5.3 International Relationships

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

Overview of Impact Evaluation Methods Applied

Impact Evaluation Methods and Findings

Number of Start-ups

6.2 Lessons Learned

Summary of Lessons Learned About Methods and Settings

Preconditions for Establishing a Radically Different Type of EE

Mainstreaming EE Across the University

Marketing to New Types of Students and Stakeholders

Improving the Regional Business Environment

Transferability to Other Universities

References

Interviews

Literature and Websites

Part II: Entrepreneurship Education in Central-Eastern Europe

Kaunas University of Technology: Developing Entrepreneurship Education with International Expert Net

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Governmental Activities for Developing EE

Importance of Entrepreneurship in the University´s Strategy

Extent of Top Management Commitment to Implementing Entrepreneurship

Level of Schools´ and Departments´ Autonomy to Act

Organizational Implementation

University´s Importance for Driving Entrepreneurship in its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

Box 1 Technology Entrepreneurship (KTU 2015)

Box 2 Technology Venturing (KTU 2015)

2.2 Target Groups

Main Target Groups of Entrepreneurship Education

Continuous Education

Bridges to Secondary Education

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Objectives

Contents

Methods

Technology Entrepreneurship

Technology Venturing

Media

Informal Evaluation of Learning Outcomes and Feedback for Students

Formal Evaluation of Learning Outcomes

2.4 Setting of Entrepreneurship Teaching

Locations

Timing

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

Mentors

2.6 Management of Entrepreneurship Education

Management of EE Teachers

Managing Student Support

Internal and External Network Management

Management of Curricular Integration and Attracting Students

Evaluation of Courses

Managing Entrepreneurship Education Finance

3 Extra-Curricular Activities Related to Entrepreneurship Education

Box 3 Start-up Sauna

4 Institutional Aspects of Entrepreneurship Education

4.1 Organizational Set-up and Change

Co-ordinating and Integrating Entrepreneurship Education Across the University

Influence of External Stakeholders in the Entrepreneurship Education Programmes

4.2 Laws, Statutes and Codes

Incentives for Staff to Engage in or Support Entrepreneurship Education

Incentives for Other Stakeholders Contributing to Entrepreneurship Education

4.3 Mindsets and Attitudes

Raising Awareness for the Importance of Entrepreneurship

Encouraging Entrepreneurial Behaviour

5 Outreach Activities Related to Entrepreneurship Education

5.1 Building an International Network of Advisors and Peers

Three Key Organizations Consulting KTU

How KTU´s Network Developed

Limitations of Involving Advisors from Other Countries

Peer-to-Peer Consultation

5.2 Further External Stakeholders

Enterprises

Incubators, Accelerators, Science Parks and Technology Parks

6 Impact and Lessons Learned

6.1 Evaluating Impacts of Entrepreneurship Education

Evaluating Students´ Learning Progress

Numbers and Examples of Start-ups from KTU

Outlook to Possible Future Impacts of Entrepreneurship Education at KTU

6.2 Lessons Learned

Summary of Lessons Learned from this Case

Transferability to Other Universities

References

Interviews

Participations

Literature and Websites

Technical University of Kosice: Extra-curricular Entrepreneurship Education Activities and Start-up

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Organisational Implementation

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

2.2 Target Groups

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Intentions

Contents

Methods

Informal Evaluation of Learning Outcomes and Feedback for Students

2.4 Setting of Entrepreneurship Teaching

Timing

Formal Evaluation of Learning Outcomes

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

3 Extra-curricular Activities Related to Entrepreneurship Education

3.1 Overview About Extra-curricular Entrepreneurship Activities

3.2 Target Groups of Extra-curricular Activities

3.3 Designing Extra-curricular Activities

Intentions

Contents

Informal Assessment of Learning Outcomes and Feedback for Students

3.4 Setting of Extra-curricular Activities

Locations

Timing

3.5 Persons Involved in Extra-curricular Activities

3.6 Management of Extra-curricular Activities

Managing Student Support

Internal and External Network Management

4 Institutional Aspects of Entrepreneurship Education

4.1 Organisational Set-up and Change

Measures for Coordinating and Integrating EE Across the University

Managing the Acquisition of Resources

4.2 Laws, Statutes and Codes

4.3 Mindsets and Attitudes

Raising Awareness for the Importance of Entrepreneurship

Encouraging Entrepreneurial Behaviour

5 External Relationships Related to Entrepreneurship Education

5.1 Types of Relationships with External Stakeholders

5.2 External Stakeholders Involved in Entrepreneurship Education

Role of External Stakeholders in Entrepreneurship Teaching Activities

Influence of External Stakeholders in the Entrepreneurship Education

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

6.2 Lessons Learned

Summary of Lessons Learned from This Case

Transferability to Other Universities

References

Interviews

Literature and Websites

Kozminski University: Developing Minds for Ambitious Entrepreneurship and Training Teachers at Other

