Enterprise Education and University Entrepreneurship (original) (raw)
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Enterprise and entrepreneurship education: Guidance for UK higher education providers. Quality Assurance Agency for Higher Education, 2018
Foreword Described as a landmark document by the British Government’s Chief Entrepreneurial Adviser, and used to inform international initiatives such as the European Commission’s EntreComp Framework, QAA’s 2012 guidance on Enterprise and Entrepreneurship1 has been applied to shape and develop new educational initiatives worldwide. Five years on, we have seen its impact evidenced in new types of courses, new types of learning and new metrics for success. The purpose of this document is to capture this impact and to provide a future roadmap for Enterprise and Entrepreneurship Education. We have consulted widely, heard case studies from around the UK at our Quality Enhancement Network events, taken the views of over 60 delegates from an international conference, and listened to international colleagues who are actively using it in contexts that we never imagined. The 2012 team described the guidance as a ‘stake in the sand’, meaning that at that juncture many of the concepts were untried and untested. This document builds on the success that has been evidenced, learns from interpretations derived from it and once again looks forward, in order to support the educator community which has evolved and continues to evolve this important educational agenda. I can only express my deepest gratitude to all of those who have supported this review and, ultimately, contributed to the development of this document. The names and organisations of those involved in the final drafting are included at the back of this guidance, and indicate the sheer breadth of stakeholder engagement. The reader who is familiar with the 2012 guidance will notice that our definitions have been enhanced, a new breadth of impact measures has been developed, and the pipeline of learning activities is aligned to institutional support. These were the changes called for by the educators who joined our consultations, however, these new additions are simply enhancements, in line with what the community of practice has called for. Andy Penaluna Chair, QAA Enterprise and Entrepreneurship Review
After enterprise in higher education ‐ holding the ground or sustaining the momentum?
Education + Training, 1998
Raises the question, will the success of enterprise in higher education (EHE) continue now that funding has ceased? Summarizes the thrust of the EHE programme at Middlesex University and explores the legacy of enterprise in the university, whether the exit strategy worked, the robustness of enterprise values, and whether there is a post‐EHE agenda.
Enterprise and entrepreneurship in English higher education: 2010 and beyond
2012
Purpose–This article aims to report the results of a complete survey of enterprise education in all higher education institutions (HEIs) in England, undertaken in 2010 by the Institute for Small Business & Entrepreneurship (ISBE) on behalf of the National Council for Graduate Entrepreneurship (NCGE). The survey builds on prior work undertaken by the NCGE in England in 2006 and in 2007.
Investing in the Cruel Entrepreneurial University
As not merely a tactic for survival but also an intervention in the cruelty of financialized entre- preneurial capitalism, a number of scholars, most prominently Lauren Berlant and Randy Martin, have suggested a turn to what they each call the lateral. Against the future-oriented aspirations of the entrepreneur and the regimes of evaluation tied to return on investment, they propose concep- tualizations of present-oriented lateral movement and relationality as an alternative mode of life and value. Theorists working in performance studies make a related proposal for claiming a timespace prior to or next to (and thus at least provisionally outside) the circulation of capital that creates the possibility for an alternative inscription of our labor. This essay explores the potentials and limi- tations of these interventions by examining our attachments to and investments in the entrepre- neurial university and our participation in its mundane institutional practices. In particular, I focus on two of those practices with which I hap- pen to have recently been involved: academic pro- gram reviews and graduate mentoring in a public university in the United States. Ultimately, what I offer is, at best, cautious optimism for timespaces “before,” “next to,” or oth- erwise outside the dominant modes of inscription. And yet, I hold out hope for the possibility of developing practices of alternative inscription toward which these conceptualizations move, a hope based on the significance of our role in the sustenance of the enterprise.
“Can Entrepreneurship be cultivated?”
on entrepreneurship. The objective of this paper is to share our experience with how entrepreneurship activities on campus can be organised: we offer a description of how we try to develop the entrepreneurial culture at Aalesund university college (AaUC) in Norway. The project has several stakeholders such as students, local industry and various governmental institutions. We further elaborate on the lessons learned
Rethinking Entrepreneurship and University Education
Academia Letters, 2021
There is an ongoing debate around the world on the role of universities in producing employable graduates. Some argue that there is a need to focus on skills that the industry needs, with an emphasis on STEM and professional courses that offer hands-on skills easily transferable into the market. There is also a push towards placing more emphasis on two-year technical college programs. Others have asked that institutions focus on training students in entrepreneurial skills that they can use to employ themselves upon graduation instead of seeking employment from the government or industry. While all these arguments are valid, they reflect an emphasis on a single variable embedded within a diverse set of options. What if, for instance, instead of seeing university education as skill training for a specific job, we see it as an engagement that involves skills that not only produce employable graduates but also entrepreneurs and well-rounded citizens who adapt to the ever-changing world of work? Further, what if we started looking at what we consider to be employable skills from a broader perspective? Education is about knowledge and skills, about graduates with the knowledge to theorize about human life and phenomena, graduates with skills to provide practical solutions for current and future challenges. Without thinkers and theorizers, we cannot imagine a world outside of the immediate. If we train students on skills of repairing a tractor that is based on today's thinking, for instance, how do we prepare them for the tractor of the future that might be self-driving and using solar power instead of diesel or petrol? Here are a few thoughts on entrepreneurship as part of education that is beyond skill training. Entrepreneurship has become a staple in many conversations, strategies, and even practices in many boardrooms, political meetings, and businesses. When people talk about business success, they talk about people who are entrepreneurs; they talk about Uber, Netflix, Airbnb, etc., as entrepreneurial companies that changed the way business is done in their