From  the 16th to the 17th  of May, the NA-DAAD hosted a Transnational Cooperation Activity (TCA) on dissemination, sustainability and impact in Erasmus+ Strategic Partnerships at Wissenschaftszentrum in Bonn. The EEE project has been selected as a good practice example and was given a chance to be introduced to a high-level group of European HEI and Erasmus+ NA representatives.

In his presentation Florian Bratzke – responsible project officer at EEE Project Lead partner Univations GmbH – introduced the participants to the EEE fundamentals and intellectual outputs of the project. Those include EEE Teaching Toolkit and the Roadmap for establishing regional alliances for promoting entrepreneurship education in the region. Furthermore, he emphasized main EEE dissemination achievements such as winning La Trobe University as associated project partner, being selected for the EntreComp Into Action and involved present stakeholders into a vivid discussion on efficient impact and sustainability measures based on the successful experiences made within the EEE project.

The presentation was an integral part of a transversal workshop on entrepreneurship, entrepreneurial learning and labour market issues and was moderated by Mrs. Dijana Stilinovic of AMPEU (NA-Erasmus+ Croatia). Another highlight of the 2-day event on Bonn was the presence of Mrs. Elena Tegovska of the European Commission (DG Education, Youth, Sport and Culture) who presented valuable insights on dissemination, sustainability and impact from a European policy perspective. Mrs Tunguska’s contribution as well as all other inputs of the TCA can be downloaded at the NA-DAAD: https://bit.ly/2keJtbX.

 

©all rights on images used in this article belong to DAAD 

University of Szeged has recently held its national launch where the audience could get an insight about the challenges and opportunities of nowadays young (Generation Z) entrepreneurs and the ways how their competences can be fostered. The EEE event was attended by over 50 regional business partners, stakeholders, academics and students. The focus of the event was the EEE specialized course, that involved local entrepreneurs as lecturers and mentors of the students. In the plenary session four presentations were delivered by project representatives, students and external stakeholders of the EEE semester program.

In his presentation Dr. Norbert Buzas has focused on the function of accelerators, characteristics of modern day entrepreneurs, and approaches to provide this new generation of entrepreneurs the best assistance during their development. Márk Olajos a young entrepreneur, who was involved as a mentor in the EEE course, highlighted the main challenges that nowadays Generation Y and Z entrepreneurs are facing. The third presenter Dr. Szabolcs Pronay introduced the EEE Teaching Toolkit to the audience, describing the methodology to be followed in successfully integrating the modules into the course programs, as well as indicating the potential barriers that can be faced in the process. The last presenter of the plenary session was Attila Tóth – a student who participated in the EEE semester course. He highlighted how the course learnings have had an impact on students’ mindset and equipped him with the right skills to successfully launch his start-up (called: Pricemind). The plenary session was followed by a workshop on the pathways to integrate regional stakeholders in entrepreneurial course program development and delivery.

Following plenary sessions and the workshop, in the afternoon, there was a joint event, the national final of a new presentation challenge, called “Prezilimpia – the Presentation Olympics”. This new challenge was co-organized and co-hosted by the Hungarian EEE team and it aimed to foster the presentation and pitching skills of the young entrepreneurs. 8 young entrepreneurs competed in front of the jury of local entrepreneurs and professional presenters. With this joined event a county-wide audience was reached and the program of the EEE National Launch was boosted to a full-day program about young (Generation Z) entrepreneurs, that also generated a larger media coverage.

The ongoing transition to an increasingly knowledge-intensive economy has sparked entrepreneurial transformation across several regions, and Lithuania is no different. Soon after gaining independence from the former Soviet Union in 1991, Lithuania placed entrepreneurship in the front and center of its education policy. Consequently, most of the higher learning institutions in the country started setting up centers that facilitate entrepreneurial transformation. This is in addition to incorporating entrepreneurship education as a mandatory element of their curricula. Center for Enterprise (CEP) at the Vytautas Magnus University (VMU) has emerged as a direct outcome of this movement, offering a number of entrepreneurial programs that bring together the companies in the region with students and the academic community at large. The center is specifically setup to integrate and sustain the fragmented and often intermittent entrepreneurial initiatives of scholars and students, thereby contributing not only to the global standing of the university but also to the development of an entrepreneurial eco-system in Kaunas region.