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

Key Characteristics of EE at Kozminski University

Publicity of the Kozminski Case

1.2 Leadership and Governance

Importance of Government Strategies

Importance of EE in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship Education

Level of Faculties´ and Units´ Autonomy to Act and Organisational Implementation

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

2.2 Origins and Operationalisation of Teaching Ambitious Entrepreneurship at KU

External and Internal Environment

External Factors

Internal Factors

Learning from International Experiences

2.3 Target Groups

2.4 Designing Lectures and Courses: Basic Curricular Decisions

Objectives of EE: Operationalisation of Ambitious Entrepreneurship for Teaching

Pilot Programme Development

Teaching Methods

2.5 Setting of Entrepreneurship Teaching

Locations of EE Offers

Timing of EE Offers

2.6 Instructors: Teachers and Mentors

EE Teachers from KU

Guest Speakers

2.7 Management of Entrepreneurship Education

Teacher and Trainer Management at KU

Extending Ambitious Entrepreneurship Education to Other Universities

3 Extra-Curricular Projects in Entrepreneurship Education

3.1 Overview About Extra-Curricular EE Activities at Kozminski University

3.2 How to Start Your Own Business

3.3 Warsaw, the Capital of Ambitious Business (2009-2011)

3.4 Entrepreneurship in Creative Industries (2009-2013)

3.5 INNOVATOR (2007-2009)

3.6 Aula Polska (2012 Onwards)

3.7 Overall Initial Results

4 Institutional Aspects of Entrepreneurship Education

4.1 Organisational Set-up and Change

4.2 Mindsets and Attitudes

5 Outreach to External Stakeholders

5.1 Relationships with Business Community

5.2 Training Educators from Other Polish Universities

Lessons from International Experiences

Situation in Teaching Entrepreneurship in Polish Non-Business Universities

“Training of Trainers´´ Projects Initiated by KU During 2007-2011

Entrepreneurship Lecturers Participating in the Programme

Box 1 An Exemplary Case of Shaping Lecturers´ Entrepreneurial Mindsets

Support from the Leadership of Participating Universities

Network of Academic Entrepreneurship Educators in Poland (SEIPA)

6 Impact and Lessons Learned

6.1 Measuring Impacts of KU´s Entrepreneurship Education Approach

6.2 Lessons Learned: Success Factors for Launching EE

Summary of Lessons Learned from This Case

Transferability to Other Universities

References

Literature

Part III: Entrepreneurship Education in South-Eastern Europe

Bucharest University of Economic Studies: Developing a Strong and Distinct Position for Providing En

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

Level of Faculties´ and Units´ Autonomy to Act

University´s Importance for Driving Entrepreneurship in Its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview of Curricular Offers

Box 1 Entrepreneurial Management

Box 2 Entrepreneurship and Business Administration in the Energy Sector

Box 3 Entrepreneurship Culture Course

2.2 Target Groups

Main Target Groups of Entrepreneurship Education

Specificities

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Contents

Methods

2.4 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

2.5 Management of Entrepreneurship Education

Teacher and Trainer Management

Internal and External Network Management

Evaluation of Courses

3 Extra-curricular Activities Related to Entrepreneurship Education

3.1 Overview About Extra-curricular Entrepreneurship Activities

Box 4 Junior Achievement Programme

4 Institutional Aspects of Entrepreneurship Education

4.1 Organisational Set-up and Change

Measures for Coordinating and Integrating Entrepreneurship Education Across the University

Influence of External Stakeholders in the Entrepreneurship Education Programmes

4.2 Laws, Statutes and Codes

Incentives for Staff to Engage in or Support Entrepreneurship Education

4.3 Mindsets and Attitudes

Raising Awareness for the Importance of Entrepreneurship

Encouraging Entrepreneurial Behaviour

5 External Relationships Related to Entrepreneurship Education

5.1 External Stakeholders Involved in Entrepreneurship Education

Enterprises

Other Stakeholders

5.2 International Relationships

6 Lessons Learned

References

Interviews

Literature and Websites

University of Ljubljana: Applying the Design-Thinking Approach to Entrepreneurship Education

