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Entrepreneurship Education and Research in German-Speaking Europe
Abstract
This article focuses on the studies of entrepreneurship infrastructure in German-speaking Europe conducted by Förderkreis Gründung-Forschung (FGF). Entrepreneurship education seems to be on the right path in German-speaking Europe. This is shown so far in the FGF Report and further supported by the numerous initiatives at other universities, faculties, and professorships. In the meantime, many more universities or polytechnics offer programs on the topic of entrepreneurship. One additional aspect of entrepreneurship education is especially worth noting. The task of entrepreneurship professorships is not limited to educating business founders. Producing qualified business founders is not the sole objective of entrepreneurship professorships. Their objective is also to educate practical business formation experts and the up-and-coming generation of academic staff in that field and to understand more about company formation and its success factors. That is at least the way those offering entrepreneurship professorships perceive their objectives. Second, the progress of entrepreneurship research needs to be examined. In spite of all the activities, entrepreneurship research in German-speaking Europe is still lagging behind. There are numerous questions that need to be dealt with. Above all, the topic needs to be approached and treated in a more interdisciplinary manner.
... Among these, Katz [2003] develops the most comprehensive chronology of entrepreneurship education (1876-1999), while Kuratko [2005] proposes some trends and challenges for the 21st Century. Some reporters analyze the general state of entrepreneurship education in different countries [Redford and Trigo, 2007, Klandt, 2004, Klandt and Volkmann, 2006, Solomon, 2007, while others focus their analysis on the institutionalization of the field [Finkle andDeeds, 2001, Finkle, 2010]. Most reporters have a consistent, well-defined framework, with the exception of Klandt's [2004]. ...
... Some reporters analyze the general state of entrepreneurship education in different countries [Redford and Trigo, 2007, Klandt, 2004, Klandt and Volkmann, 2006, Solomon, 2007, while others focus their analysis on the institutionalization of the field [Finkle andDeeds, 2001, Finkle, 2010]. Most reporters have a consistent, well-defined framework, with the exception of Klandt's [2004]. i. Entrepreneurial intentions [Oosterbeek et al., 2010, Rodrigues et al., 2010, Sánchez, 2011, Giacomin et al., 2011, Liñán et al., 2011, Lanero et al., 2011; ...
... Empirical studies supported by the German Association for Promoting Academic Entrepreneurship Research (FGF) have originated several articles assessing the emergence and establishment of entrepreneurship education in Europe. Klandt [2004] analyzes the implementation of professorships across Europe, while Klandt and Volkmann [2006] examine the establishment of entrepreneurship chairs in Germany. ...
... One institutional element within the university that is likely to have a strong signaling effect to students is the existence of a Chair of entrepreneurship (Rasmussen and Borch, 2010). Typically, these chairs are active in raising the awareness for entrepreneurship by offering relevant courses and providing advice for students (Klandt, 2004;Schmude et al., 2008). Another example of the institutionalization of entrepreneurship are faculty entrepreneurship officers, who also provide advice and coordinate different offerings (Walter et al., 2013). ...
... Second, we measure the share of faculties at every university that have an entrepreneurship officer. These officers are common in the German university system (Klandt, 2004). ...
... The mean evaluation is 3.59 on a scale from 1 to 7; at some large universities it is only 3.0. One reason for this disillusioning finding might be that the support of entrepreneurial activities is still a relatively recent phenomenon at public universities in Germany (Klandt, 2004;Walter et al., 2013). While many universities in Germany have implemented measures to foster entrepreneurship and research commercialization, also described as universities' third-mission (Etzkowitz et al., 2000), they are still bound by legal rigidities and dependent on ministerial bureaucracies and public funding (Ash, 2006). ...
While the importance of a supportive context for entrepreneurship is widely acknowledged, its antecedents are rarely investigated. We apply the concept of organizational climate to higher education institutions and examine the drivers of students' perceptions of the entrepreneurial climate in their university. Combining data from two unique datasets and using multilevel techniques, we analyze the relationship between university characteristics and such climate perceptions of 8009 students at public universities in Germany. We find university entrepreneurship measures to have a positive effect on students' climate perceptions, which also depend on students' background and gender. In addition, we find evidence for different peer effects, depending on students' affinity for entrepreneurship. For the general student population, including entrepreneurship content in their normal studies seems to be required to initiate a social process of sensemaking. However, students' perception of the entrepreneurial climate only depend to a certain degree on intentional entrepreneurship measures. In our study, general university characteristics have the strongest influence on climate perceptions. Overall, our study adds to our understanding of which parameters are important for establishing a more favorable and inspiring climate for becoming an entrepreneur at higher education institutions.
... In general, the productivity of new companies is lower than the productivity of established firms. Due to this fact, entrepreneurship education today might focus on sustainable and fast growing companies to influence economic growth (Klandt, 2004;Shane, 2009;Rodrigues et al., 2010). ...
... In the academic world of German entrepreneurship, the Förderkreis Gründung-Forschung e.V. 1 was the main trigger for an infrastructure in academic entrepreneurship research. Ten years after the first foundation of an entrepreneurship chair at the European Business School of the International University Schloss Reichartshausen by the FGF, there are 122 professorships in Germany in 2014 (see Figure 1) [FGF e.V., (2014), p.15;Klandt, 2004]. Currently, in Denmark 50 institutions teach entrepreneurship including nine business academies, 11 university colleges, 11 maritime institutions, 11 art colleges and eight universities. ...
... EXIST establishes an entrepreneurial culture at universities and other non-university research facilities. The support programme is carried out by the Federal Ministry of Economics and Technology (BMWi) (Klandt, 2004;Schmette, 2008;Schmude et al., 2011). ...
Universities all over Europe invest in entrepreneurship education through offering structured programmes. Moreover, incubators and accelerators arise to support and complement fast growing global economy through entrepreneurial activities. Since entrepreneurship education seems to be important for economic development, the development of entrepreneurship education and effective teaching methods are discussed. For this, one university in Germany and one university in Denmark were chosen and researched with ten interviews. The structured comparison of teaching activities and methods indicates several interesting insights. Differences in organisation, structure and teaching methods between both universities could be identified, as well as similar developments concerning entrepreneurship education in general. Both universities do research in the field of entrepreneurship, offer related programmes for bachelor and master students and focus the study programmes on practical experiences, experimental teaching and the involvement of guest lecturers. In addition to that, they offer cross-faculty electives and extra-curricular activities to connect students from different faculties and provide the opportunity to network with investors, support organisations and participate in a business plan competition.
... In general, the productivity of new companies is lower than the productivity of established firms. Due to this fact, entrepreneurship education today might focus on sustainable and fast growing companies to influence economic growth (Klandt, 2004;Shane, 2009;Rodrigues et al., 2010). ...
... In the academic world of German entrepreneurship, the Förderkreis Gründung-Forschung e.V. 1 was the main trigger for an infrastructure in academic entrepreneurship research. Ten years after the first foundation of an entrepreneurship chair at the European Business School of the International University Schloss Reichartshausen by the FGF, there are 122 professorships in Germany in 2014 (see Figure 1) [FGF e.V., (2014), p.15;Klandt, 2004]. Currently, in Denmark 50 institutions teach entrepreneurship including nine business academies, 11 university colleges, 11 maritime institutions, 11 art colleges and eight universities. ...
... EXIST establishes an entrepreneurial culture at universities and other non-university research facilities. The support programme is carried out by the Federal Ministry of Economics and Technology (BMWi) (Klandt, 2004;Schmette, 2008;Schmude et al., 2011). ...
