Still others believe innovation pertains only to the research and development (R&d) activity occurring at universities, national laboratories, and corporations.
and STEM education) that can spur more innovation in all three major sectors of an economy (for profit,
Dr. Atkinson received his Ph d. in City and Regional Planning from the University of North carolina at Chapel hill in 1989.
2. 1. Promote entrepreneurship as an Irish cultural value 2. 2. Education system 2. 3. Encouragement of under-represented groups 3. Mentorship
and Peer Learning 3. 1. Peer mentoring 3. 2. One-to-one mentoring 3. 3. Skills development programmes 3. 4. Webinars 4
and commit themselves to learning. These cultural elements cannot be overstated. •Second, focus on people. A truly entrepreneurial Ireland is dependent on strong and self-reliant entrepreneurs,
and aligning existing education and social welfare supports to be conducive to entrepreneurial development. However, the State should take a courageous departure from past policies by looking to fill gaps rather than create new initiatives.
TRAINING PERMITS Funding TAXATION Access to Finance Access to Talent Vibrant Hotspots of Activity Mentorship & Peer Learning Innovative â€oecan-Do†Culture Executive Summary
A vibrant startup culture maximises peer learning and commercialisation through a diverse range of networking events, mentoring groups,
This potential career path must be inspired from a person†s early years within the education system. •Develop a National Educational Strategy for Entrepreneurship at all levels of the education system. •LEOS
Pillar 2, Mentorship and Peer Learning The biggest improvement we can make to the entrepreneurial culture in Ireland is to get more of our citizens to share their knowledge and networks.
and acceleration of startups and so the introduction of more of these vibrant hotspots could be completely transformational to The irish ecosystem Universities in many countries are hotbeds of innovation.
Limerick and Waterford of 10,000 square feet each. •Adopt policies enabling the rapid sharing of Intellectual Property for the public benefit in programmes such as Easy Access IP. •Training
on commercialisation should be provided to every STEM Bachelors student as part of their degree. Phd and Post Doctorate students should also receive mandatory commercialisation instruction as part of their research programmes.
Pillar 4, Access to Talent Access to talented people is a key enabler for all businesses.
Rather, it requires the contribution †and leadership-of many different actors in the economic ecosystem (e g. entrepreneurs, schools, third-level colleges, banks, industry associations, investors, voluntary organisations,
which, if acted upon, will support-11-Startup Ecosystem Public Policy LEOS ADVICE TRAINING PERMITS Funding TAXATION Access to Finance Access to Talent Vibrant Hotspots of Activity Mentorship
& Peer Learning Innovative â€oecan-Do†Culture We believe that entrepreneurs need to be self reliant and customer-focused,
cultural values, education system reform and encouragement of under-represented groups as potential entrepreneurs. 2. 1 Promote Entrepreneurship as an Irish Cultural Value It has been suggested that Ireland has a tradition of herding our children into †overpaid
so the education system has a crucial role to play in this development. 2. 2 Education system If we want to increase the pipeline of people choosing an entrepreneurial career then Ireland must encourage entrepreneurship as a norm rather than an exception.
This potential career path should start from a person†s early years within the education system.
The Forum recognises that there are many initiatives currently being undertaken to enhance entrepreneurship education and skills development in Ireland
This demonstrates a need for an articulated entrepreneurship education policy/strategy that covers all levels of the education system.
Additionally, the lack of specific entrepreneurship education modules in teacher education programmes creates challenges because most teachers lack the experience to deliver these specialised programmes.
Thus we feel that teachers, as well as students, should receive some entrepreneurship education. Research from the EU
and other European countries has shown that participation in entrepreneurship programmes and activities have a positive impact on young peoples†connectedness at school,
as well as their success in the job market, their tendencies to innovate and their likelihood to start their own companies. 4 Much progress has been made in Ireland with initiatives such as the County & City Enterprise Boards †Student Enterprise Awards†5, RTà †s
Junior Dragons†Den, Forã ige†s †Network for Teaching Entrepreneurshipâ€, The Young Entrepreneur Programme,
and secondary school levels around the country. There are a limited number of independent parties who have piloted various efforts that are worth mentioning and endorsing:
•Bizworld runs 2-3 day immersion events in primary schools where students are put into teams
and works with educators and teachers to introduce entrepreneurial concepts to students. Bizworld currently partners with schools in Dublin, Kildare, Wicklow, Galway, Cork and Limerick.