1 The University´s Entrepreneurship Education Profile

1.1 The University´s Overall Approach to EE

Key Characteristics of EE at the University of Ljubljana

Publicity of the Case

1.2 Leadership and Governance

Extent of High Level Commitment to Implementing Entrepreneurship

Importance of Entrepreneurship in the University´s Strategy

Level of Autonomy to Introduce EE Courses

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

2.2 Target Groups

Main Target Groups of Entrepreneurship Education at FELU

Bridges to School Education

Continuous Education: DT Course for Unemployed People

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Objectives

“Entrepreneurship´´: Undergraduate

“Development of Entrepreneurial Opportunities´´: Undergraduate

“Entrepreneurial Project 1´´: Undergraduate

“Entrepreneurial Project 2´´: Graduate

“Effective Presentations´´

2.4 Setting of Entrepreneurship Teaching

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

2.6 Management of Entrepreneurship Education

3 Extra-Curricular Activities in Entrepreneurship Education

3.1 Overview About Extra-Curricular Entrepreneurship Activities

3.2 Start-up Weekends

3.3 Consulting

3.4 Workshops and Lectures

4 Institutional Aspects of Entrepreneurship Education

4.1 Organisational Set-up and Change

Application of DT in Other Faculties

Barriers to Multi-disciplinarity

4.2 Laws, Statutes and Codes

Legal Barriers for Students to Act Entrepreneurially

4.3 Mindsets and Attitudes

Socio-cultural Issues Hampering Entrepreneurial Mindsets

5 Outreach to External Stakeholders of Entrepreneurship Education

6 Impact and Lessons Learned

6.1 Measuring Impacts of Entrepreneurship Education

Impact Evaluation Methods Applied

Start-ups Evolving from DT at the University of Ljubljana

6.2 Lessons Learned

Summary of Lessons Learned from This Case

Limitations and Challenges of the DT Approach

Transferability to Other Universities

References

Interviews

Literature and Websites

University of Osijek: Developing Entrepreneurship Education from Scratch over Time

1 The University´s Entrepreneurship Education Profile

1.1 The University´s Overall Approach to Entrepreneurship

1.2 Leadership and Governance

Leadership of Prof. Singer

Historical Barriers to Entrepreneurship Education

Importance of Entrepreneurship in the University´s Strategy and Extent of High-Level Commitment

Organisational Implementation and Level of Autonomy to Act

1.3 Resources: People and Financial Capacity

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

Offers for the Full Range of Degrees

Chronological Development of EE at SUO

2.2 Target Groups

Overview About Target Groups

Graduate Programme in Entrepreneurship: Pre-Bologna (Master of Science Degree)

Undergraduate Programme in Entrepreneurship: After Bologna (Bachelor Degree)

Graduate Programme in Entrepreneurship: After Bologna (Master Degree)

Postgraduate Specialist Studies in Entrepreneurship: After Bologna (Specialist Degree)

