Teaching and Learning Entrepreneurship in Higher Education

306 pages

English

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Libri Publishing Ltd - Anne Horsted , John Branch

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306 pages

English

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For many years, it has been the general view that entrepreneurs are simply born that way – that entrepreneurship is innate and therefore cannot be taught (or learned), and is therefore a subject unsuited to higher education. The logic seemed to follow: an entrepreneur is just naturally an entrepreneur, and studying entrepreneurship, therefore, is a meaningless enterprise. Borrowing Nike’s slogan, entrepreneurs just do it.

But in recent years, a complete reversal of thinking in higher education has occurred. Indeed, entrepreneurs, it is claimed, are made, not born. In other words, entrepreneurship can be learned. Subsequently, institutions of higher education, in most countries around the world, have embraced the teaching and learning of entrepreneurship with fervour, as demonstrated by the growth of entrepreneurship centres, new venture incubators, and business plan competitions on college and university campuses.

Teaching and Learning Entrepreneurship in Higher Education embraces this if to how reversal, by exploring entrepreneurship activities at different universities around the world from three primary perspectives: policy, practice, and mindset. Its twelve chapters demonstrate that there is no ‘one-size-fits-all’ model for teaching and learning entrepreneurship in higher education. Despite their differences, however, the twelve also share a common desire to develop and nurture entrepreneurship, and will inspire anyone with an interest in teaching and learning entrepreneurship in higher education.

Sujets

Entrepreneuriat

Business

Economics

Entrepreneurship

Employabilité, métiers et formations

Informations

Publié par	Libri Publishing Ltd
Date de parution	30 juin 2017
Nombre de lectures	0
EAN13	9781912969470
Langue	English
Poids de l'ouvrage	15 Mo

Informations légales : prix de location à la page 0,2650€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Teaching and Learning Entrepreneurship in Higher Education

Teaching and Learning Entrepreneurship inHigher Education

John Branch, Anne Hørstedand Claus Nygaard

THE LEARNING IN HIGHER EDUCATION SERIES

First publised in 2017 by Libri Publising

Copyrigt © Libri Publising

Autors retain copyrigt of individual capters.

he rigt of Jon Branc, Anne Hørsted and Claus Nygaard to be identiﬁed as te editors of tis work as been asserted in accordance wit te Copyrigt, Designs and Patents Act, 1988.

ISBN 978-1-911450-12-2eISBN 978-1-912969-47-0 All rigts reserved. No part of tis publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means, electronic, mecanical, potocopying, recording or oterwise, witout te prior written permission of te copyrigt older for wic application sould be addressed in te ﬁrst instance to te publisers. No liability sall be attaced to te autor, te copyrigt older or te publisers for loss or damage of any nature suﬀered as a result of reliance on te reproduction of any of te contents of tis publication or any errors or omissions in its contents.

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Contents

Foreword Capter 1

Capter 2

Capter 3

Capter 4

Capter 5

Capter 6

Capter 7

Capter 8

An introduction to Teacing and Learning Entrepreneursip Jon Branc, Anne Hørsted & Claus Nygaard Exploring te links between Policy Making and te Landscape for Entrepreneursip Education in Higer Education Diana Pauna & Maija Kale

Developing Holistic and Compreensive Entrepreneursip Education Approaces Dirk Ludewig

A Global Approac to Teacing Entrepreneursip in Japan Sara Louisa Bircley & Pilip McCaslandhe Role of Universities as Catalysts witin Entrepreneurial Ecosystems Hani T. Fadel, Moaz Mojaddidi & Osama M. AsriIntegrating Innovation and Entrepreneursip into All Undergraduate Courses: he Case of La Trobe University in Australia Silvia McCormack & Cris ScanlonPlanning to Teac Entrepreneursip: Our Roug Guide to Researc-Informed, Practice-Based Curriculum Design at Aston University, UK Julian Lamb & Geoﬀ ParkesDeveloping Student-Practitioners: Two Localised Metods for Teacing and Learning Entrepreneursip Natan Rau-Bieri

vii

101

127

157

Capter 9 Promoting Entrepreneursip in Social Services and Healtcare Sirkka-Liisa Kolemainen Capter 10 An Integrated Framework for Stimulating Entrepreneurial Beaviour: A Sout African Example Tsidi Moapeloa Capter 11 he Five Capacities of Entrepreneursip Educators: from Domain Experts to Supporters of Inerently Evolving, Unpredictable and Individually Founded Learning Processes Mette Lindal homassen