Such a programme is worth expanding across the nation. •Network for Teaching Entrepreneurship (NFTE), a worldwide youth entrepreneurship education and development programme,
workshops, and awards at the secondary school level. The NFTE Foroige collaboration, and similar efforts, should be promoted actively in schools across the country.
and 90%of enterprise CEOS, have technical degrees from college. When looking at the businesses that sell-15-4 European commission (2012)- Â Entrepreneurship Education at School in Europeâ-European commission
Brussels Danish Foundation for Entrepreneurship: Young Enterprise (2012)- Â Impact of Entrepreneurship Education in Denmark 2012â-Danish Foundation for Entrepreneurship:
Young Enterprise, Copenhagen 5 This acquaints over 16,000 students annually with the concepts behind running their own business. 6 Run in secondary schools and third level institutions across Ireland,
the programme has held 25 events and seen 3, 400 students complete a course in entrepreneurship
since 2007. www. youngentrepreneur. ie 7 A hackathon is an event at which computer programmers and others involved in software development,
The goal of such events is to enable students to understand the technology that builds our world
In addition to learning to code, members meet like-minded people to show off what they†ve been working on.
the Forum is aware that many successful entrepreneurs would be willing to engage with local schools to talk to students,
so that teachers know where to go to access entrepreneurs. A database of entrepreneurs could be established and managed by the LEOS or Enterprise Ireland,
Mentorship and Peer Learning. 1. Develop a National Educational Strategy for Entrepreneurship covering all levels of the education system.
Establish an Entrepreneurship Education group to draft an Entrepreneurship Education Strategy that embeds teaching of entrepreneurship into primary, secondary and third-level schools and colleges,
and also incorporates initiatives for lifelong learning and skill development programmes. 2. Build ICT skills at secondary level as per the Oireachtas report on Information Communication Technology (ICT) Skills Demand in Ireland (2012) recommendations
with a focus on learning web development and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups The majority of the actions being taken by Government are helpful
to people who are already in the †system†or who have started already their entrepreneurial journey.
Learning from Billion-Dollar Startupsâ€, Cowboy Ventures, Techcrunch 2 november 2013. http://techcrunch. com/2013/11/02/welcome-to-the-unicorn-club/Sooner or later,
Upfront payment of certain grants (from LEOS and the Dept. of Social Protection Technical assistance and Training Fund) would support unemployed people who do not have access to savings or other forms of financing for starting-up.
so as to gather strong learning experiences on how to manage a business. The EU Commission's'Erasmus for Young Entrepreneurs'is one such model,
The programme should involve facilitated learning, mentoring, peer learning and coaching. On completion, participants would be referred to the range of financial and soft supports from Enterprise Ireland/LEOS, Microfinance Ireland, Department of Social Protection, Local Development Companies, etc.
Each Microfinance Ireland youth entrepreneur loan would be supported by further dedicated mentoring during and after the duration of the loan.
Enterprise Ireland should leverage their collaboration with the Higher education Authority (HEA) to develop a tailored enterprise programme that is targeted at immigrants who are postgraduates in Irish Higher education Insitutions HEIS)
in order to build high potential startups with export potential based on their graduate research. 17. Local Enterprise Offices should work directly with immigrant organisations,
& Peer Learning To create great companies, we need to train and develop great entrepreneurs.
Many types of peer learning and mentoring opportunities emerge in a successful startup community, but in this chapter we focus specifically on peer mentoring groups. 3. 1 Peer Mentoring A central recommendation of this report is to revitalise the entrepreneurial culture of Ireland by developing strong networks of entrepreneurs helping
From networking events to peer mentoring groups to shared electronic learning Ireland needs to leverage the skills of the few for the understanding of the many.
& Peer Learning Coming together is a beginning. Keeping together is progress. Working together is success.-Henry ford A central recommendation of this report is to revitalise the entrepreneurial culture of Ireland by developing strong networks of entrepreneurs helping entrepreneurs.
what university professors have known for centuries: make some regular time available, and the people who really want it will go out of their way to show up
through once-off, expensive executive-MBA-style programmes. These programmes through Stanford, Cambridge, Harvard, etc.
and industry organisations develop a rolling series of webinars that enable learning and information sharing.
-25-recommendations Peer-to-peer learning between entrepreneurs is crucial to developing startup communities. This includes successful mentorship
and everyone gains from this sharing and learning. One such successful Irish Entrepreneur organisation in Ireland is www. eoireland. org Successful mentorship programmes are those where mentees create structured,
and peer to peer learning recommendations-26--27-Vibrant Hotspots of Activity-28-Tech Entrepreneurship in 1980s and 1990s Ireland The 80s and 90s were an exciting time in Ireland for entrepreneurship
telecommunications services and interactive learning that were traditionally the preserve of large multinational companies. During the late 70s and 80s, a significant proportion of the third level graduates from engineering and science courses emigrated to join multinationals in mainland Europe and North america.