Universities all over Europe invest in entrepreneurship education through offering structured programmes. Moreover, incubators and accelerators arise to support and complement fast growing global economy through entrepreneurial activities. Since entrepreneurship education seems to be important for economic development, the development of entrepreneurship education and effective teaching methods are discussed. For this, one university in Germany and one university in Denmark were chosen and researched with ten interviews. The structured comparison of teaching activities and methods indicates several interesting insights. Differences in organisation, structure and teaching methods between both universities could be identified, as well as similar developments concerning entrepreneurship education in general. Both universities do research in the field of entrepreneurship, offer related programmes for bachelor and master students and focus the study programmes on practical experiences, experimental teaching and the involvement of guest lecturers. In addition to that, they offer cross-faculty electives and extra-curricular activities to connect students from different faculties and provide the opportunity to network with investors, support organisations and participate in a business plan competition.
... Other scholars (Al-Atabi & DeBoer, 2014;Eom et al., 2016;Linzalone et al., 2020;Secundo et al., 2021; analysed the effectiveness of EE courses delivered towards online and digital tools, like Distance Learning Platforms, Massive Open Online Course (MOOC), and gamified environments (Chen et al., 2022;Beatty et al., 2021;Zhao et al., 2021;Isabele, 2020;Bayley et al., 2021;López et al., 2021). Further researchers, instead, have privileged a different perspective of analysis focused on the experiential learning processes driving entrepreneurship (Burch et al., 2019;Dickson et al., 2008;Frolova et al., 2021;Klandt, 2004;Nonaka, 2007;Volery et al., 2013). Venesaar et al. (2021) introduced the "comprehensive entrepreneurship competence model (CECM)" which aims to promote systematically developed entrepreneurship competence across all levels of education. ...
... International Entrepreneurship and Management Journal (2025) 21:37 A knowledge-based perspective of EE EE is endogenously characterised by high knowledge intensity, as in all educational activities (Alexandropoulou et al., 2009;Rodríguez-Gómez & Gairín, 2015;Veer-Ramjeawon & Rowley, 2019). Therefore, programs' effectiveness is highly dependent on the results of the learning processes influenced by tangible and intangible knowledge resources and assets (Dickson et al., 2008;Klandt, 2004;Schiuma et al., 2008aSchiuma et al., , 2008b. ...
Entrepreneurship Education (EE) recently emerged as a relevant factor in fostering entrepreneurial dynamics. Accordingly, scholars and practitioners have widely acknowledged that the exploration and exploitation of knowledge-based dimensions strongly influence the effectiveness of EE. Despite this, a holistic knowledge-based perspective about EE is still missing. To fill this gap, this paper first identifies and categorizes the potential knowledge-based dimensions grounding EE and then provides a set of case studies to show the theoretical framework's application to current real EE programming. The paper combines deductive and inductive approaches. After elaborating a conceptual framework identifying the potential knowledge-based dimensions for EE, it is tested and applied in three real EE programs developed in Italy and in Finland. The study elaborates a dedicated conceptual framework and identifies the potential knowledge asset dimensions grounding EE programs. Then, a multiple case-study analysis enriches the proposed conceptual arguments with empirical evidence. This paper contributes to developing the literature on EE according to a knowledge- based perspective.
... Research has examined country-specific entrepreneurship education in German-speaking Europe (Klandt, 2004); China (Wu & Wu, 2008;Qian & Lai, 2012); France (Fayolle et al., 2006); South Africa (Shambare, 2013); and Zimbabwe (Mushipe, 2013). Overall, the findings of these studies suggest that while minor yet important differences exist between cultures (e.g., small effects based on personality traits and domestic job markets), entrepreneurship skills can be taught in all educational settings. ...
... As a country rich with entrepreneurship history (Schmude, Welter, & Heumann, 2008) and entrepreneurial engagement (Audretsch, Dohse, & Niebuhr, 2010), Germany provides an international context supportive to our explorative line of inquiry. Important to our study, Germany has recently experienced significant growth in entrepreneurship education (Klandt, 2004), with the number of entrepreneurship professors reaching over 100 across the German postsecondary sphere (FGF, 2013). Like the United States, Germany's growth in entrepreneurship education over the past 20 years reflects the country's commitment to higher education as a place for teaching innovation and entrepreneurship skills (Domke-Damonte, Faulstich, & Woodson, 2008). ...
The purpose of this exploratory study was to examine the cultivation of innovative entrepreneurial intentions among students in three distinctive educational settings: a U.S. undergraduate four-year environment, a U.S. M.B.A two-year environment, and a German five-year business and technology environment. Results suggested that innovative entrepreneurial intentions varied based on educational setting. Implications for theory, research, and practice are discussed.
... An additional line of inquiry informing early research on entrepreneurial learning focused on small business and enterprise education and training. The 1990s and early 2000s saw a growing policy interest in fostering an enterprise culture by offering courses and programmes tailored to students and practitioners (Greene, Katz & Johannisson, 2004;Kirby, 2004;Klandt, 2004). At the time, there was a general critique of educational interventions targeting the startup and growth of small businesses, as empirical studies often failed to find consistent evidence supporting the notion that entrepreneurship education and training led to any particular performance advantages (Storey, 1994;Westhead & Storey, 1996). ...
This chapter introduces the Handbook of Research on Entrepreneurial Learning. It provides a brief review of how entrepreneurial learning emerged as a research field during the 1990s and early 2000s, coupled with an overview of the research field based on a bibliometric analysis of published research in the past fifteen years. It uses this analysis to depict the evolution of articles over time, top journals for entrepreneurial learning research, standard references on which the research is based and joint research themes in the field. After this, in the concluding section, it introduces the chapters comprising the core contributions of the Handbook by discussing their content and contributions to the advancement and accumulation of knowledge on the learning and developmental process of entrepreneurship.
... In this context, entrepreneurship began to grow significantly as an academic field. Entrepreneurship was at the time introduced as a teaching subject at many universities around the world (Katz 2008;Klandt 2004;Kuratko 2005), and a scholarly conversation began to emerge focused on what entrepreneurship means when implemented in educational settings (e.g. Gibb 1987;Johannisson 1986) and how to implement pedagogies that support a learning environment that fosters entrepreneurship (e.g. ...
... In these innovation-driven countries, entrepreneurship education is at an advanced stage and attention has now turned to assessing the efficacy of entrepreneurship programs with a view to improving them. Several studies have been carried out in these countries in the past, for instance, in the UK (Jones-Evans, et al., 2000), German-speaking countries (Klandt, 2004), Australia (Jones & English, 2004), and Oman (Khan & Almoharby, 2007). ...
Most economies across the globe rely on entrepreneurship for growth. There is evidence to suggest that
entrepreneurship creates job opportunities and spurs economic growth and development (Pacheco, Dean, & Payne,
2010; Mojica, Gebremedhin, & Schaeffer, 2010, and Solomon, 2007). Even though entrepreneurship is one of the
fastest growing education disciplines globally, researchers are still divided on what should be taught and how it
should be taught in institutions of higher learning. Entrepreneurial decision-making is laced with uncertainty and
drawbacks. Hence, entrepreneurship learners must be taught using practical and conceptual methodologies to equip
them with the requisite knowledge and skill that will enable them to confront such challenges in their entrepreneurial
activities. This calls for entrepreneurship teachers to be innovative and to also encourage their learners to be
innovative as entrepreneurship involves the generation of new business ideas.
This paper sought to examine teaching methodologies for entrepreneurship education in institutions of higher
learning in Kenya. A mixed-method approach that involved triangulation as the main data collection technique was
used. Interviews were administered with teachers and learners of entrepreneurial education in Kenya, with a view to
identifying the most commonly used teaching methodologies of entrepreneurial education and their shortcomings.
Course outlines and curricula borrowed from twenty (20) institutions of higher learning in Kenya were reviewed.