Entrepreneurial programs offered at CEP

The center follows a structured approach towards inculcating entrepreneurial values and competencies amongst its students. Particularly, three sequential entrepreneurship-support programs are offered by the center: the Entrepreneurship Academy, the Entrepreneurship Laboratory and Smart Practices.

The Entrepreneurship Academy program gives recognition to the fact that entrepreneurial transformation begins with a change in mindset. As such it mainly concentrates on creating interest amongst participants. The program follows a very broad admission policy, catering not only to students who aspire to become an entrepreneur but also to those who do not plan to join an entrepreneurial pathway in the near future. What is unique about this program is that accomplished entrepreneurs from a wide range of sectors are invited to share their experiences with participants.  The diversity of the invited speakers is especially important in a Liberal Arts University like VMU in getting across the point that entrepreneurship is not restricted to technology-intensive disciplines.

After completing the Entrepreneurship Academy program those interested in further developing their entrepreneurial capability join the “Entrepreneurship Laboratory” program. Here a team of multidisciplinary students are presented with the actual problems of participating companies for which they are expected to find solutions as part of a course. The team operates with the technical assistance of their university professors and under the mentorship of company representatives. After spending up to four months in the problem the team presents its recommendation both to the participating companies and the university. If the students are still interested to further develop their idea they will join the third stage i.e., Smart Practice. However, it is important to note that only handful of students (i.e., around 25%) are accepted into this program. Unlike stage one and two, here students are temporarily placed within one of the participating organizations, either to further refine their work from the Entrepreneurial Lab program or tackle a novel problem. The Smart Practice is often conducted in a form of an internship.

The overall impact of the program has been positive on the regional eco-system in general and the participants in particular. First and foremost, there has been a positive change of attitude amongst students, professors and organizations in the region. The students benefit from hands-on experience and entrepreneurial competences, which considerably enhance their competiveness in the labor market. Benefits to the participating companies are also apparent. Apart from finding workable business solutions and fresh ideas from the team of multi-disciplinary students, they use the opportunity to recruit competent students after their graduation. The early success of CEP has attracted significant interest from other universities and public institutions in the region, with pilot trials already being underway.

To learn more about the nature of the entrepreneurial activities at VMU, please see the full case study here

Authored by Habtamu Diriba and Hacer Tercanli

©all rights on images used in this article belong to the Vytautas Magnus University 

This article was originally published at uiin.org and is based on the case study collected and developed within University-Business Cooperation in Europe Study https://www.ub-cooperation.eu/

The Erasmus+ funded Embedding Entrepreneurship Education (EEE) project presents its outputs to interested stakeholders during the official EEE International Launch at 2018 University-Industry Interaction Conference in London on June 20th. The event not only brings together academics and SME partners to learn about the findings of the two-year work, but also establishes the ground for discussions on how to embed practically driven entrepreneurship education and entrepreneurial culture into higher education, enriched with first-hand expert experiences from across the world.

During the event, we will first explore the topic of Entrepreneurship Education through an international panel discussion “Global Experiences” led by three experts from three continents, Ingrid Wakkee from Amsterdam University Applied Sciences, the Netherlands, Rodney Ridley from Wilkes University, USA, and Silvia McCormack from La Trobe University, Australia who will share their perspectives on the approaches taken in their institutional contexts from both managerial and practitioner angles.

The panel session will be followed by showcasing of the major project outputs by Florian Bratzke from Univations GmbH – lead partner of the EEE project. The outputs are the result of the joint efforts of the core EEE team in the Management Center Innsbruck, University of Szeged, Univations, Canice Consulting, and UIIN, as well as of associated partner La Trobe University.