Less than a decade later many of these expatriates looked to return home and found a unique confluence of factors in Ireland that promoted innovation.
Ireland†s universities in the 80s had many innovative programmes in computing and communications, which were very current with trends in the industry.
This stimulated some graduates to set up businesses in these areas. •Skilled Graduate Pool. Companies in the 80s and 90s had a steady stream of high quality technical graduates from engineering
and science disciplines ready and willing to work in exciting new startups. •The irish Trade Board.
(Interactive Learning), Changingworlds (Personalisation), Network365 (Mobile Payments), Datalex (Travel Software), Trintech (Online Payments), Baltimore Technologies (Security), Glockenspiel (Compilers), Euristix (Network
We have exported many skilled graduates, there has been a significant increase in the uptake of STEM-related courses at third level
There is no one person, university government organisation or financier who can possibly be the head of an entrepreneurial ecosystem.
such as the public sector financiers, universities, professional services organisations, etc. There are a number of highly engaged government agencies in Ireland with plugged-in
educators and investors who share personal stories and lessons learned on the road to building great companies.
allowing activities and training postings, listings of events (eg. â€oewhat†s up in Dublinâ€, â€oewhat†s Up in Galwayâ€, etc.)
Rather than students paying to go to a business school to learn case studies on how companies succeeded or failed,
an accelerator pays the students (through equity investments in their nascent businesses) to develop their idea into a company over a period of typically 3-6 months.
Most accelerators place their developing companies into big †open plan†work spaces for optimal cross-learning and co-operation (in this way,
http://birch. co/post/60844253074/startup-accelerators-are-the-new-mba 22 http://siliconrepublic. com/startups/item/22304-ireland-home-to-three-of-eu recommendations
Co-working spaces are effective creation engines for startups as they lower barriers to entry for founders while increasing learning/information sharing.
and ensure a culture of learning from different perspectives. The essential requirements of an international standard co-working space are:
•Event spaces facilitate entrepreneurship education. •Networking opportunities increase commercialisation. •Open spaces mix early-stage entrepreneurs with accomplished serial entrepreneurs. •Formal and informal mentoring
and a funding package secured to transform an old creamery building into a premium food workspace and learning centre.
Additionally, the reduction in state funding for HEIS has required academic institutions to source a greater amount of their funding from industry (e g. provision of training programmes, undertaking research, donations, etc.
universities and institutes of technology should play a critical role in being †feeders†into the entrepreneurial pipeline.
To date, however our Higher education Institutes (HEIS) have not been a big factor in developing and supporting startup activity.
While universities†primary focus and strength in supporting entrepreneurship is to provide/develop graduates they also have a strong role to play in leveraging their research developments to create new startups.
Enterprise Ireland pays each of the Higher education institutions to host Technology Transfer Offices that are charged with increasing the flow of commercialisation from academic research.
A new mindset has been developing in the HEIS, Science Foundation Ireland (SFI), and Enterprise Ireland community recently:
We encourage the new direction of HEIS that enables companies to engage directly with graduate students without any intellectual property ownership being claimed by the university,
-33-25 http://www. easyaccessip. org. uk/recommendations In 2012, The irish Research Council launched a pilot Employment Based Postgraduate programme (including Phd and Masters) for 30 places.
and industry people moving into HEIS to undertake research. The irish Research Council also offer the very successful Enterprise Partnership Scheme
whereby a postgraduate student can undertake their Phd while spending one-third of their time in a company (the company pays one-third of the scholarship
and IRC pays two-thirds). Each of these programmes have helped industry and academia to work more closely together to build strong working relat ionships and simultaneously increase direct commercialisation of research work.
We recommend that a greater proportion of our funding for Phd students be allocated to working with industry.
which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
and university pays for 2/3rds of research. All of the increase in IPP funding should go to SME businesses. 35.
Introduce a de minimus level of HEI/startup collaboration investment (up to â 25k), below which IP contracting
For example, graduate students who are minded commercially could be given an attractive option to study business studies or an MBA while conducting their thesis research at a small marginal cost to the university as the student is enrolled already.
Academic institutions should c o n s i d e r i n c e n t i v i s i n g researchers to commercialise
and to reward them not just for publications and citations but also for licenses, spin outs, patents etc.