179

203

229

Capter 12 Guiding Students Towards an Entrepreneurial Mindset by Using te Berkeley Metod of Entrepreneursip 257 Carlotta Jonsson, Iklaq Sidu, Mari Suoranta & Ken Singer Capter 13 Teacing Unemployed University Graduates to hink Like Entrepreneurs 283 Anne Hørsted & Claus Nygaard

Foreword

Teacing and learning entrepreneursip in iger education is a multi-faceted activity tat as gained substantial interest worldwide over te last two decades. Be it in developing or developed countries or from te educators or policymakers, entrepreneursip teacing and learning in te iger education sector is ig on te policy agenda. his development sould be seen in te ligt of te growing interest in wat is called teentrepreneurial society. In academia as well as in poli-cymaking, te entrepreneurial society is, as discussed in, for example, Audretsc & Pillips (2007) and Audretsc (2014), a society caracterised by economic development troug knowledge-based entrepreneursip. As suc, te entrepreneurial society is seen as a remedy for several of te callenges facing te developing and developed economies alike in terms of te environment, employment, competitiveness, economic growt, and, ultimately, individual and societal well-being. Furtermore, contrib-uting to tis development is te emerging discussion on te quality of te new ventures created to a large extent initiated by Sane (2009) on te quality of te new ventures created. Hence, paying less attention to te entrepreneursip or number of start-upsper se and instead focusing on te formation of ig-quality and ig-growt start-ups. he focus on knowledge and ig-quality entrepreneursip means tat te iger education sector wit its potential to realise discontin-uous tecnological innovations is seen as an important factor in terms of promoting and sustaining economic growt at a national as well as regional level. his role of te university – te entrepreneurial university (Clark, 1998) – as been igligted in a number of policy documents from organisations suc as te World Bank, OECD, and EU (for example, see OECD and te European Commission (2012) and Olsen & Maassen (2007)). All of tem empasising te need for entrepreneurial universi-ties in terms of boosting economic growt and meeting te callenges associated wit te new economy. Hence, in addition to producing knowledge, te entrepreneurial university sould also disseminate and commercialise it. In doing so, entrepreneurial universities are also involved in partnersips and networks wit oter academic institutions as well as te public and

vii

Foreword private sectors. In oter words, an entrepreneurial university plays a role considerably bigger tan just promoting and supporting entrepreneursip and entrepreneurial activity. he transformation into an entrepreneurial university terefore aﬀects all parts of te university as well as all its activities, be tey academic or administrative. Consequently, universities aiming at developing into entrepreneurial universities sould develop new processes, governance structures, and strategies. Etkowitz (2004) and Erkowitz & Viale (2010) take te discussion of te entrepreneurial university furter and identify wat tey call te tird academic revolution. he ﬁrst academic revolution occurred in te t early 19 century, wen researc was integrated into te academic agenda and ence te mission of te universities. he second academic revolu-tion occurred wen economic and social development were integrated as academic missions. As for te tird academic revolution, Ezkowitz & Viale (2010) put it te following way:

viii

“he tird academic revolution integrates forward and reverse linear models in a programmatic and regulatory framework, syntesizing knowledge, organization and institutions: te endogenous, exogenous and mesogenous drivers of innovation. he university tus becomes an increasingly important platform for societal transformation.”(Ezkowitz & Viale, 2010:595)

hey continue, addressing te link between te entrepreneurial univer-sity and economic development:

“In a ‘tird academic revolution’, te entrepreneurial university becomes te centre of gravity for economic development, knowledge creation and diﬀusion in bot advanced and developing societies.”& (Ezkowitz Viale, 2010:596)

Consequently, tis broader scope requires tat te universities develop new processes, governance structures, and strategies. It also puts empasis on partnersips wit oter universities as well as wit te public and private sector. he transformation into an entrepreneurial university terefore aﬀects all parts of te university as well as all its activities, be tey academic or administrative. Furtermore, te observation tat te development towards an

Foreword entrepreneurial university essentially involves all activities and processes witin te university as, as discussed in, for instance, Clark (1998) and Pineiro & Stensaker (2014), generated te idea tat te entrepreneurial university, in addition to te macroeconomic aspects discussed above, can be seen as a means to address te problems and callenges facing contem-porary iger education worldwide at te micro or organisational level. However, in tis discussion of te new role of iger education insti-tutions, probably te most important question – ow and to wom is entrepreneursip being taugt – as almost been forgotten. Hence, it sould be obvious tat te scope of tis book is muc wider tan “ just” teacing and learning entrepreneursip. Wit teacing and learning entrepreneursip in iger education as te common point of departure, te diﬀerent capters provide a broad discussion of ow entrepreneursip education reaces outside te traditional borders and could contribute to te development of te entrepreneurial university as suc. Hence, te discussion is very muc in line wit te overall discussion of te entre-preneurial university tat empasises te need to reac out far beyond te walls of business scools and entrepreneursip programmes. he diﬀerent cases presented in tis book sow tat entrepreneursip learning and education is igly context-speciﬁc and to a large extent depends on institutional factors at te national level as well as at te level of te individual iger education institution. In oter words, tere is no “one-size-ﬁts-all” model. his sould, owever, not be interpreted as toug tere is noting to be learnt from te experiences of oter iger education institutions – quite te contrary. Even toug very diﬀerent, te various cases presented in tis book essentially all ave in common tat tey focus on wat Welset al. (2016) call te cange process in te student; tat is, te process of becoming someting tey previously were not. his desire to create an entrepreneurial mindset or attitude is seen in all te case studies presented in tis volume. Hence, te current book could serve as a deep source of inspiration for anyone wit an interest in developing entrepreneursip teacing and learning. Anders Paalzow President and Rector Stockolm Scool of Economics in Riga, Latvia

Bibliography Audretsc, D. B. (2014). From te entrepreneurial university to te university for te entrepreneurial society.Journal of Tecnology Transfer, Vol. 39, pp. 313–321. Audretsc, D. & R. J. Pillips (2007). Entrepreneursip, State Economic Development Policy and te Entrepreneurial University.he Papers on Entrepreneursip, Growt and Public Policy, No. 1107, Max Planck Institute, Jena. Etzkowitz, H. (2004). he evolution of te entrepreneurial university. International Journal of Tecnology and Globalisation, Vol. 1, No. 1. Etzkowitz, H. & R. Viale (2010). Polyvalent Knowledge and te Entrepreneurial University: A hird Academic Revolution.Critical Sociology, Vol. 36, No. 4, pp. 595–609. OECD and te European Commission (2012). Online Resource: ttp://www. oecd.org/site/cfecpr/guiding-framework.tm. [Accessed 9 January 2017]. Olsen, J. P. & P. Maassen (2007). European Debates on te Knowledge Institution: he Modernization of te University at te European Level.J. P. Olsen & P. Maassen (Eds.),University dynamics and European Integration, Springer, pp. 3–22. Pineiro, R. & B. Stensaker (2014). Designing te entrepreneurial university: he interpretation of a global idea.Public Organization Review, Vol. 14, No. 4, pp. 497–516. Sane, S. (2009). Wy encouraging more people to become entrepreneurs is bad public policy.Small business Economics, Vol. 33, pp. 141–149. Wels, D. H. B.; W. T. Tullar & H. Nemati (2016). Entrepreneursip education: Process, metod or bot?Journal of Innovation and Knowledge, Vol. 1, pp. 125–132.