PhD Programme “Entrepreneurship and Innovation´´

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Teaching Objectives

Teaching Methods

2.4 Instructors: Teachers and Mentors

Involving International Experts

Real Entrepreneurs and Guest Speakers as Teachers

Mentors

2.5 Management of Entrepreneurial Education

Internally Growing Competent Staff

3 Extra-Curricular Activities Related to Entrepreneurship Education

3.1 Overview About Extra-Curricular Activities

3.2 Community Work (Volunteering Programme of Graduate Programme in Entrepreneurship)

3.3 Entrepreneurs Without Borders (EWoB)

3.4 Consulting

3.5 Business Plan Competition

4 Institutional Aspects of Entrepreneurship Education

4.1 Organizational Set-up and Change of Entrepreneurship Education

Planned Organizational Changes to Make EE Available to All Students

Shifting EE Leadership

4.2 Legal Barriers to Entrepreneurship Education

4.3 Developing Entrepreneurial Mindsets

5 Outreach to External Stakeholders of Entrepreneurship Education

5.1 Initiating Institutions for an Entrepreneurial Ecosystem on One´s Own

5.2 Finance for Local Enterprises: NOA

5.3 Entrepreneurship Training: Centre for Entrepreneurship

5.4 Policy Think Tank CEPOR

5.5 Business Incubator BIOS

5.6 Regional Centre for Promoting Entrepreneurship

5.7 Involvement of External Stakeholders in University Boards

6 Impact and Lessons Learned

6.1 Measuring Impacts of the Entrepreneurship Education Approach

Overview About Impact Measurement Methods Applied

Findings from the Global Entrepreneurship Monitor

Qualitative Substantiation of the Impact of SUO´s EE Programmes

6.2 Lessons Learned

References

Interviews

Literature and Websites

Part IV: Entrepreneurship Education in South-Western Europe

University of Coimbra: Supporting Nascent Entrepreneurs by Extra-curricular Activities

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

Level of Faculties´ and Units´ Autonomy to Act

Organizational Implementation

University´s Importance for Driving Entrepreneurship in Its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview of Curricular Offers

2.2 Target Groups

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Box 1 Social Intervention, Innovation and Entrepreneurship Master Programme

Box 2 Innovation and Management Processes Course

Box 3 Entrepreneurial New Ideas Course

Box 4 Technological Innovation and Entrepreneurship Course

Box 5 Entrepreneurship and Business Challenge Course

2.4 Setting of Curricular Activities

Locations and Timing

Formal Evaluation of Learning Outcomes

2.5 Instructors, Teachers and Mentors

2.6 Management of Entrepreneurship Education

Teacher and Trainer Management and Evaluation of Courses and Programmes

Internal and External Network Management

Management of Curricular Integration and Attracting New Groups of Students

3 Extra-curricular Activities Related to Entrepreneurship Education

3.1 Overview About Extra-curricular Entrepreneurship Activities

3.2 Target Groups of Extra-curricular Activities

Bridges to Secondary Education

3.3 Designing Extra-curricular Activities

Box 6 Technology-Based Entrepreneurship Course: Mentoring Programme (CEBT-MT)

Box 7 Cre@tive C

3.4 Setting of Extra-curricular Activities

Locations

Timing

Formal Evaluation of Learning Outcomes

3.5 Persons Involved in Extra-curricular Activities

Evaluation of Extra-curricular Offers

4 Institutional Aspects of Entrepreneurship Education

4.1 Organizational Set-up and Change

4.2 Laws, Statues and Codes

4.3 Mindsets and Attitudes

5 External Relationships Related to Entrepreneurship Education

5.1 Types of Relationships with External Stakeholders

5.2 External Stakeholders Involved in Entrepreneurship Education

Enterprises

Incubators, Accelerators, Science Parks and Technology Parks

5.3 International Relationships

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

Overview of Impact Evaluation Methods Applied

6.2 Lessons Learned

Summary of Lessons Learned from This Case

Perspectives for the Future

Transferability to Other Universities

References

Interviews

Literature and Websites

EMLYON: Educating Entrepreneurs as a Prime Objective of a Private Business School

1 The University´s Entrepreneurship Education Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

EMLYON´s Overall Profile

EMLYON´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

Level of Faculties´ and Units´ Autonomy to Act

Organizational Implementation

University´s Importance for Driving Entrepreneurship in Its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

EE Covering All Degree Programmes

Bachelor-Level Programme

Graduate Programmes

Specialized Master Programmes

MBA Programmes

PhD Level Programme

Executive Programmes

Programmes for Entrepreneurs

2.2 Target Groups

Main Target Groups of Entrepreneurship Education

Continuous Education

Bridges to Secondary Education

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Objectives of Entrepreneurship Teaching

EMLYON´s Pedagogical Approach

Methods and Media

Evaluation of Learning Outcomes and Feedback for Students

2.4 Setting of Entrepreneurship Teaching

Locations and Timing

Formal Evaluation of Learning Outcomes

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

2.6 Management of Entrepreneurship Education

3 Extra-Curricular Activities Related to Entrepreneurship Education

4 Institutional Aspects of Entrepreneurship Education

4.1 Organizational Set-up and Change

Measures for Coordinating and Integrating Entrepreneurship Education Across the University