The second part of the event will host two workshops led by the EEE project consortium, “Embedding Entrepreneurship within Education – how to take a cross-disciplinary approach” and “Establishing Transnational Cooperation to foster Entrepreneurship Education”, targeting audiences who like to gain a more focused understanding on building international partnerships that foster practically driven entrepreneurship competence and mindset development across all disciplines of higher education.

If you don’t want to miss our program, please register on our event page to secure your spot and to be kept up to date!

The EEE consortium looks forward to welcoming you in London!

EEE consortium members Florian Bratzke (Univations GmbH) and Dr. Szabolcs Prónay (University of Szeged) have recently seized chance to introduce EEE key resources to ~20 international high-level HEI representatives during a joint workshop session. The workshop has been held as an integral part of the 10th International Week organised by Faculty of Economics and Business Administration at University of Szeged . It dealt with Erasmus+ Strategic Partnership development for which EEE has been displayed as good practice example. As part of this, participants were acquainted with EEE experiences and sensitised for the main results of the project. Furthermore, attendees were successfully engaged in an interaction session that simulated joint transnational project development under Key Action 2 of Erasmus+. The active contribution of EEE representatives at this international event has been another milestone to enhance the EEE projects’ international outreach such as the selection of the EEE teaching toolkit as part of European Commissions’ EntreComp Into Action User Guide.

The project stakeholders now look forward to meeting in the International launch of the EEE Project to be held during 2018 University Industry Interaction Conference in London, on the 20th of June. The details on the event will follow!

“Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social”- with this opening definition EntreComp Into Action User Guide invites its readers on a journey to explore outstanding case studies, tools and ideas that have successfully employed the Entrepreneurship Competence Framework (EntremComp) of the European Commission inside the European Union. We are honoured that the EEE Teaching Toolkit has been selected by the responsible committee as one of the good practice examples in the tools section of the user guide.

What is EntreComp and EntreComp Into Action User Guide?

In brief, EntreComp has been developed to provide a coherent conceptual understanding for entrepreneurship education inside the EU. As such, the framework  it sets the ground for identifying relevant knowledge, skills and attitudes that comprise “entrepreneurial mindset”, and observes it through three major competence areas, which are subdivided  into 15 competences each:

1) Ideas & Opportunities,

2) Resources, and

3) Into Action.

EntreComp Into Action User Guide has been devised to navigate individuals and organizations that aspire to develop entrepreneurial competences through lifelong learning, formal/non-formal teaching and training activities, as well as In working environment. The Guide provides a comprehensive introduction to EnteComp and highlights 70 outstanding examples that have successfully implemented the framework. These case studies, tools and ideas reflect on the ways entrepreneurial learning can be integrated across various sectors and for different audiences.

How is the EEE Teaching Toolkit connected to EntreComp?

Successfully serving its purpose, EntreComp provided a clear structural guidance for the development of 23 combinable teaching modules that compose the EEE Teaching Toolkit. As a matter of fact, the EEE Teaching Toolkit is a powerful entrepreneurship education instrument to:

  • Embed and facilitate entrepreneurial teaching and learning in HEIs,
  • Provide guidance for HEI lecturers and curriculum planners,
  • Sensitise HEI staff with non-business backgrounds for the added-value of entrepreneurship education,
  • Catalyse the inclusion of entrepreneurship education into HEI curricula,

Involve stakeholders of the entrepreneurial eco-system in practically driven entrepreneurship courses.

Incorporating the EntreComp competences framework, EEE Teaching Toolkit reflects on the main dimensions needed for educating successful entrepreneurs.  It translates the core ideas behind the EntreComp framework into practical exercises, that aims at “nurturing a new generation of entrepreneurs” in line with the goals of Entrepreneurship 2020 Action Plan. With its outputs and specifically EEE Teaching Toolkit, EEE project makes a significant contribution to EU policy to “stimulate the development of entrepreneurial, creative and innovation skills in all disciplines in all three circles”(2011 Agenda for the Modernization of Europe’s HE Systems).