Finally, STEM students at the Bachelors level are the most likely to create valuable technology businesses.
These students should have exposure to entrepreneurship or commercialisation before they graduate. 37. Formal recognition should be given to researcher time spent on collaboration with industry in the academic promotion criteria of their institution. 38.
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree.
-34-recommendations recommendations-35-Modern successful entrepreneurs readily acknowledge that an engaged and talented staff is critical to their success. No single person can build thriving international businesses without having a high-quality team
As an example, throughout the general population of all ages, second level graduates have an unemployment rate of 23%and third level graduates have an unemployment rate of 13%29.
we must do something to improve access to on-the-job training and alleviate existing obstacles. Unfortunately, many small companies find it extremely difficult to justify employing unskilled workers,
Furthermore, graduates seeking work experience are excluded from participating in the Jobbridge Programme if they already have part-time evening or weekend employment.
These have proven to be helpful to graduates, giving them the real work experience that is generally sought by employers.
either out of 2nd level or 3rd level) for up to 9 months for training level pay (same rate as Jobbridge,
due to a perception that some people are being given deadend jobs with no training, including jobs offered by public sector agencies that have no intent to hire staff at the conclusion of the programme.
what he had learned as a student --which largely revolved around networking--to include a broader sense of
These programmes attract a variety of foreign graduate students from outside the EU, who are forced to return to their home country after their Masters, Ph d,
. or postdoc programme studies are completed. We believe Ireland should encourage these graduates to stay in Ireland and commercialise their research here.
Not only is acquired their knowledge of use to the local ecosystem but their international networks make them invaluable ambassadors and dealbrokers.
and graduates to have easier access to visas. This campaign endeavors to establish Ireland as the top destination for English-speaking tech talent.
Easier access to holiday visas and encouraging Chinese graduates studying in Ireland, as well as allowing Irish companies greater access to the Chinese economy,
The Central Banks†Code of conduct for SME Lending states that â€oehaving due regard to the nature, liquidity and value of collateral a regulated entity must not impose unreasonable collateral requirements for providing credit facilities,
having regard to the value of the credit being offeredâ€. †The Code goes on to say â€oea regulated entity must not impose unreasonable personal guarantee requirements on borrowers. †This Code of conduct is fine.
which could be incorporated into the existing Code of conduct for SME Lending. An examination of conditions of sanction of other banks in other jurisdictions may be useful in this regard to design some specific protocols around the need,
Banks which continue to ignore the Code of conduct-which would appear to be most of those currently operating in Ireland-would face sanctions
A best practice code of conduct should be devised for the use of personal guarantees which should be incorporated into the existing Code of conduct for SME Lending.
Comparisons should be highlighted between the different SME Lenders to provide more information on terms and conditions likely to be imposed on potential borrowers.
and bank executives who violate the Code of conduct. 57. One or more reputable international banks should be recruited (not subsidised,
A private sector Prompt Payments Voluntary Code of conduct is currently being established by the Business Representative Bodies in Ireland, supported by the Department of Jobs, Enterprise and Innovation.
Indus t r y bod i e s shou ld suppor t the establishment of the Prompt Payments Voluntary Code of conduct and encourage companies to sign up to the code.
-46-recommendations-47-Public Policy LEOS ADVICE TRAINING PERMITS Funding TAXATION The biggest role that the public sector has to play in the entrepreneurial ecosystem is in setting financial
With a solid effort on our egovernment efforts, we could automate our way to the top. recommendations LEOS ADVICE TRAINING PERMITS Funding TAXATION recommendations-50-Revenue Commissioners First Stop Shop
visit bit. ly/Irelandstartups. 2. Innovative Can-do Culture 2. 2 Education system 1. Develop a National Educational Strategy for Entrepreneurship covering all levels of the education system.
Establish an Entrepreneurship Education group to draft an Entrepreneurship Education Strategy that embeds teaching of entrepreneurship into primary
secondary and third-level schools and colleges, and also incorporates initiatives lifelong learning and skill development programmes. 2. Build ICT skills at secondary level as per the Oireachtas report on Information Communication Technology (ICT) Skills Demand in Ireland (2012) recommendations
with a focus on learning web development and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups 4. As part of an entrepreneurship cultural awareness campaign,
create †entrepreneur heroes†which highlight and celebrate role models inclusive of the under-represented profiles (female/youth/immigrants etc.)
as well as the represented profiles. 5. The President or An Taoiseach annually bestows an award to one
Enterprise Ireland should leverage their collaboration with the Higher education Authority (HEA) to develop a tailored enterprise programme that is targeted at immigrants who are postgraduates in Irish Higher education Insitutions (HEIS)
in order to build high potential startups with export potential based on their graduate research. 17. Local Enterprise Offices should work directly with immigrant organisations
-53-Recommendations Recommendations 3. Mentorship and Peer Learning 3. 1 Peer mentoring 3. 1. 1 Office hours 19.
allowing activities and training postings, listings of events (eg. â€oewhat†s up in Dublinâ€, â€oewhat†s Up in Galway†etc.
which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
and university pays for 2/3rds of research. All of the increase in IPP funding should go to SME businesses.