EMLYON Incubator

Influence of External Stakeholders

4.2 Laws, Statutes and Codes

Regulations Governing EE at EMLYON

Incentives for Staff to Engage in or Support Entrepreneurship Education

Incentives for Other Stakeholders Contributing to Entrepreneurship Education

4.3 Mindsets and Attitudes

Raising Awareness for the Importance of Entrepreneurship

Encouraging Entrepreneurial Behaviour

5 Outreach to External Stakeholders of Entrepreneurship Education

5.1 Types of Relationships with External Stakeholders

Local, Regional and Global Outreach

Close Links with Chamber of Commerce

World Entrepreneurship Forum

5.2 International Relationships

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

Overview of Impact Evaluation Methods Applied

Examples of Successful Companies

6.2 Lessons Learned

Summary of Lessons Learned from This Case

Transferability to Other Universities

References

Interviews

Literature and Websites

Milan Polytechnic University: Experience-Oriented Entrepreneurship Education

1 The University´s Entrepreneurship Education Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship Education

Level of Faculties´ and Units´ Autonomy to Act

Organisational Implementation

University´s Importance for Driving Entrepreneurship in Its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers in EE

Current Offers

Planned Offers

2.2 Target Groups

Main Target Groups of Entrepreneurship Education at Polimi

Continuous Education

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Intentions

Contents

Methods

Media

Informal Evaluation of Learning Outcomes and Feedback for Students

Using Results of Entrepreneurship Research

2.4 Setting of Entrepreneurship Teaching

Locations

Timing

Formal Evaluation of Learning Outcomes

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

Mentors

2.6 Management of Entrepreneurship Education

Teacher and Trainer Management

Managing Student Support

Management of Curricular Integration and Attracting New Groups of Students

Evaluation of Courses and Programmes

Management of Continuous Education

3 Extra-Curricular Activities in Entrepreneurship Education

3.1 Overview About Extra-Curricular Entrepreneurship Activities

3.2 Target Groups of Extra-Curricular Activities

3.3 Objectives, Contents and Methods

3.4 Persons Involved in Extra-Curricular Activities

3.5 Locations

3.6 Using Results of Extra-Curricular Activities of Entrepreneurship Education

4 Institutional Aspects of Entrepreneurship Education

4.1 Organizational Set-up and Change

4.2 Laws, Statutes and Codes

4.3 Mindsets and Attitudes

5 Outreach to External Stakeholders of Entrepreneurship Education

5.1 Relationships with PoliHub

5.2 Relationships with Enterprises and Financial Institutions

5.3 International Relationships in Entrepreneurship Education

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

Overview of Impact Evaluation Methods Applied

Studies About the Involvement of Polimi Alumni in Start-ups

6.2 Lessons Learned

Summary of Lessons Learned from This Case

Transferability to Other Universities

References

Interviews

Websites

University of Valencia: The Business Culture Chair and Entrepreneurship Training for University Lect

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

Level of Faculties´ and Units´ Autonomy to Act

Organisational Implementation

University´s Importance for Driving Entrepreneurship in Its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

2.2 Target Groups

3 Extra-Curricular Activities Related to Entrepreneurship Education

3.1 Overview About Extra-Curricular Entrepreneurship Activities

3.2 Target Groups of Extra-Curricular Activities

3.3 Designing Extra-Curricular Activities

Intentions

Contents

Methods

Media

Informal Assessment of Learning Outcomes and Feedback for Students

Using Results of Extra-Curricular Activities of Entrepreneurship Education

3.4 Setting of Extra-Curricular Activities

Locations

Timing

3.5 Persons Involved in Extra-Curricular Activities

3.6 Management of Extra-Curricular Activities

Management of Persons Involved in Extra-Curricular Activities

Managing Student Support

Internal and External Network Management

Management of Possible Integration of Extra-Curricular Elements

Evaluation of Learning Outcomes and Informal Feedback to Students

4 Institutional Aspects of Entrepreneurship Education

4.1 Organisational Set-up and Change

Measures for Coordinating and Integrating Entrepreneurship Education Across the University

Influence of External Stakeholders in the Entrepreneurship Education Programmes

4.2 Laws, Statutes and Codes

Incentives for Staff to Engage in or Support Entrepreneurship Education

Incentives for Other Stakeholders Contributing to Entrepreneurship Education

4.3 Mindsets and Attitudes

Raising Awareness for the Importance of Entrepreneurship

Encouraging Entrepreneurial Behaviour

5 External Relationships Related to Entrepreneurship Education

5.1 Types of Relationships with External Stakeholders

5.2 External Stakeholders Involved in Entrepreneurship Education

Enterprises

Financial Institutions

Support Services

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

6.2 Lessons Learned

References

Interviews

Websites

Part V: Entrepreneurship Education in North-Western Europe

University of Cambridge: Persistently Innovating Entrepreneurship Education Methods