Results indicate that entrepreneurial education in Kenya is largely theoretical and does not meet the needs of the
modern entrepreneur. The paper therefore recommends innovative teaching methodologies of entrepreneurial
education that can be utilised by the teacher to prepare students adequately to generate entrepreneurial ideas and
to identify entrepreneurial opportunities. For this reason, the paper recommends the use of such methodologies as
business plan generation, idea generation, innovation, creativity, networking, opportunity recognition, expecting and
embracing failure, and adapting to change.
... At the beginning of the 1990s, there was a general lack of well-developed communication structures for exchanging experience and ideas that benefited EE teaching practices and research. At the same time, the rapid increase in EE courses and programs at business schools in both the USA and in Europe (Greene et al., 2004;Katz, 2003;Klandt, 2004a;Kuratko, 2005) created a strong need on both sides of the Atlantic to develop social and collaborative ties among academics and educators interested in EE. Conference tracks and workshops focusing on EE were typically pragmatic and practice oriented with reports about program/course design and curricular content. ...
Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of "what works" has accelerated , resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.
... En el ámbito académico, la comunidad científica ha mostrado gran interés en el análisis y en el conocimiento de su evolución histórica (Gorman, Hanlon y King, 1997;Katz, 2003); su impacto en el desarrollo regional y la situación actual en los países que se ha implementado (Robinson y Haynes, 1991;Carsrud, 1991;Brockhaus, 1991;Dana, 1992;Chen y Feng, 2000;Laukkanen, 2000;Finkle y Deeds, 2001;Zeithaml y Rice, 2005;Klandt, 2004;Volkmann, 2004); la preocupación por una correcta y fehaciente medición de la calidad de los programas ofrecidos por las distintas universidades en el mundo (Vesper y Gartner, 1997); el impacto que ha tenido en otras disciplinas distintas a las impartidas en escuelas de nego-cios (Hynes, 1996;Finkle y Deeds, 2001;Markman, Balkin y Baron, 2002;Menzies, 2004;Wolkman, 2004); e incluso, desde 1999 se ha implementado el ranking del entrepreneurship a través del Global Entrepreneurship Monitor. Sin duda, los elementos de análisis en la mayoría de los artículos revisados son: los programas de estudio, la infraestructura, las publicaciones y los factores de emprendimiento (como la innovación, la tecnología y el desarrollo de los planes de negocio) que desde las universidades de todo el mundo se han puesto en marcha. ...
Libro de Emprendimiento e innovación, explica el diseño y pasos para lograr proyectar y emprender un negocio, las áreas que se manejaron fueron, salud, medio ambiente, sustentabilidad, industria, alimentos, diseño y creatividad.
... Due to its significant role in economic development, the nations around the world have launched large campaigns to increase the entrepreneurship in their territories (Klofsten et al., 2019). Strong increase in entrepreneurial courses and faculty positions may be seen not just in the United States, but also in German-speaking nations (Klandt, 2004). As a result, hundreds of institutions throughout the world currently offer a wide range of entrepreneurial programmes, ranging from electives or minor programmes to entire academic degrees (Guerrero et al., 2016). ...
Entrepreneurship education has gained global attention due to its significance regarding promotion of entrepreneurial culture among the communities. Boosting entrepreneurial intension has been prioritized around the world and entrepreneurship education plays key role in development of entrepreneurial mindset of the students through inculcating necessary skills. This quantitative research was designed to study the impact of risk-taking attitude and leadership skills on entrepreneurial intentions of the target population. Final semester students of sixteen years of education programs of business administration in public sector universities in Punjab, Pakistan, 2022 were the target population. Data collection was done through survey method. A self-designed questionnaire was distributed among 755 respondents. The sample size in this study was achieved through sampling formula presented by Yamane (1967). The respondents were recruited from five public sector universities of Punjab through multistage sampling. The entrepreneurial intension was measured through Entrepreneurial Intension Questionnaire developed by Linan and Chen (2009). It was concluded that risk-taking attitude, and leadership skills were positively associated with the entrepreneurial mindset.
... Tutkimustieto yrittäjyyskasvatuksen oppilasarvioinnista, opettajan arvioinnista tai koulutuksen ja kasvatuksen kehittämisen näkökulmasta puuttuvat (mm. Klandt 2004;Shepherd 2004;Colette ym., 2005a, b;Fiet 2001a, b). Tähän haasteeseen olemme tarttuneet tämän artikkelin muodossa. ...
Tämän artikkelin keskeinen tavoite on nostaa esille yrittäjyyskasvatuksen arviointikeskustelua sekä siihen liittyviä haasteita. Käsittelemme aluksi arvioinnin käsitettä ja arvioinnin lähtökohtia. Tämän jälkeen tuomme esille erilaisia arviointitapoja, joiden käyttöä mielestämme voitaisiin testata yrittäjyyskasvatuksessa. Tarkastelemme yrittäjyyskasvatuksen arvioinnin etiikkaa sekä sen luotettavuutta ja lopuksi painotamme pohdinnassa, miten arvioinnin laadinta perustuu arvoihin sekä tiivistämme lähtökohdat yrittäjyyskasvatuksen arvioinnin kehittämiseen.
... This is based on the implicit premise that academic EE contributes to the development of students' entrepreneurial attitudes, abilities and skills and thus, enhances their intentions to launch new ventures (Piperopoulos and Dimov, 2015). Students are expected to perform at levels above that of an employee (Klandt, 2004) and show career progression in self-employment. ...
Purpose
Embracing the theories of gender role and career socialization, this study focuses on young adults and explores gender differences in entrepreneurial intentions and entrepreneurship education.
Design/methodology/approach
Based on 203 young adults, this study employs a logistic regression model to test hypothesis 1 regarding differences in gender. In addition, it performs an analysis of variance using the two groups of young adults with and without academic entrepreneurship education to detect differences in entrepreneurial intentions between men (hypothesis 2) and women (hypothesis 3).
Findings
The empirical findings from a European country trailing in university-level entrepreneurship education confirm the dominant evidence that young women have lower entrepreneurial intentions than young men. In addition, women's proclivity toward entrepreneurship is lower with academic entrepreneurship education than without.
Originality/value
This study provides new evidence from Greece, which has few studies on entrepreneurship education at the tertiary level. Scholars are advised to keep track of the new pathway exploring linkages between gender, entrepreneurial intentions and entrepreneurship education. Policymakers in Europe are encouraged to establish an approach of tailoring university courses to their students. Currently, society will benefit from entrepreneurship education curricula targeting young women based on their particular needs and interests, while nurturing their entrepreneurial intentions.
... The ecosystems in Munich and Singapore serve as contrasts to Silicon Valley because the situation has been portrayed to be similarly successful but different (Klandt, 2004;Lee & Lim, 2004;Tan, 2003). In studies on national culture (GLOBE study, House et al., 2004), Singapore and Germany have been shown to score high in uncertainty avoidance, especially compared to the US. ...
Plain English Summary
The ecosystems in Silicon Valley, Munich, and Singapore spark different narratives about entrepreneurship, which indicate what is common, appropriate, and successful in the ecosystem and in turn encourage different kinds of entrepreneurial approaches. We conducted 43 interviews with successful players in Silicon Valley, Munich, and Singapore. We found ecosystem-specific narratives indicate what is common, appropriate, and successful in an ecosystem and encourage different kinds of entrepreneurial behavior and decision-making. Those narratives seem to shape tendencies towards specific strategic logics. The narratives either encourage “effectuation” (i.e., when they focus on building partnerships and utilizing the networks, and when they encourage confidence and speed) or “causation” (i.e., when they focus on developing systematics and structured plans, and when they encourage harmony and conformity). Narratives in Silicon Valley seem to facilitate effectuation, in Munich causation, and in Singapore both. Our research suggests that narratives explain mechanisms how ecosystems influence entrepreneurship: the national culture, market characteristics, available resources, and networks in an ecosystem spark ecosystem-specific narratives, which in turn shape tendencies towards effectuation and causation. Thereby, we introduce a new ecosystem-focused perspective on predictors of effectuation and causation. Our findings suggest specific strategies and success factors in each ecosystem. For example, the narratives prevalent in Silicon Valley have a sales focus, in Munich a need for detailed plans, and in Singapore value conformity. Thus, our findings provide insights for entrepreneurs for strategic location choices and on how to position their new venture at a specific location. VCs and policy makers gain from insights into how to leverage strengths and how to counteract problematic mechanisms in an ecosystem.