Introduce a de minimus level of HEI/startup collaboration investment (up to â 25k), below which IP contracting
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree. 5. Access to Talent 5. 1 Share based remuneration to employees 41.
Enable Employee stock ownership without creating taxable events until the time of sale of the stock. 42.
A best practice code of conduct should be devised for the use of personal guarantees, which should be incorporated into the existing Code of conduct for SME Lending.
Comparisons should be highlighted between the different SME Lenders to provide more information on terms and conditions likely to be imposed on potential borrowers.
and bank executives who violate the Code of conduct. 57. One or more reputable international banks should be recruited (not subsidised,
Industry bodies should support the establishment of the Prompt Payment Voluntary Code of conduct Portal and encourage companies to sign up to the code. 7. Public Policy 7. 1 Clear up the government structure for helping businesses 60.
, Tanorganic Thomas Cooney Professor of Entrepreneurship, College of Business, Dublin Institute of technology Tom Hayes Micro Enterprise and Small Business enterprise Ireland Wendy Gray SME Policy
Higher education Authority HEI: Higher education institutions ICT: Information and Communications technology IIA: Irish Internet Association IP: Intellectual Property IRC:
Irish Research Council ISA: Irish Software Association ITLG: Irish Technology Leadership Group LDC: Local Development Companies LEO:
European commission Reports Entrepreneurship in Higher education, especially within non Business studies (2008) Eurobarometer Survey on Entrepreneurship (2012) Entrepreneurship Action Plan (2012) Entrepreneurship Determinants:
Leading the entrepreneurial university: Meeting the entrepreneurial development needs of higher education institutions. In Universities in Change (pp. 9-45.
Springer New york. Greene, F. J.,Mole, K, . & Storey, D. J. 2008). Three decades of enterprise culture?
Entrepreneurship, economic regeneration and public policy. Palgrave Macmillan Ltd..International Policy Reports for Economic growth Cooney, T. M. Kidney, E. 2009) Entrepreneurship and Innovation Policy in Ireland References-60-Joint Committee on Jobs, Enterprise
Lundstrom, A. 2011) Entrepreneurship and SME Policies across Europe Organisation for Economic Co-Operation and Development Reports Entrepreneurship at a Glance (2013) Education at a Glance (2011) Entrepreneurship Review
Benchmarking/Measuring Entrepreneurship in Ireland 19 1. Culture, Human Capital & Education 20 1. 1 Culture 20 1. 2 Human Capital 20 1
. 3 Education 22 Key Actions: Culture, Human Capital & Education 23 2. Business Environment & Supports 24 2. 1 Taxation 26 2. 1. 1 Startup Company Relief
26 2. 1. 2 Start Your Own Business 26 2. 1. 3 Share Based Remuneration In private Companies 27 2. 1. 4 Seed
Human Capital & Education 56 Business Environment & Supports 57 Innovation 58 Access to Finance 59 Entrepreneurial Networks & Mentoring 60 Access to Markets 60
1. Culture, human capital and education 2. Business environment and supports 3. Innovation 4. Access to finance 5. Entrepreneurial networks and mentoring 6. Access to markets
4 Following consideration of the various models from the OECD, World Economic Forum, Babson College, Massachusetts and the Report of the Entrepreneurship Forum.
to finance Entrepreneurial networks and mentoring 1 Culture, human capital and education National Policy Statement on Entrepreneurship in Ireland10 For the entrepreneurship environment to be truly effective
Looking at the broader picture, the first influence on the lifecycle of an entrepreneur is the attitude of society towards enterprise and the cultural values and emphasis on entrepreneurship in the education system.
, human capital and education Strategic Objectives This Entrepreneurship Policy Statement sets out a number of strategic objectives that are based on a careful evaluation of Ireland†s existing position and an assessment
National Policy Statement on Entrepreneurship in Ireland12 1 Culture, Human Capital and Education Make entrepreneurship an integral part of our ambition as a nation.