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Level of Faculties´ and Units´ Autonomy to Act

University´s Importance for Driving Entrepreneurship in Its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

Box 1 ETECH Programme

2.2 Target Groups

Main Target Groups of Entrepreneurship Education

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Intentions

Contents

Methods and Media

Using Results of Entrepreneurship Research

2.4 Setting of Entrepreneurship Teaching

Locations and Timing

Formal Evaluation of Learning Outcomes

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

Mentors

2.6 Management of Entrepreneurship Education

Internal and External Network Management

Evaluation of Courses and Programmes

3 Extra-Curricular Activities Related to Entrepreneurship Education

3.1 Overview About Extra-Curricular Entrepreneurship Activities

Box 2 Enterprise Tuesday

Box 3 Enterprisers

Box 4 EnterpriseWISE

Box 5 Ignite

Box 6 Accelerate Cambridge

Box 7 Business Creation Competition

3.2 Target Groups of Extra-Curricular Activities

3.3 Designing Extra-Curricular Activities

3.4 Setting of Extra-Curricular Activities

3.5 Persons Involved in Extra-Curricular Activities

3.6 Management of Extra-Curricular Activities

Management of Persons Involved in Extra-Curricular Activities

Managing Student Support

Internal and External Network Management

Management of Possible Integration of Extra-Curricular Elements

4 Institutional Aspects of Entrepreneurship Education

4.1 Organisational Set-up and Change

Measures for Coordinating and Integrating EE Across the University

4.2 Laws, Statutes and Codes

Incentives for Staff to Engage in or Support Entrepreneurship Education

4.3 Mindsets and Attitudes

Raising Awareness for the Importance of Entrepreneurship

Encouraging Entrepreneurial Behaviour

5 Outreach to External Stakeholders

5.1 Types of Relationships with External Stakeholders

5.2 External Stakeholders Involved in Entrepreneurship Education

Enterprises

Financial Institutions

Support Services

Student Organisations

Incubators, Accelerators, Science Parks and Technology Parks

5.3 International Relationships

6 Impact and Lessons Learned

6.1 Evaluating Impacts of the Entrepreneurship Education Approach

Overview of Impact Evaluation Methods Applied

6.2 Lessons Learned

Summary of Lessons Learned from This Case

Transferability to Other Universities

References

Interviews

Literature and Websites

Dublin City University Ryan Academy: A Public-Private Partnership in Entrepreneurship Education

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship

Overall Approach of the DCU Ryan Academy to Entrepreneurship Education

How DCURA Came into Being

Publicity of the DCURA Case

1.2 Leadership and Governance

Importance of Government Strategies and Policies

Importance of EE in the University´s Strategy and High-Level Commitment

How the Academy Developed over the Years

Level of Faculties´ and Units´ Autonomy to Act and Organisational Implementation

1.3 Resources: Financial Capacity and People

Financial Resources for Entrepreneurship Education

Human Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview About Curricular Offers

Types of Curricular EE Programmes Offered

Importance of Specific Offers

Rationale for the Composition of DCURA´s EE Offers

2.2 Target Groups

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Objectives of Entrepreneurship Teaching at DCURA

Methods and Media

Objectives, Contents and Methods of Specific Curricular Offers

Master Degree Programmes

Honours Bachelor Degree Level Programme

Professional Training Programmes

Accelerator Programmes

2.4 Setting of Entrepreneurship Teaching

2.5 Instructors: Teachers and Mentors

Entrepreneurs and Business People as Teachers

Academic Teachers

Mentors

Managing External Experts and Trainers

Evaluation of Courses and Programmes

3 Extra-Curricular Activities in Entrepreneurship Education

3.1 Overview About Most Important Extra-Curricular Activities

3.2 Objectives, Contents, Methods and Settings

3.3 Extra-Curricular Activities Management

4 Institutional Aspects of Entrepreneurship Education

4.1 Organizational Set-up: Benefits of a University-Enterprise Partnership

4.2 Laws, Statutes and Codes: Flexibility of a “Hybrid´´ Model

4.3 Entrepreneurial Mind-Sets: Advantages and Disadvantages of a Tight Budget

5 Outreach to External Stakeholders of Entrepreneurship Education

6 Impact and Lessons Learned

6.1 Measuring Impacts of the Entrepreneurship Education Approach

6.2 Lessons Learned

Summary of Lessons Learned from This Case

Prerequisites for a University-Business Partnership to Work

Transferability to Other Universities

References

Interviews

Literature and Websites

University of Huddersfield: Entrepreneurship Education Across All Schools and How to Teach the Teach