... Finally, in practical terms, we acknowledge the importance of educating family business practitioners (Klandt, 2004) appreciation of religion as an overarching logic that provides a set of principles guiding everyday practices within family businesses, will assist family business practitioners when dealing with this particular type of value driven organization. ...
Although some scholarly attention has been devoted to the role of religion in entrepreneurship, there is a scarcity of research that focuses on the influence of Islam in the family business domain in general and the impact of Islamic concepts on the ethical behavior of Muslim family firms in particular. In addressing this, we reveal how the founder's ethical behavior which is informed by the Islamic concepts tawakkul, taqwa, honesty, and dignity is imprinted as values onto next‐generation leaders through mentoring, role modeling, and job shadowing, and thus embedded at the family firm level. We conceptualize these insights through the development of a formal framework for the analysis of the imprinting of Islamic influences on family firm ethical behavior. In addressing the roots of ethical behavior, we make contributions to the family business, Islamic entrepreneurship, and imprinting literatures. In practical terms, we highlight the importance of informal practices in endorsing the ethical behavior of the next‐generation family members.
... As shown by the quick development in the number of entrepreneurship courses and programs at universities (Katz, 2007;Klandt, 2004;Vesper & Gartner, 1997), many strategy creators appear to share the trust that universities transfer vital entrepreneurial knowledge and thus investments in training and education deals may eventually result in further (fruitful) entrepreneurship. Researchers have intensively discussed whether entrepreneurship can be officially imparted and educated (Aronsson, 2004;Gendron, 2004;Gorman et al., 1997). ...
This paper attempts to study the impact of Financial Literacy on Youth Entrepreneurial Intent in Pakistan. A closed-ended self-administered structured questionnaire covering financial literacy, computer knowledge, financial attitude, and financial knowledge with Entrepreneurial Intent was collected from young entrepreneurs. The research tried to investigate the education level with computer skill to inspect the effect of financial literateness on young generation Entrepreneurial Intent in the context of Pakistan. The research model was tested using PLS-SEM and authenticating a measurement model through the advanced methodology and their association with Entrepreneurial Intent. Results revealed that financial literacy and its two parts (financial attitude and financial knowledge) have a positive impact on Entrepreneurial Intent. The size of the joint impact of financial literacy and its components on Entrepreneurial Intent was assessed to be adequate. Entrepreneurial Intent is essential for creating new firms to maintain economic development. Furthermore, it is determined in this research that if youth has better financial knowledge and financial attitude, the probability of Entrepreneurial Intent increases. This suggests that if the youth in Pakistan desire to attain a higher limit of Entrepreneurial Intent, they must implement financial literacy models for enhancing and promoting their current Entrepreneurial Intent.
... Debates on whether entrepreneurship can be taught have been abundant [11][12][13]. Some researchers affirmed the value of entrepreneurship education [14,15]. They argued that the emergence of entrepreneurship education helped build linkages between the individual and the society and the economy, and helped connect higher education and the economy [16][17][18][19]. ...
Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts.
... The provision of entrepreneurship courses and programs is a widespread practice in most developed and developing countries including countries from Central and Eastern Europe (Solomon and Fernald, 1991;Klandt, 2004;Katz, 2003;Matlay, 2001;Blenker et al., 2011). Entrepreneurship education is seen as an important factor for building entrepreneurial capacity (Hannon, 2006). ...
... The ecosystems in Munich and Singapore serve as contrasts to Silicon Valley because the situation has been portrayed to be similarly successful but different (Klandt, 2004;Lee & Lim, 2004;Tan, 2003). In studies on national culture (GLOBE study, House et al., 2004), Singapore and Germany have been shown to score high in uncertainty avoidance, especially compared to the US. ...
... Studies have shown that individuals with a university degree have a higher proclivity to start their own business (Sternberg et al., 2007). Furthermore, students after EE are expected to perform at levels above that of being an employee (Klandt, 2004) and show career progression on self-employment. Since its starting point back in 1947 at Harvard Business School, entrepreneurship in higher education has reported a growing interest in many countries (Raguz and Matic, 2011). ...
... EI also correlates with the perceptions of desirability, feasibility and the propensity to act upon opportunities (Shapero and Sokol, 1982) (Peterman and Kennedy, 2003). HEI should develop EE in order to increase students' knowledge and competence for opportunities recognition and exploration (Katz, 2003) (Klandt, 2004) (Davidsson and Honig, 2003). Many researchers have emphasized that the growing interest of students in entrepreneurship are related to EE as one of the exogenous factors contributing in influencing the students' entrepreneurial awareness and mentality (Fayolle, Gailly, and Lassas-Clerc, 2006) (Garalis, Strazdien, and others, 2007) (Lee, Chang, and Lim, 2005) (Peterman and Kennedy, 2003). ...
... In addition to the temporal perspective, many scholars have researched entrepreneurship cultivation from a spatial point of view, in which the United States (Worsham and Dees, 2012;Elert et al., 2015;Guo et al., 2016) and the United Kingdom (Matlay, 2009;Henry and Treanor, 2010;Dabic et al., 2016) are frequently discussed. In addition, other developed European countries, such as France (Klapper, 2004;Kövesi, 2017), Germany (Klandt, 2004), and Sweden (Dahlstedt and Fejes, 2017) have also been targeted by existing studies. However, a focus on developing countries, such as China, is relatively low in English-language literature, and if developing countries were discussed, it was mostly in consideration of university students only. ...
Entrepreneurial followers are defined as the crucial members of a specific entrepreneurial team and do not include the leader or normal employees in the present paper. This population can be viewed as indispensable factors in the success of entrepreneurship, especially in the start-up stage. In addition, according to the following time, they can be divided into two groups, namely long-term entrepreneurial followers and short-term entrepreneurial followers. However, studies focusing on entrepreneurship cultivation for entrepreneurial followers are relatively few. The main purpose of this paper is to determine the needs of Chinese entrepreneurial followers in entrepreneurship cultivation from the early stage of entrepreneurship. In this paper, a sample of 200 long-term entrepreneurial followers from Tianfu New Area in China was investigated. To enable the researchers to explore the unique opinions of entrepreneurial followers, a mixed data collection approach that combined interviews and questionnaires was chosen in this study. The results revealed following findings: (a) high levels of social capital, good entrepreneurial opportunities and projects, and highly cooperative teams were viewed as the most important factors for entrepreneurship by entrepreneurial followers in China; (b) most entrepreneurial followers believed that the primary difficulty in the cultivation process was the inefficiency in talent training mechanism; and (c) nearly 40% of samples suggested that the cultivation and enhancement of local talents should be firstly carried out by the Chinese government, indicating a gap between the supporting force for local and returned talents in China. In addition, various types of incentive policies and good environments for talent growth were also considered as important suggestions by entrepreneurial followers. We found that unlike entrepreneurial leaders, entrepreneurial followers focus more on income expectation, and personal development rather than supporting the development of companies in China. These findings should be viewed as priorities when enhancing current entrepreneurship cultivation in China.
