Abstract
This study explores the creation and development of entrepreneurial education tracks in the formation of a University Entrepreneurial Ecosystem (UEE) in certain Russian universities. In particular, the ways in which these tracks promote new venture launches, the commercialization of technologies, and the development of entrepreneurial mindsets and skillsets will be explored.A panel of 21 Russian Universities was used to verify the integrated UEE model using the method of co-operative inquiry. The role of entrepreneurial courses in UEEs is illustrated herein with the use of 4 cases of Russian universities.Among the key findings of this research is that the implementation of entrepreneurship education courses configures the UEE development model centered around the education course. UEE formation begins with the personal development of individuals as the course ingrains an entrepreneurial mindset and related skills in students, and attracts entrepreneurs and business angels for mentoring roles and project development activities. Next, supporting institutions like incubators and accelerators are established from scratch, or existing ones are engaged to assist further student project development. As a result, emerging elements of UEE are actively engaged around the development of student startups.Further case analysis suggests that the professors’ academic background and entrepreneurial experience, as well as the course format (e.g. elective or compulsory) are not a necessary prerequisite for the successful initiation and development of UEE, provided the course is project based and generates a stream of student startups. Professors’ skills are complemented through the ecosystem, and some cases describe successful course launches by other ecosystem actors. It is also apparent that many universities pursue entrepreneurship education through sporadic infrastructure development, or through a more detached entrepreneurship course implementation.
Highlights
Entrepreneurial education has been a growing area at least since modern societies began to transform into entrepreneurial societies [Audretsch, Thurik, 2001]
Entrepreneurial education is delivered in various formats, such as separate courses including blended and massive open online courses (MOOCs), certification programs, and full-time bachelor’s and master’s degree programs
The development of entrepreneurial education should be embedded in a contiguous system of institutions, norms, and actors, which are collectively known as university entrepreneurial ecosystems (UEE)
Summary
Entrepreneurial education has been a growing area at least since modern societies began to transform into entrepreneurial societies [Audretsch, Thurik, 2001]. Economic Forum initiated the massive promotion of entrepreneurial education. This was considered to be a key driver for sustainable social development and economic recovery [WEF, 2009]. Commission’s Entrepreneurship 2020 action plan includes three action points, the first of which is the development of entrepreneurial education [European. Entrepreneurial education can motivate students to initiate business projects and spark great ideas. Such ideas and projects often cannot be developed without further support beyond the course, especially on emerging markets [Alaref et al., 2019]. The development of entrepreneurial education should be embedded in a contiguous system of institutions, norms, and actors, which are collectively known as university entrepreneurial ecosystems (UEE). A combination of entrepreneurial actors emerges (both individuals and organizations), institutions, processes, values, and mind-sets interact, which drive the local entrepreneurial environment [Mason, Brown, 2014]
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