Analyzing for Effective Entrepreneurship Strategy: A Corporate Entrepreneurship and Innovation Course (original) (raw)
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J. V. (2011). In the present day business environment, characterized by constant changes in consumer behavior, the key to success of a firm (Entrepreneur) lies in constant innovation and proper assessment of technologies. Inability to achieve a breakthrough innovation, coupled with an improper assessment of technology on the part of an established incumbent firm, have resulted in its eventual displacement by a new entrant bringing in a technology that rejuvenates new business opportunities. The ability to innovate and properly assess a technology lies in a firm's organizational competencies (Miller &Blais 1993). Furthermore, creativity, culture, understanding of the market, and the business model forms the other key elements of an organization's ability to effectively assess a technology. This article will dwell on the analysis of the relationship between entrepreneurship and innovation and the implications of this relationship for individuals and organizations. This write up will also explain how this relationship impacts my personal approach to risk taking and the way my personal strengths reflect the relationship between innovationand entrepreneurship.
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In this paper we described the course "Creating innovative companies" (6 ECTS credits) and the entrepreneurial profile of the students. The course is taught in the fourth year of the Business Administration and Management Degree, at the Faculty of Economics and Business, in the University of Castilla-La Mancha (Spain). We deal with its justification and its place in the degree, skills and objectives, program and content, activities (individual practical work, optional seminars, preparation and presentation of a business plan) and the teaching methodology, which emphasizes autonomous individual and group work, scheduled work sessions (entrepreneurship, entrepreneur, business ideas, business plan), the evaluation criteria and grading. The socio-demographic profile of the students is also presented in terms of gender; age; nationality (with a high representation of foreign students); family background; student entrepreneurial self-perception; desirability, feasibility, and intention of creating a business; and student perception of risk. The questionnaire used is based on models by Shapero (1982), Ajzen (1987) and Krueger (2007). We also presented students' evaluation of the methodology (preparation of activities, the methodology itself, the usefulness of learning activities, group work) and of the course (usefulness, interest, content, materials, assessment criteria, professors, etc.) and the achieved academic results. The findings will help us improve the adjustment of the methodology used, generating good practices that will result in a more efficient achievement of the course objectives. On the other hand, and more importantly, we would allow for knowing the impact of the training on student entrepreneurial intentions.