... In sum, entrepreneurship as an academic discipline and teaching subject has seen tremendous growth during the past decades (Landström, 2010), which is evident from the considerable increase in the number of courses, faculty positions, PhD programmes, academic journals and funded centres devoted to entrepreneurship (Finkle and Deeds, 2001;Klandt, 2004;Kuratko, 2005). This development calls for a clearer understanding of the meaning of "pedagogy" (Pittaway and Cope, 2007a) and the basic blocks around which contemporary entrepreneurial education is built, such as curricula content, target groups and teaching methods as well as the background and education of instructors who teach entrepreneurship (Bennett, 2006;Fayolle and Gailly, 2008;Klandt and Volkmann, 2006). ...
Abstract
Purpose – The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.
Design/methodology/approach – The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.
Findings – The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.
Originality/value – The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.
Keywords: Evolution, Pedagogy, Entrepreneurship, Systematic literature review, Entrepreneurial education
Paper type: Literature review
... Providing a slightly different vantage point, entrepreneurship studies scholars have studied the innovation/entrepreneurship (I/E) classroom as a primary site of innovation capacity (Elmuti, Khoury, & Omran, 2012;Katz, 2003;Morris & Kuratko, 2014;Winkel, Vanevenhoven, Drago, & Clements, 2013;Zeithaml & Rice, 1987). The focus on this specialized classroom resulted mainly from the history and intellectual trajectory of innovation and its connection to entrepreneurship studies, which position such curricula as a site of student development in the United States (see Katz, 2003) and abroad (e.g., Fayolle, Gailly, & Lassas-Clerc, 2006;Klandt, 2004;Wu & Wu, 2008). Though recent postsecondary work (see Mayhew et al., 2012;Mayhew, Simonoff et al., 2016b;Selznick, 2017) and efforts elsewhere (see Shockley, Frank, & Stough, 2008) have recognized that high-quality entrepreneurship typically involves innovation while innovation need not result in forms of entrepreneurship, the I/E classroom has, until very recently, been the primary -if not the only-site of curricula designed to promote skills and abilities associated with innovation (see Katz, 2003;Morris et al., 2013). ...
The purpose of this study was to understand whether and the extent to which undergraduate students’ exposure to and participation in a set of innovation-specific curricular learning interventions promoted innovation capacities—a measurable set of self-perceptions and abilities students can develop to better engage in innovation. Through the use of a longitudinal design, we examined gains made by students enrolled in a “Leadership and Innovation” course, by students who participated in a theoretically designed, single-session innovation learning experience, and by students not exposed to any direct learning focused on innovation. The results of this study suggest that innovation capacity development was associated with exposure to theoretically designed innovation curricula. These results further emphasize the value of low-cost, short-duration efforts with respect to rapidly expanding curricula associated with developing students into innovators. We discuss these results and offer implications of our findings for future research and practice.
... The pedagogical tools used to design and deliver the training followed the iterative approach of Kolb's experiential learning which, according to Gopinath and Sawyer (1999), helps to reinforce the effectiveness of any training associated with EE. With regard to curriculum design, by working with six academic staff members from each institution, a three-way approach to curriculum design recommended by Klandt (2004) was used to develop institutional templates for (1) core modules, (2) elective modules and (3) structured hands-on business skills acquisition activities. Because developing entrepreneurial skills is central to any EE programme in terms of creating the learning pathways to acquire practical skills, entrepreneurship case studies and concepts were integrated into the core modules to offer learners contexts in which to acquire theoretical knowledge and practical skills simultaneously. ...
Previous research has focused on stable developed economies to predict that human capital and entrepreneurship education (EE) provision at the higher education (HE) level will positively affect entrepreneurial success. This article draws on the outcome of recent EE projects in two HE institutions in a conflict-torn northern Nigeria as a proxy to advocate the introduction of entrepreneurship as a compulsory component into the secondary school curriculum in Sub-Saharan Africa. Using semi-structured interview data, it is found that the provision of EE at secondary education level could help to facilitate human capital development and assist efforts to curb youth unemployment. Specifically, the study suggests that EE comprises both generic and specific human capital that increases an individual’s ability to identify and exploit opportunities, particularly for young people, and in doing so helps to reduce their vulnerability to poverty and involvement in armed conflict. Suggestions for future research and policy considerations are provided.
... Our findings here refute previously held theory that the support for reflection facilitates collective learning meanings, and demonstrate that the group's contribution to learning enables interpretive and integrative processes. Finally, in practical terms, we concur with Klandt (2004) regarding the importance of educating those who advise family businesses by proposing that the transgenerational entrepreneurial family's entrepreneurship functions are facilitated by the family ownership group's participation in cross-generational learning. Thus, we theorize that feedback and feedforward learning channels are implemented as newer generations adopt learning outcomes in a unified perspective. ...
In this study, we explore how organizational learning (OL) manifests at multiple levels within a transgenerational entrepreneurial family business, in terms of learning outcomes and transgenerational entrepreneurship. We draw upon Crossan, Lane and White's (1999) 4I organizational learning framework, as a means to enhance process-based understanding at multiple levels (individual, group and organization). Building on this, we then followed an 84-year-old transgenerational entrepreneurial family, spanning three generations, drawing upon 40 interviews, 162 archival documents and 21 observational instances across a five-year period. Our findings enrich the OL literature by illuminating the cross-generational nature of the learning process within a transgenerational entrepreneurial family and providing greater understanding of the institutionalizing process for transgenerational entrepreneurial family firms. We also advance current theory into the family ownership group's involvement in the OL process, whilst informing both policy makers and practitioners as to how the transgenerational entrepreneurial family's entrepreneurship functions are facilitated.
... Desde a origem do ensino do empreendedorismo, que remonta a 1947 na Harvard Business School, temos vindo a assistir a uma expansão da investigação do tema e da crescente participação dos próprios estudantes em programas de empreendedorismo (Lorz, Mueller, & Volery, 2013). Esse crescimento pode ser explicado por diversos fatores, tais como: a) reconhecimento por parte do governo da importância do empreendedorismo no desenvolvimento socioeconómico do país/sociedade (Mwasalwiba, 2010); b) maior investimento no ensino, quer através da criação de centros de empreendedorismo, quer da formação de formadores nesta área, quer ainda da estimulação da investigação neste âmbito (Klandt, 2004); c) e de um maior envolvimento dos estudantes em programas de empreendedorismo (Katz, 2003). Ora, o empreendedorismo enquanto motor de desenvolvimento, de criação de riqueza e de emprego, remete para a importância da educação e da criação de condições para o seu pleno desenvolvimento (Herrington & Kew, 2017;Kelley, Singer, & Herrinton, 2016;Parreira, Salgueiro-Oliveira, Castilho, Melo, Graveto, & Gomes, 2016). ...
Entrepreneurship can be defined as an attempt to launch new projects, create self-employment opportunities, or expand existing businesses. There are multiple entrepreneurship measurement scales; however, most of them are aimed at corporate evaluation. This study intends to analyze the psychometric properties of the Opportunities and Resources for Entrepreneurship scale in a sample of university students, focusing on factors that influence entrepreneurial behaviors. The sample consisted of 6,532 polytechnic university students. The sample was randomly divided into two equal-sized groups. An exploratory factor analysis was run using one subgroup, from which four factors emerged: F1-Resource Availability, F2-Business Stability, F3-Economic and Political Instability, and F4-Business Opportunities. A confirmatory factor analysis was then done using the other subgroup, which showed acceptable goodness-of-fit levels. This study demonstrated the psychometric robustness of the instrument under analysis, as well as that students perceive environmental factors as important variables that promote entrepreneurship in Portugal.
... "Academic autobiography" is known to influence teaching style (Fiet, 2001a, p. 4). Moreover, differences in EE-course design can result from an educator's "unwillingness or inability to view the world through only discusses EE-staff as a side aspect to the trend towards entrepreneurship chairs (Schleinkofer and Kulicke, 2009;Klandt, 2004). In sum, there is little information available on German educators other than full-time professors. ...