Support its development in our education system, in our communities and in corporate behaviour. Celebrate and reward successful entrepreneurs.
and activity. 1. Entrepreneurial attitudes (ATT) are believed to be influenced by the crucial institutional factors of market size, education, the riskiness of a country in general,
the level of education as well as the uniqueness of the offered product/service. The institutional variables used include the ease of doing business
Support its development in our education system, in our communities and in corporate behaviours. Celebrate and reward successful entrepreneurs.
including opportunity motivation for startups that belong to a technology-intensive sector, the entrepreneur†s level of education,
the capability to absorb technology, the extent of staff training, and the dominance of powerful business groups.
Education plays an essential role in shaping attitudes and culture †from the primary school level up.
The earlier and more widespread the exposure to entrepreneurship and innovation, the more likely it is that students will consider becoming entrepreneurs in the future.
The role of the education system in reenforcing positive perceptions of entrepreneurship is essential to bring about cultural change.
Much work is being undertaken by the Government to promote entrepreneurial role models, foster positive attitudes to risk taking, teach basic business management and financial literacy and address skills gaps.
Human Capital and Education Promoting a national spirit and culture of entrepreneurship is essential if we are to facilitate a strong pipeline of future business startups National Policy Statement on Entrepreneurship in Ireland 21 client base indicates an average of only 5%of HSPU startups were led by female entrepreneurs.
A new targeted programme to encourage entrepreneurship among graduates was launched by Enterprise Ireland in May 2014.
The main purpose of the Graduate Competitive Start Fund is to provide up to 15 graduates with the critical early stage funding to enable them to reach key commercial and technical objectives that will in turn ensure delivery of their product
Action has also been taken by Enterprise Ireland to roll out an enhanced Student Enterprise Awards initiative targeting a greater number of students from the third level sector
National Policy Statement on Entrepreneurship in Ireland22 1. 3 Education The Department of education and Skills supports enterprise in schools through the development of a basic understanding of scientific principles and methods and of business.
It also encourages active and collaborative learning, the development of ICT skills in the revised primary curriculum and good arts education, all of which foster creativity,
The education and training system will continue to play a critical role in developing Ireland†s enterprise and innovation infrastructure.
All of the above skills, allied with the attainment of competence in a second modern language, form an important basis for lifelong learning and for creating a culture of enterprise.
These education initiatives need to be developed further over the coming years. Good practice models will be mainstreamed
Audits and peer reviews can help embed stronger support for entrepreneurship. In a number of European countries (eg.
Estonia, Lithuania, The netherlands, Sweden, Norway, Wales and the Flemish part of Belgium) specific strategies have been introduced to promote entrepreneurship education.
The EU Commissions Entrepreneurship Education at School in Europe report in 2012 noted that there is no specific national strategy for Ireland in entrepreneurship education in general education,
Encouraging and promoting an enterprise culture among the student population is an important area of activity for the Local Enterprise Offices.
Over 20,000 students a year now participate in the various LEO supported programmes implemented in the education sector at both primary
Student Enterprise Awards-Second Level Exploring Enterprise-Second Level Bi Gnothach Enterprise Programme-Primary Level A strategy for the Further Education
and Training sector has been developed by SOLAS and includes education for entrepreneurship skills. The Higher education Authority (HEA) is developing an enterprise engagement strategy, within
which entrepreneurial education will be an important part. This strategy will set out performance indicators and measures to benchmark entrepreneurial activity in Irish higher education.
A range of modules in commercialisation are now being offered across Higher education Institutes (HELS) at undergraduate and postgraduate levels,
while structured Phds have commercialisation, innovation and entrepreneurship embedded into programme provision. Enterprise needs to play a more central role in education to help HEIS provide an environment supportive of entrepreneurship.
Some models currently in use can be developed further. For example, Accelerated Campus Entrepreneurship (ACE) has supported eight HEIS embed entrepreneurship within their curriculums,
and develop an extensive range of programmes to promote entrepreneurship education. An Enterprise and Entrepreneurial Learning Module has been adopted by 17 different higher education institutions
and in June 2014 ACE rebranded itself as CEEN (Campus Entrepreneurship Enterprise Network), marking its transition to a national network.
CEEN is available to all HEIS interested in developing entrepreneurship education9. The evolution of this programme will be vital in developing future entrepreneurship education in Ireland.
The Department of Education and Skills is currently considering how best to promote entrepreneurship in schools.