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship

Key Characteristics of EE at the UoH

Publicity of the UoH Case

1.2 Leadership and Governance

Importance of Government Strategies and Policies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

Level of Faculties´ and Units´ Autonomy to Act

Organizational Implementation

University´s Importance for Driving Entrepreneurship in its Environment

1.3 Resources: People and Financial Capacity

Human Resources for Entrepreneurship Education

Financial Resources for Entrepreneurship Education

2 Entrepreneurship in Curricula and Teaching

2.1 Overview of Curricular Offers and Units Providing Them

Curricular EE Offers at the UoH

Curricular EE Offers at the Business School

Curricular EE Offers Outside the Business School

Exemplary Curricular Offers

Box 1 Magazine Design and Production (Reproduced from University of Huddersfield, Description Sheet

Box 2 Enterprise Placement Year (Kelly Smith, UoH Enterprise Team, 2014)

2.2 Target Groups

Main Target Groups of Entrepreneurship Education

Continuous Education

Bridges to Secondary Education

2.3 Designing Lectures and Courses: Basic Curricular Decisions

Objectives of Entrepreneurship Teaching

Contents of Entrepreneurship Teaching

Methods and Media

Informal Evaluation of Learning Outcomes and Feedback for Students

Using Results of Entrepreneurship Research

2.4 Setting of Entrepreneurship Teaching

2.5 Instructors: Teachers and Mentors

Professors, Other Employees and External Lecturers of the University

“Real Entrepreneurs´´ as Teachers

Mentors

2.6 Management of Entrepreneurship Education

Teacher and Trainer Management

Managing Student Support

Internal and External Network Management

Management of Curricular Integration and Attracting New Groups of Students

Evaluation of Courses and Programmes

3 Extra-Curricular Activities in Entrepreneurship Education

3.1 Overview About Extra-Curricular EE Activities at the UoH

3.2 Start-up Support from the UoH´s Enterprise Team

3.3 Collabhub: A New Type of Enterprise Society

3.4 Honeypot: Using Software to Assemble Start-up Teams

3.5 Start-up Events

3.6 Graduate Entrepreneurship Project: Regional Universities Support Start-ups

3.7 Managing Extra-Curricular Activities

4 Institutional Aspects of Entrepreneurship Education

4.1 Organizational Set-up and Change

Measures for Coordinating and Integrating EE Across the University

Influence of External Stakeholders in the EE Programmes

4.2 Laws, Statutes and Codes

Incentives for Staff to Engage in or Support Entrepreneurship Education

Incentives for Other Stakeholders Contributing to Entrepreneurship Education

4.3 Mindsets and Attitudes

5 Outreach to External Stakeholders of EE

5.1 External Stakeholders Involved in Entrepreneurship Education

Enterprises

Financial Institutions

Support Services

Incubators, Accelerators, Science Parks and Technology Parks

5.2 International Relationships

6 Impact and Lessons Learned

6.1 Evaluating Impacts of Entrepreneurship Education

Overview of Impact Evaluation Methods Applied

Statistics on Students Supported and on Start-ups from the UoH

Qualitative Indicators of UoH EE Impact

Impact Through Board Memberships

6.2 Lessons Learned

Summary of Lessons Learned from this Case

Transferability to Other Universities

References

Interviews

Literature and Websites

Part VI: Entrepreneurship Education in Central Europe

University of Liège: VentureLab-Establishing an Entrepreneurial Ecosystem at a University

1 The University´s Entrepreneurial Profile

1.1 The University´s Overall Approach to Entrepreneurship Education

Key Characteristics of ULg´s Entrepreneurial Ecosystem

Ecosystem History and Outreach

1.2 Leadership and Governance

Importance of Government Strategies

Importance of Entrepreneurship in the University´s Strategy

Extent of High Level Commitment to Implementing Entrepreneurship

 

 

 

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