... Numerous studies (Shepherd and Patzelt 2011;GEM 2008;Hisrich 2004;Luthje and Franke 2002) have examined the rise of entrepreneurship education. For example, higher educational institutions in Europe are particularly active in new forms of entrepreneurship education with the creation of more than 30 chairs in entrepreneurship between (Rocha et al. 2013Wilson 2008;Volkmann 2004;Klandt 2004); these developments are not limited to the developed world. Latin American universities are seeing a growing commitment to development entrepreneurial in abilities among students and graduates (Marques et al. 2012). ...
This study aims to evaluate entrepreneurship education and training in higher educational institutions in Ghana. The purpose is to come out with an innovative approach to teaching entrepreneurship. The mixed method research design was used to collect and analyze data from five out of ten polytechnics selected randomly. Chi-square analysis was used to explore the variables. The study revealed a continual usage of the traditional passive and the incremental teaching approach to entrepreneurship. This approach was observed to affect students’ ability to practically apply their knowledge and skills acquired through education and training. It is recommended that attention should be drawn to the globalized art of science of teaching and learning of entrepreneurship. To promote a strong educational system in teaching and learning of entrepreneurship, constant innovation should be encouraged. This would assist in producing competent graduates with employability skills.
... Thus, the multidimensionality, the sociology and the process of learning sheds a whole new light into the complexity and its associated concept of knowledge transfer, particularly within a conflict environment, and this makes it an interesting context for investigation (Argote, 2013). Moreover, most extant studies in entrepreneurship domain are related to non-conflict or post-conflict environments of advanced knowledge economies (e.g., Demirguc-Kunt, Klapper, & Panos, 2011; Klandt, 2004), and very scant evidence, if any, has ever been reported from low to middle income economies of sub-Saharan Africa where conflict is often caused and exacerbated by poverty and unemployment (Bruck, Naude & Verwimp, 2011). From a research perspective, entrepreneurial awareness, entrepreneurial mindset, entrepreneurial capability, and entrepreneurial effectiveness are four key levels that characterise entrepreneurial behaviour development (Bird, Schjoedt & Baum, 2012; Littunen, 2000). ...
In this paper we use interview data to demonstrate the efficacy of training as a mechanism of knowledge transfer of entrepreneurship education within a conflict environment. In particular, we found that entrepreneurship education is indeed a vital component that impacts the entrepreneurial knowledge and skills acquisition as well as the entrepreneurial intentions amongst a group of University students severely affected by the Boko Haram insurgency in northern Nigeria. We draw from our findings to outline the central tenets and policy implications of using training as a mechanism of knowledge transfer.
... Considering the result of considerable efforts in international entrepreneurship research within the last two to three decades, it can be noticed that a large number of papers were published in numerous highly specialized entrepreneurship journals each year and that at least an equally high number of presentations were held at international conferences and workshops (Klandt, 2004;Hisrich & Drnovsek, 2002;MacMillan, 1993;). Even for the most hardworking and diligent researcher, it has become impossible to follow this information overload (Grichnik, 2006). ...
This study aimed at examining the perceptions of educational stakeholders on the introduction of entrepreneurship subjects at secondary schools in Zanzibar and the challenges of its integration. The study employed both qualitative and quantitative approaches. Questionnaires, focus group discussions, and interviews were used in data collection. A sample of 67 respondents, 30 students, 30 teachers, 6 headteachers, and 1 educational officer was used. The study employed stratified sampling and purposive sampling techniques in selecting the sample. Purposive sampling was used to select the teachers, headteachers, and the educational officer while stratified sampling was used to sample the students. Interviews were conducted with headteachers and educational officers whereas focus group discussions and questionnaires were administered to students and teachers respectively. The data collected through the questionnaires were analyzed with the aid of Statistical Package for Social Sciences (SPSS) version 20, while data collected using interviews and focus group discussion was analyzed qualitatively. The results were unequivocal as about 89.6% of respondents accepted the idea of the introduction of entrepreneurship subjects at secondary schools. Meanwhile, the findings showed that the integration would be faced with a myriad of challenges such as a shortage of competent entrepreneurship subject teachers, a shortage of teaching and learning materials, and the use of traditional teaching methods. The study recommended that the entrepreneurship subject can be introduced at secondary schools in Zanzibar but the use of modern teaching methods, frequent training of entrepreneurship subject teachers, and teaching entrepreneurship subject in an appropriate environment must be respected for better performance.
In this chapter, Crammond underlines the importance of entrepreneurship education for educational institutions. The increasing need for students to be equipped with enterprising skills and develop creative mind-sets has justified the argument and need for purposive and relevant entrepreneurship education. This chapter discusses the progression of entrepreneurship education internationally, and its contextual development within universities today. The aspects of delivery and assessment methods, along with building valuable legacies, are also encountered as Crammond highlights the varied and vibrant environments apparent from the now many entrepreneurship courses and certificated programmes offered. The what?, how? and when? questions surrounding the teaching of entrepreneurship, as encountered in recent research, are also addressed. Practical worksheets are also referred to in assisting educators, student support workers, and students alike.
Die Purefood GmbH ist ein soziales Startup der Lebensmittelindustrie, das seine nachhaltigen Eissorten und andere Snacks unter dem Markennamen „Lycka“ vertreibt. Gegründet wurde die noch junge Firma unter anderem von Felix Leonhardt, mit dem Ziel den Konsum in entwickelten Ländern dafür zu nutzen, den Hunger in ärmeren Ländern der Welt zu bekämpfen. Das Startup folgt dabei dem One-for-One-Prinzip, indem es für jedes verkaufte Produkt eine feste Summe an die Welthungerhilfe spendet. Hierdurch wird pro verkauftem Produkt eine Schulmahlzeit in Entwicklungsländern ermöglicht und dadurch ein großer Anreiz für arme Familien geschaffen, ihre Kinder in die Schule zu schicken. Die Purefood GmbH versteht diese Art der Hilfe zur Selbsthilfe als integralen Bestandteil ihres sozialen Geschäftsmodells und hat gleichzeitig den Anspruch sich aus den eigenen Umsätzen zu finanzieren. Diese Fallstudie geht neben dem Unternehmenskonzept und wichtigen Kooperationen des Start-Ups insbesondere auf den Gründungsprozess und die prägenden Faktoren ein, die diesen Prozess unterstützt haben.
Die Leonhard gGmbH ist ein soziales Startup, das sich um die unternehmerische Qualifizierung und Resozialisierung von Strafgefangenen in Bayern kümmert. Der serielle Gründer (Serial Entrepreneur) Dr. Bernward Jopen bietet zusammen mit seiner Tochter und weiteren Mitarbeitern in der JVA München Kurse an, in denen Strafgefangenen betriebswirtschaftliche Kenntnisse vermittelt werden, um sie so zu unternehmerisch denkenden und handelnden Menschen zu machen. Ihr Konzept ist so erfolgreich, dass die Absolventen des Leonhard Programms schon über 40 Unternehmen gegründet haben und eine deutlich geringere Rückfallquote aufweisen, als es im Bundesschnitt üblich ist. So erfolgreich sogar, dass Überlegungen bestehen, ob und wie man Leonhard mit Hilfe von Social Franchising skalieren kann. Diese Fallstudie zeigt, wie der Gründungsprozess und das Konzept von Leonhard aussehen und geht auf den Gründer Dr. Bernward Jopen und seinen Prägungshintergrund ein.