We thank Univations for providing  the input for this blog article

©all rights on images used in this article belong to European Commission 

On the 2nd March 2018, interested students were invited to attend a Q&A kick-off event dedicated to MCI Creativity Award 2018. The event took place at ‘BASE EINS’, a startup hub in front of the Tyrolean State Theatre in Innsbruck, and was organized by MCI in collaboration with Startup.Tirol, the centerpiece of the EEE Regional Alliance in Tyrol. During this event, the students has a chance to learn every detail of how to prepare for a business competition based on the corresponding module ‘Idea Competition’ in the EEE Teaching Toolkit.

The module ‘Idea Competition’, freely accessible here, is designed primarily for the individuals experimenting with entrepreneurial activities for the first time. It has the aim to foster entrepreneurial ideas coming from different fields and supports also individuals who have not yet made experiences with entrepreneurship or management before, in sharing, spreading and eventually also commercializing their ideas. HEI educators can use the materials of the course to enrich the existing or create new entrepreneurship education courses.

The idea competition module consists of two parts. The aim of part one is to give an overview on how an idea competition could look like, how such competition might be structured and organized. The purpose of part two of this idea competition module is to support students in preparing for a successful participation in an idea competition.

In addition to module ‘Idea Competition’, EEE Teaching Toolkit offers two more modules: Course 1: Improving Entrepreneurial Skills, and Course 3: Encouraging Social Entrepreneurship, which are freely available at our Resource Platform.

A practical approach has been introduced at the University of Szeged, Faculty of Economics and Business Administration, to teach and encourage students from different disciplines to become entrepreneurs.

The course promoting entrepreneurial thinking has taken place in the international Erasmus+ framework. One of the most important missions of the European Union is to encourage the younger generation to become entrepreneurs. Therefore, university students, who represent a high proportion of the young generation, provide an excellent basis to whom entrepreneurship can be promoted.

Why exactly in Szeged?

The University of Szeged is one of the biggest Hungarian universities. There are 25,000 students studying different sciences at its 12 Faculties. Not only the students from the Faculty of Economics and Business Administration can become entrepreneurs. It is becoming more and more important that students from other disciplines gain insight into entrepreneurship. Due to the diversity of disciplines at the University of Szeged and the successful Master’s Business Development training program at the Faculty of Economics, the experimental course has good foundations to be implemented in the future.

Novelty of the course: the attractiveness of entrepreneurial examples

The traditional university programmes are based on a course or seminar, where instructors teach and students take notes. At the end of each semester, students take the appropriate tests. Though more and more courses in the topic of becoming entrepreneurs leave the traditional teaching method behind, they do not always prove to be successful. The organizers of this new course tried to rethink the traditional teaching model based on their previous experiences.

Students could apply with a covering letter and with an introduction of an entrepreneurial idea. The aim of the organizers was to attract only those students, who are serious about becoming entrepreneurs and are willing to take part in courses for their professional development. They wanted to deter those students, who would only have participated in the course for collecting additional credits.

Regarding teachers, organizers invited those people, who are entrepreneurs themselves and have a practice in teaching, or they included those teachers, who have real and first-hand experience on the market. Therefore, they would be able to transfer their own market experience to students. Entrepreneurs and teachers have both participated in the organisation and implementation. Almost 30 entrepreneurs and teachers took part in the course who received a teaching toolkit developed during the EEE course.

From apartment-restaurants to co-working offices

Students worked on 5 project ideas. Based on these ideas, students had to develop and introduce a complete business plan at the end of the semester. Some students had to change the concept of their business, because they had encountered certain problems which could have undermined the basic aim of their enterprise. This happened in case of the co-working office, which was an apartment-restaurant concept originally.

Throughout the course, students worked on the development of a business software, which could monitor the different prices on web shops. Others were concerned with the development of a software, providing financial contribution for animal shelters, while another group worked on a local craft beer manufactory and a social pub-finder application. The final business plans were presented in front of a professional board. The members of the board did not see the completed concepts before. Therefore, they could evaluate the concepts without bias and could provide feedback for the students.