As an initial initiative, the Department hosted a conference in September 2014.9 http://www. ceen. ie National Policy Statement on Entrepreneurship in Ireland 23 Key Actions:
Culture, Human Capital & Education Make entrepreneurship an integral part of our ambition as a nation Develop guidance for schools to enhance enterprise in education.
DES) Work with education stakeholders across the education system to identify best practice and to mainstream successful programmes wherever feasible.
DES) Examine the Entrepreneurship in the Schools activity in each LEO area and develop strategies to increase participation and impact.
LEOS, DJEI) Develop a programme engaging entrepreneurs in exposing students to the excitement and opportunity of entrepreneurship, starting with a pilot across LEOS.
EI, LEOS, DES, Ã nag) Map relevant entrepreneurship activities in higher education institutions as part of the overall strategy for higher education engagement with enterprise and embed entrepreneurship support within the HEI System Performance Framework.
DES) Develop an enterprise engagement strategy for higher education to include entrepreneurial education as an important part of the national framework for enterprise engagement.
HEA) Set out performance indicators and measures to benchmark entrepreneurial activity in Irish higher education. DES, HEA) Develop an Entrepreneurial Phd programme with a view to training more scientists in SFI supported research teams to launch their own businesses.
SFI, Irish Research Council, with relevant stakeholders) Celebrate and reward successful entrepreneurs Develop existing entrepreneurship award schemes to ensure specific categories of untapped potential are promoted
and to promote emerging entrepreneurship networks, clusters and accelerators. EI, LEOS) Work with other award giving initiatives to increase public awareness of entrepreneurship successes. DJEI, EI) Develop new measures within the Gaeltacht to recognise local entrepreneurs, building
on Gradam Gnã na Gaeltachta (Gaeltacht Business Award. Ã nag) Ensure that more people have an equal opportunity to start
and range of ICT skills domestically to make Ireland a hub for technology startups Deliver the ambitious plan to increase the availability of ICT skills from Irish Education Institutes.
DES) Increase the attractiveness of STEM subjects to a larger cohort of Leaving certificate students. DES) Develop a web portal to attract international talent with in demand skills to Ireland.
EI, IDA, D/Social Protection, D/Foreign affairs, Irish Software Association, ICT Ireland) Develop Junior Cycle short courses in Digital Media Literacy and Coding.
These include tax rates and incentives, education and training, regulation, legislation, the climate for R&d, immigration, trade, infrastructure and Government funded enterprise supports.
advisory & counselling services and education. In designing policies laws and regulations, the Government and its agents must adopt the best approaches possible, optimising opportunities for economic and social progress and minimising potential negative effects.
visitor attractions, tour guides and parts of the education sector. Research by Fáilte Ireland indicates that up to 200,000 jobs are supported by the tourism sector.
500 Startup Training 4. 0 3, 800 Seed & Venture capital 55.0 186 Commercialisation Fund 15.7 64 Incubation Centres (26) 2. 0
355 National Policy Statement on Entrepreneurship in Ireland 29 The supports available range from startup training and feasibility study grants to direct support, access to seed and venture capital and various levels
National Women†s Enterprise Day, the Student Enterprise Awards scheme and the recently launched Ireland†s Best Young Entrepreneur Competition.
Sales & marketing Acumen (sales & marketing support) Elevate (sales development support for small business) Go-2-Tender (tender workshops, training and mentoring) Trade accelerator vouchers Trade
business expansions and jobs created or sustained as well as wider economic impacts such as exports, mentoring, training and enterprise promotion.
the universities and the Institutes of Technology to bring together the State†s support structures in a way that works for the entrepreneur.
The Government funds Campus Incubation facilities on every university and Institute of technology and these accommodate over 350 companies and over 1, 500 people.
and researchers in HEIS by facilitating smaller †right-sized†projects for companies to address specific individual industry needs 3. 2 High Potential Startups High Potential Startups,
and The irish Research Council†s Employment-Based Postgraduate programme (Phd and Masters). The publication of an Intellectual Property Protocol designed to make it easier for business to engage with academics by providing clarity
these should help companies enter into appropriate forms of contract with HEIS more easily and accelerate the transaction process.
Research contracts for Graduate student projects with industry KTI is working with The irish Research Council to clarify how IP is treated in its Employment-Based Postgraduate programme with the aim of increasing certainty and security for participating companies.
There is clearly a benefit in making contracting between companies and HEIS as swift and easy as possible.
Achievement the Government†s vision for entrepreneurship requires the development of a strong entrepreneurial culture and effective networks in the education system for commercialising ideas.
