Education for entrepreneurship and innovation: “Management capabilities for sustainable growth and success” (original) (raw)

As they grow, companies that were once characterised as agile, innovative and entrepreneurial, tend to become bureaucratic and slow to respond to changes in their environments. In order to stay competitive and build competitive advantage, managers realise that they have to rejuvenate the entrepreneurial spirit and innovate on a sustainable basis, yet this remains a significant challenge for them. Our corporate entrepreneurship and innovation course for post-graduate studentscultivates and understanding of entrepreneurship and innovation in the context of established business. Its unique design, which follows a logical progression of data collection in real-life participating organizations through secondary and primary research, assures in-depth understanding of the factors that shape the current organizational profiles. Students, working in teams, draw on this data and entrepreneurship and innovation theory to develop practical corporate entrepreneurship development plans which they...

Graduates from business schools are outnumbering jobs. There is a strong need to encourage individuals to start their own businesses, which will create opportunities not only for themselves but also for others. This research paper enumerates the challenges faced by the entrepreneurs. Seven characteristics have been identified leading to strong entrepreneurial drive. In addition, business incubation with a specific context of Saudi Arabian economy has been discussed, since business incubation provides an immaculate support system for fresh entrepreneurs; Saudi Arabia embarks the transition from conventional economy into a knowledge-based economy through BADIR programme for technology incubators. This implies improving the national innovation capacity and developing an ecosystem for technopreneurship.

"At the Faculty of Informatics and Telecommunications of the University of Athens, a new optional course on ‘Innovation and Entrepreneurship’ was attended by 222 students close to graduation. The aim of the present paper is to briefly outline the organization and the syllabus of the course and its impact to students’ perceptions. Students’ feedback was collected through their response to a questionnaire. The course was methodologically based on typical problem-based learning (PBL). Furthermore, blended teaching was adopted in order to compound classroom lectures with asynchronous online support of the working groups. 80 organic groups of 1 to 5 colleagues were formed. Of these projects 75% were successfully completed. The projects were conducted in consultancy with various business professionals and they were also facilitated by a virtual enterprise platform. The pedagogical approach used to teach different parts of the course and its relevance to learning theories are briefly discussed in the first part of the present work. The second part of the article focuses on the character of the virtually emerged business activity. Many expected results related to the mean entrepreneurial behaviour in Greece, as reported by GEM surveys, were identified. For example, the number of students’ initiatives towards pure technology transfer was limited compared to the rest types of business opportunities. Moreover, previous detection of the field of youth entrepreneurship under the university career office activities has revealed certain underlying beliefs and parameters that are spontaneously recognized by young people as crucially important in order to undertake entrepreneurial activity. These parameters can be categorized as either psychological or “marketistic” and as either personally or community oriented. A questionnaire was introduced in order to focus on them in combination with the opportunity identification, the initial capital of each project the overall impact of the course. Results are presented under an empirical two dimensional pattern able to illustrate the way that the specific course shifted the mean view of the students towards knowledge-based entrepreneurialism. The current empirical approach aims to contribute to possible more sophisticated measures of entrepreneurial education and to facilitate comparisons between different entrepreneurial courses. Further considerations that concern the improvement of entrepreneurial teaching and the possible connections of the present results to other relevant measurements are discussed in the last part of the article. Keywords: Entrepreneurial education, Innovation education, Problem-based learning, Action learning, Learning organization, Academic entrepreneurship"

Galloway, L., Brown, W., Anderson, M. & Wilson, L. (2006). Investigating the Potentials of Entrepreneurship Education. International Journal of Management Education, 5(1), 57-65. Abstract According to governments, the modern economy requires people with transferable enterprise skills, which can be applied either entrepreneurially or intrapreneurially. Within the context of a globally competitive knowledge economy, enterprise skills and the practice of entrepreneurship (in the form of business start-up) are particularly important amongst those with high skills. As a result, much has been done to increase the opportunities for entrepreneurship and enterprise to be studied within universities. The current paper draws on theories of planned behaviour which indicate that intent can be a robust predictor of outcome. As such, the study investigates the extent to which the inclusion of entrepreneurship education is likely to make a difference to the number and quality of future graduate businesses. Results reveal that while it is likely that entrepreneurship education will have an effect on the number of graduate businesses in the future, this is more likely to be a long-term outcome rather than a short-term one. There is also suggestion of there being differences in the number and timing of future graduate business based on the degree subject of student. Results based on investigation into the potential effect of entrepreneurship education on the quality of future ventures were disappointing, however, and implications for pedagogy include that focus on start-up is insufficient in terms of encouraging entrepreneurial development skills and intentions in future graduate firms.

This paper enhances knowledge of start-up ecosystems by summarizing experience of a start-up networking event held in Budapest in Spring 2019 to demonstrate that experiential learning of university students can be integrated into class-based education. Research on entrepreneurial ecosystems has paid limited attention to the Central and Eastern Europe (CEE) region. From examination of extant literature, it is assumed there is interdependence between universities and business as prime actors in ecosystems. The aim of this paper is therefore to examine how such interdependence operates in relation to local entrepreneurship ecosystems by posing the following qualitatively oriented research question: Can cooperation projects contribute to the development of students’ entrepreneurial mindsets? This single case analysis focuses on student participation in the 2019 ‘Startup Safari’ event with dual aims of providing strategic guidance for future development of local entrepreneurship ecosystem and enhancing student’s entrepreneurial mind-set through active social capital development. This constituted research through interviews of attendees and descriptive data collection to provide an initial basis for future academia-ecosystem cooperation projects with a wider remit whereby specific aspects of the ecosystem may be examined in greater depth. This is planned for Startup Safari 2020. The 2019 project was run on a pilot basis with the main finding that experiential learning can contribute to the development of students’ entrepreneurial mindsets. The cooperation event mostly reached people aged under 30 including university students, interested in innovation. The high number of participating corporates, aiming to recruit talent and develop human capital, but primarily not to cooperate with start-ups was also notable. The pilot project provides a conceptual basis for ongoing development of pedagogical rationale for entrepreneurship courses in relation to local ecosystems in the CEE region as well as actively enhancing student entrepreneurial mind-sets. This case study of entrepreneurial learning activity outlines how students may participate in cooperation projects and enhance their own entrepreneurial skills. It may be used as a template for comparison of ecosystem development in the CEE region.