Der vorliegende Beitrag beschäftigt sich mit einem unternehmerischen Individuum, das vor der Wahl zwischen zwei verschiedenen unternehmerischen Alternativen stand. Der Gründer Jan Hoffmann musste sich entscheiden, ob er das Angebot annimmt, eine neue Geschäftseinheit bei einem mittelständischen Bergsportausrüster zu integrieren (Intrapreneurship) oder ob er seine eigene Geschäftsidee im Rahmen einer unabhängigen Gründung umsetzt (Entrepreneurship). Ziel der Fallstudie ist es, den Einfluss zu beleuchten, den die unterschiedlichen Prägungsquellen (Umwelt, Organisationen und Bezugspersonen) auf ein Individuum mit Blick auf die Wahl der unternehmerischen Alternativen haben können. Die Fallstudie zeigt zwei Dinge: Erstens, dass die relative Intention zwischen Entrepreneurship und Intrapreneurship von der relativen wahrgenommenen Realisierbarkeit bzw. Erwünschtheit beider Alternativen abhängt. Zweitens, dass Prägungsquellen auf diese Intention wirken können, indem sie die wahrgenommene Realisierbarkeit und Erwünschtheit beider unternehmerischer Alternativen getrennt voneinander beeinflussen.
Akademische Spin-Offs (fortan ASOs) bezeichnen gewerbliche Ausgründungen von Hochschulabsolventen oder Mitarbeitern öffentlicher Forschungseinrichtungen. Obgleich noch immer ein seltenes Phänomen (Braun-Thürmann et al. 2010; Shane 2004), steigt weltweit die Relevanz akademischer Spin-Offs als Transferkanäle von Wissen und Technologien aus öffentlichen Forschungseinrichtungen (Hemer et al. 2006; Mustar und Wright 2010). Voraussetzung für diese spezielle Form des Entrepreneurship ist der Wandel von Hochschulangehörigen zu Entrepreneuren.
Akademische Gründer aus Hochschulen und öffentlichen Forschungseinrichtungen leisten vielfach einen wichtigen Beitrag für den technologischen, ökonomischen und gesellschaftlichen Fortschritt. Es ist daher lohnend der Frage nachzugehen, was diese Personen dazu antreibt, sich für ein mit Risiken behaftetes Gründungsvorhaben zu entscheiden.
Anhand von Fallstudien zu technologiebasierten und sozialunternehmerischen Ausgründungen veranschaulicht dieses Buch prägende Einflussfaktoren im Umfeld akademischer Gründer. Es werden Schlüsseleinflüsse identifiziert, die bereits in der Familie, Schule und Studium, im Freundeskreis oder bei ersten beruflichen Tätigkeiten der Gründer auftraten und ihr Verhalten langanhaltend geprägt haben. Das Buch bietet tiefgehende Einblicke in den Werdegang akademischer Gründer und liefert auch der Politik und Wirtschaftsförderern wertvolle Hinweise, wie akademische Ausgründungen forciert und gefördert werden können.
Die Fallstudien sind wissenschaftlich fundiert und gleichzeitig praxisnah. Sie basieren auf realen Unternehmensgründungen und eignen sich für den Unterricht in Bachelor- und Masterstudiengängen in Modulen zum Entrepreneurship und Management. Im Anschluss an die Fallstudien folgen jeweils Fragen, anhand derer die Leser lernen, theoretische Konzepte und Methoden zur Lösung von Problemstellungen aus der unternehmerischen Praxis anzuwenden.
Das Buch richtet sich an Dozenten und Studierende, die aktuelle Fragestellungen aus der Gründungs- und Unternehmenspraxis anwenden wollen sowie an Personen aus der Gründungsförderung und -praxis.
Der Beitrag stellt eingangs dem Leitbild der traditionellen BWL das spezifische Leitbild des Entrepreneurshipansatzes entgegen. Er fordert ein, in der Forschung bei aller Fokussierung auf wissenschaftliche Exzellenz auch gleichzeitig in der Themenwahl der Praxisrelevanz angemessenen Raum zu geben. Die Bedeutung empirischer Forschungsmethoden für den wissenschaftlichen Erkenntnisprozess wird betont. Schließlich wird auf Implikationen der Ergebisse der Unternehmerpsychologie für die Entrepreneurshipausbildung hingewiesen.
Competence development is a key competitive factor for small and medium-sized enterprises (SMEs). In the last few years, cooperation schemes between SMEs and higher education institutions (HEIs) have increased in quantity and intensity. The online survey among 4,050 Austrian companies examines the role of HEIs as cooperation partners in corporate competence development for SMEs and shows that cooperation with HEIs depends on the firm size. SMEs see the target group for HEIs mainly on management level, young executives, and specialists. Companies cooperate with HEIs mainly to keep specialist knowledge updated, to improve their access to students as potential future staff members and to increase their reputation. The initiative for cooperation projects is taken by company staff rather than by HEIs. SMEs' main selection criteria are a high degree of practical experience and didactic qualifications of the staff as well as a flexible programme provision.
Investitionen von Wagniskapitalgebern (auch: Venture Capitalists) in junge, viel versprechende Unternehmen sind einerseits mit außerordentlichen Risiken, andererseits mit beachtlichen Renditemöglichkeiten verbunden. Es ist daher sehr wichtig, während des Investitionsprozesses die richtigen Entscheidungen zu treffen.
Purpose
The purpose of this paper is to explore how entrepreneurship education (EE) interacts with knowledge transfer and entrepreneurial behaviour in a conflict Sub-Saharan African context.
Design/methodology/approach
In-depth telephone interviews of 20 participants who benefited from EE knowledge transfer were used to document and analyse the effect of EE on their behaviours as micro-entrepreneurs in a conflict zone.
Findings
These participants exhibited rare forms of innovative behaviour, through their business skills, gained from their involvement in EE. In relation to the effect of the conflict on their entrepreneurial behaviours, it emerged that the conflict was not the major barrier to entrepreneurial intentions, it however affected how they made strategic decisions about downsizing, advertising and future business plans. Consequently, these decisions altered at different junctures because of the conflict and, therefore, defined their coping strategies.
Practical implications
The paper advocates a policy shift towards a more collaborative sub-regional approach to tackling the underlying causes of conflict in Sub-Saharan Africa through investment in EE strategies as a spur to economic development. Central to this are a priori assumptions about economically disadvantaged populations and their symbiotic relationship with conflict, a phenomenon frequently exploited by armed groups with deviant agenda. Thus, access to employment opportunities could benefit disadvantaged populations, thereby plays a decisive role in conflict mitigation.
Originality/value
The paper provides empirical analysis integrating EE with knowledge transfer and entrepreneurial behaviour in a conflict Sub-Saharan African context. In this way, novel insights are provided that contribute to current efforts aimed at developing a robust theoretical and conceptual foundation for EE domain.
Research on entrepreneurship education (EE) has encountered confusing ontological and methodological issues, such as definitional controversy, gaps between research and practice, and lack of theoretical foundations. These are factors holding back the further development of the research and practice in this field. This paper presents a whole picture of EE by exploring key factors involved in EE programs such as objective, audience, content and method, and assessment with a macro integrative perspective. In this way, it points out the disintegrated micro perspectives employed in prior studies is the source of inadequate understanding of EE, which causes issues and confusions in present EE research. The macro integrative perspective offered by this paper provides an innovative way to tackle these issues and hence is expected to contribute to the further improvement of EE research and practice.