The Facebook page containing the course’s final presentations and pictures can be found on the following link.

© All rights on images used in this article belong to University of Szeged, Faculty of Economics and Business Administration.

Irene Breen, a current MBA student at Queen’s University Belfast and a BSc Architecture (2002) graduate, has seen off competition from over 2,000 entries from across the UK to win the Santander Universities Entrepreneurship Award for her fledgling business ‘BellaMoon’.

Ms Breen was in London last month to collect the prize which includes £20,000 of equity-free seed funding, mentoring from one of the judges at the national final, support from Talent Cupboard and a fully funded intern.

Launched in 2011, the Santander Universities Entrepreneurship Awards have grown to be the UK’s largest student and graduate business pitching competition offering important support to budding entrepreneurs. So far, more than £260,000 has been awarded to graduate start-ups and small businesses through the initiative.

Irene’s winning business BellaMoon, was in the ‘Pre-revenue’ category, defined as a ‘business focusing on ideation, discovery and business validation with minimal sales generated if any’. BellaMoon is currently going through user testing at University of Durham Infant Sleep lab. It is a unique multi-functional baby breast-feeding and co-sleeping bed, pregnancy pillow and baby dock, which Irene is planning to bring to market.

Speaking at the special presentation event, which hosted students from universities and colleges across the country, Nathan Bostock, Santander UK’s CEO, stressed the importance of supporting higher education. He said: “At Santander we recognise the importance of encouraging young entrepreneurs, particularly amongst university students, and we are committed to supporting them every step of the way. We were impressed with the talent, determination and creative thinking showcased today.

To get to the grand final Irene had first to submit a business model canvas and a short video to get shortlisted to the top 30 regional finalists. She then had to travel to Northumbria University to compete against 10 others for a top 2 place in the region before taking part in the London national final where she faced stiff competition from the top 6 (the best 2 out of the three Santander UK regions) challengers. The judging criteria included business mission, purpose and overview, an understanding of potential customers, identification and mitigation of risks and growth strategy.


 Are you an active academic who recognises your students’ potential or a student on the island of Ireland and inspired by Irene’s story? A competition of similar action The 2018 Ireland Student Entrepreneur Awards is now open! There is an opportunity any student studying at a Higher Education Institute on the island of Ireland to turn a great idea into a winning project, cash and even a business with over €30,000 in prizes including an overall winner prize of €10,000! Similar to Santander Universities Entrepreneurship Awards, the competition has three stages: Creating the video and submission of the entry, Proposal of a business plan and Final Judging. Visit the website for more information and registration.

 


We content of this blog article was provided by Canice Consulting Limited. Inquiries to Canice Hamill: @can_consulting1

The Teaching Toolkit is one of the main outputs of the EEE project addressing HEI lecturers and curriculum developers who want to support entrepreneurial teaching efforts in their HEIs. Not only does it incorporate state of the art teaching recommendations and guidelines for a total of 23 modules, but also provides three full courses on Entrepreneurship Education. Moreover, it is structurally aligned to the progressive Entrepreneurship Competence Framework that was developed and introduced by the Joint Research Centre of the European Commission in 2016.

On 14th December 2017, one of the modules of the Entrepreneurship Education Toolkit was piloted by the Start-Up Service of Martin-Luther-University Halle-Wittenberg as part of a lecture series on key qualifications for entrepreneurial thinking and acting. The piloted module, “Opportunities”, explores the trends as a source of inspiration to find the possibilities for entrepreneurial activities and the development of high-potential business ideas that may ultimately lead students to start up their own company. The module proposes the reading material and theoretical tasks for students, and highlights the topics for discussion for the trend analysis. The module conveniently offers the sources for the educators to exemplify and enhance students’ theoretical understanding of “entrepreneurial opportunities”, as well as suggestions for assessment.

The module has received positive feedback from both educators and students who participated in the lecture series. EEE representatives welcomed the valuable feedback received after the completion of the pilot test and will use it to further optimize the existing version of the EEE Teaching Toolkit.

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