These elements will play important roles in making Ireland an attractive location for immigrant students, investors and entrepreneurs.
and supporting guidance notes for business including specific †HEI/Startup guidelines†to facilitate the interaction between industry and HEIS, for inclusion in the IP Protocol.
Skillnets, which is funded from the National Training Fund (NTF) through the Department of education and Skills (DES), launched the Building Financial Capability in SMES programme in 2014 under its Managementworks initiative.
DJEI, EI, EEN Ireland, D/AHG) Launch six Competitive Start Funds in 2014, including schemes targeted specifically towards female entrepreneurs, the aviation and manufacturing sectors and, for the first time, towards graduates.
Skillnets training networks combine the benefits of high quality, relevant learning experiences with those of networking by companies in the same sector or region to share knowledge, ideas and best practice.
The 60 Skillnets networks throughout the country engage with over 10,000 businesses each year. Networking events include structured training programmes and a wide range of less formal occasions for briefings, seminars and social gatherings.
Ensuring that startup businesses are aware of these networks and are encouraged to take full advantage of them is a priority for Skillnets. 5. 2 Evaluation of Mentoring in Ireland
and the public sector to facilitate peer learning and knowledge sharing with the aim of developing entrepreneurial capacity.
Through EI, the Government funds Campus Incubation facilities at every university and Institute of technology. These incubators house over 350 companies and over 1, 500 people. 5. 3. 3 Co-working Space The Entrepreneurship Forum highlighted the importance of the availability of co-working spaces
Another important way for businesses to enhance a supportive culture is to sign up to the private sector Prompt Payments Voluntary Code of conduct
and aligning existing education and social welfare supports to be conducive to entrepreneurial development. However, the active engagement of existing entrepreneurs and the business representative bodies is essential to forge
and business representative bodies) to commit to the Prompt Payments Code of conduct to ensure responsible payment practices across enterprise in Ireland.
and an international reputation for excellence in a number of sectors, including media, computer gaming, food, education and design.
These targeted trade missions allow companies to engage in peer learning while also facilitating targeted networking events that enable clients to develop
Culture, Human Capital & Education The Global Entrepreneurship Monitor (GEM) provides an annual assessment of the entrepreneurial activity,
Participation and progression rates in entrepreneurship modules in HEIS will be tracked to ensure best practice and to support the expansion of successful programmes.
Performance Indicators Culture, Human Capital & Education Metric Source Baseline-2013 Output-2014 CULTURE Aspirational Entrepreneurs GEM 14.7%Nascent Entrepreneurs GEM
5. 5%Total Early Stage Entrepreneurial Activity GEM 9. 2%Public Attitude to Entrepreneurship GEM 50%Participation rates in competitions/awards Student
Enterprise Awards applications from third level institutions Agencies EI 400 Participation in LEO Best Young Entrepreneur LEO N/A Participation in LEO Student Enterprise
-Number of schools-Number of students LEO 780 29,359%of Females attending Core Training Programmes LEO 57%HUMAN CAPITAL & EDUCATION Numbers in Entrepreneurship Modules
across HEIS DES Unavailable at date of publication Performance across STEM DES Unavailable at date of publication National Policy Statement on Entrepreneurship in Ireland 57 Business Environment & Supports A wide range
Drives the commercialisation of research from higher education research institutions by supporting the development of innovations at all stages of the commercial pipeline to the point where they can be commercialised as new products, services and companies. 2011: 79 Projects 2011:
Drives the commercialisation of research from higher education research institutions by supporting the development of innovations at all stages of the commercial pipeline to the point where they can be commercialised as new products, services and companies. 2011: 79 Projects 2011:
Applications Assessed/Recommended 12 63 Female Participation Number and%attending core training programmes 16,293 (57.1%)4, 912 (54.39%)Numbers starting own business
n/a n/a Student Enterprise Schools participating (number) 780 593 Applicants/Participants (number) 29 359 23,359 National Enterprise Awards Number of Clients participating 47 (incomplete information) 94 (incomplete information) LOCAL ENTERPRISE OFFICES ENTREPRENEURSHIP SUPPORTS CEB total
-I n d ex Competition Competitors Market Dominance Human Capital Educational Level Staff Training Technology Absorption Technology Level Tech Absorption Gender Female
Skills Skill Perception Tertiary education Opportunity Perception Opportunity Market Agglomeration Note: The GEDI is a super-index made up of three sub-indices, each
Employment and Investment Incentive scheme GEDI Global Entrepreneurship Development Index GEM Global Entrepreneurship Monitor HEA Higher education Authority HEI Higher education institutions HBAP Halo Business
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