Factoring, Forderungsverkauf. 1. Begriff: Art der Umschichtungsfinanzierung, bei der die laufenden, vornehmlich kurzfristigen Forderungen eines Unternehmens (Forderungsverkäufer, Klient) aus Lieferungen und Leistungen im Rahmen vereinbarter Höchstgrenzen (Debitorenlimite) revolvierend an einen Dritten (Forderungskäufer, Faktor, Factoringgesellschaft) verkauft werden. – 2. Merkmale: Je nach Gestaltung des Kaufvertrages übernimmt der Faktor Dienstleistungsfunktionen (z.B. übernahme des Inkassound Mahnwesens) sowie die Finanzierungs- (sofortige Liquidierung der Außenstände) und die Delkrederefunktion (übernahme von Ausfallrisiken). Die → Kosten setzen sich für den Faktor aus der u.a. vom → Umsatz und dem Zahlungsausfallrisiko abhängigen Factoringgebühr sowie aus den → Zinsen für die Bevorschussung der Forderungen zusammen. – 3. Arten: Geht das Ausfallrisiko auf den Factorüber, handelt es sich um echtes, ansonsten um unechtes F. Ist das F. für die Debitoren der Unternehmung erkennbar, wird vom offenen, andernfalls vom stillen F. gesprochen. – 4. Abgrenzung von ähnlichen Begriffen: Zu unterscheiden ist das F. von der Forfaitierung, bei welcher ein Exporteur (Forfaitist) seine mittel- und langfristigen Exportforderungen (→ Export) regresslos an einen Forfaiteur (Forfaitierungsgesellschaft) verkauft. Da Letzterer per Kaufvertrag zwar das volle Forderungsrisiko und Finanzierungsfunktionen, aber keine Dienstleistungsfunktionen übernimmt, werden in erster Linie abstrakte, d.h. vom Grundgeschäft losgelöste Forderungen forfaitiert.
A survey in 1991 of 750 business schools and 226 engineering schools identified 370 universities with entrepreneurship courses. Entrepreneurship courses were taken to mean courses on business entry, whether by start-up or acquisition and whether independently or within an established organization. Descriptions of 445 courses at 177 four year colleges and universities both inside and outside the United States were generated. Of the 177 schools describing their courses, 102 (58%) gave brief accounts of pedagogical experimentation: 60 (59%) described successful experiments, 42 (41%) described new things tried that had not worked out. A summary of some of these experiments is provided and discussed
This article presents the results of a survey that ranked university entrepreneurship programs. The survey also explored how universities determined what courses constituted a program in entrepreneurship and how they determined the criteria that impact an entrepreneurship program's quality. We conclude the article with a discussion of the education pilot criteria for the Malcolm Baldrige National Quality Award that may be useful for measuring progress in entrepreneurship education.A mail survey was undertaken in late 1994. This survey was sent to deans at 941 business schools in the United States, 42 in Canada, and 270 overseas. Of the 311 replies, 233 came from U.S. business schools, 16 from Canadian schools, and 62 from schools in other countries.The top seven criteria suggested for ranking entrepreneurship programs were courses offered, faculty publications, impact on community, alumni exploits, innovations, alumni start-ups, and outreach to scholars. The most frequently offered entrepreneurship courses at both the undergraduate and graduate levels in the entrepreneurship programs surveyed were entrepreneurship or starting new firms, small business management, field projects/venture consulting, starting and running a firm, venture plan writing, and venture finance.The survey uncovered a number of problems with how academics ranked other entrepreneurship programs. Evaluators did not specify the criteria they used to rank entrepreneurship programs. Evaluators did not offer their specific weights for each criterion used to judge a program. Finally, evaluators were not asked to provide a judgment of their depth of knowledge of other programs.Since the criteria for determining what constitutes a high-quality entrepreneurship program is, at present, rather fluid and indeterminate, we thought it appropriate to borrow insights from a highly successful and visible evaluation effort in higher education, the education pilot criteria for the Malcolm Baldrige National Quality Award (MBNQA). For an MBNQA evaluation, organizations are assessed across 28 requirements that are embodied in seven categories. •Leadership. This category examines senior administrators' commitment and involvement in creating and sustaining performance excellence that has a student focus, clear goals, and high expectations. In the context of entrepreneurship education, the leadership category entails describing the involvement and commitment of entrepreneurship program directors, business school deans, university administrators, advisory board members, and student representatives.•Information and Analysis. This category examines how data and information are used to support the overall mission of the program. The focus of this category is towards identifying and specifying information and data that would be appropriate for evaluating the quality of an entrepreneurship program, as well as for making comparisons with other programs. We suggest that entrepreneurship programs begin to systematically collect information about issues such as demographic and performance measures of incoming students enrolling in entrepreneurship courses; comparative information on entrepreneurship, business school and university students; descriptions of the outcomes that specific entrepreneurship courses intend to generate and the measures of the efficacy of each course; and measures of the intended outcomes of the entrepreneurship program in terms of student performance, student satisfaction, and impact on the community (i.e., number of start-ups, students employed in new firms, students working in positions assisting new firms).•Strategic and Operational Planning. This category focuses on how a program sets strategic directions and key planning requirements. For an entrepreneurship program, such a requirement would entail generating a strategic plan that specifies the purpose and mission of the program, key student and overall program performance requirements, external factors impacting the implementation of the plan, internal resources and university barriers to change, and key critical success factors.•Human Resource Development and Management. This category examines how faculty and staff are supported and developed so as to satisfy the strategic goals of the program. While an entrepreneurship program might typically measure “faculty productivity” as an indicator of this category, the intention is actually towards specifying the resources and systems that impact the ability of staff and faculty to be productive.•Educational and Business Process Management. This category specifies key aspects of the design and delivery of the educational research and service components of a program, as well as an examination of the processes involved in improving these components. Rather than programs being compared to each other by the quantity of courses offered, this category requires that programs be measured on the logic, coherency, and efficacy of the educational experience that entrepreneurship students undertake.•School Performance Results. This category examines the outcomes of a program, such as student performance and improvement, improvement in services provided by the program, and faculty productivity. This category accounts for 23% of the total evaluation score. The primary focus of this category is determining the improvements in student performance. Such key measures might include student performance in specific courses, student demonstrations of key skills and knowledge through portfolios of original work that they create, measures of student satisfaction, and impact on the community (i.e., number of start-ups, students employed in new firms, students working in positions assisting new firms).•Student Focus, and Student and Stakeholder Satisfaction. This category describes the process for determining student and stakeholder needs and expectations, as well as making comparisons of student and stakeholder satisfaction among other programs. This category accounts for 23% of the total evaluation score.The MBNQA evaluation scheme forces us to become aware of the implicit goals, objectives, and pedagogical perspectives of our programs. We must not lose sight of the fact that entrepreneurship programs are and will be evaluated, and that we must, therefore, be ready to offer criteria that we want our programs to be evaluated on. If university entrepreneurship educators do not step forward to assume leadership of our own field, others will surely come to the forefront to determine the rules of the game.
The study presented here explores innovation as a corporate entrepreneurial outcome in recently established small firms. More precisely, we explore the role of upper echelon and employee human capital and human resources management as determinants of innovation. Our approach builds on a 'human resource'-based view, stressing the importance of (1) entrepreneur/entrepreneurial team ('upper echelon') human resources and (2) employee human resources and their management in determining the innovation performance of start-ups. As innovation is one of the three possible outcomes of corporate entrepreneurship (innovation, venturing and renewal), we take a corporate entrepreneurship research approach in examining innovation in start-ups. The analyses are based on a sample of 294 start-ups covering a wide range of economic activities, having 1 to 49 employees and being in their second year of life in 2003. The results indicate that both types of human capital do matter in the context of start-up innovation. First of all, employee human capital and HRM have a strong positive effect on innovation. Second, while we could not trace direct effects of entrepreneur/entrepreneurial team human capital on innovation, indirect effects (via HRM or employee human capital) of for instance education level and business advice are indisputably present. All things considered, the study teaches us that valuing human capital in start-ups can contribute to a considerable extent to preserving their innovation performance, thus stimulating their chances of building a viable business model and safeguarding future growth and further development.