The company was started in 1997 to supply local students with inexpensive but professional violins, but this market was saturated soon.
Canada Student Connection Programme It hires and trains university and college students as student business advisors to provide
customised Internet and e-commerce training to SMES. Since its start in 1996, more than 3 000 students have been hired
and more than 64 000 business people have been trained Greece Go Online The project of the Ministry of Development aims to introduce 50 000 SMES to the digital
contributes to building computer and Internet literacy in SMES United kingdom Learndirect SMES are a priority group for the on-line service.
literacy across the Member States, social groups and generations are also key to the development of online services. 145
Phd Student Eliza Laura CORAS Bucharest University of Economic Studies, Romania eliza. paicu@yahoo. com
Professor Phd Adrian Dumitru TANTAU Bucharest University of Economic Studies, Romania ad tantau@yahoo. com Abstract
David Teece, Professor of Global Business at the University of California, Berkeley, Haas School of
William Mitchell, Professor at the Medialab and School of architecture and City planning at MIT argued that a Living Labs (LL) represents a user
Students discover by practice the way to drive user co-creation and the impact of dif
Dr Gohar Sargsyan, MBA Partner, Senior Business Consultant CGI Group Inc gohar. sargsyan@cgi. com
In 2010 a group of students at Aalto University, just outside Helsinki, embarked on the most
constructive piece of student activism in the history of the genre. They had been converted to the power of entrepreneurialism during a visit to the Massachusetts institute of technology
The student revolution was part of a wider reconsideration of the proper relationship between government and business.
a university professor who also would like to start a company but it will also be different for a publicly
if a student drops out of the programme to start a business, this is considered a success. The KIC
students and alumni, who have formed an alumni association that has become an official KIC partner
•Expert professors •Mixed team (technicians+MBA /entrepreneurs •Coaches •Business/Management frameworks
•Entrepreneurs courses •Equity/Management team/Company •Marketing/consulting experts •Access to Finance
-nificant part of their students are non-Europeans Actually the most important asset of the KICS, their
real value are students. Europe needs young entre -preneurial engineers and scientists, able to collab
Mobility of students and faculty across countries and between academia and business as well as the sharing of infrastructure and
-kets and from students to entrepreneurs in the areas of high societal need through the Knowledge
-grating research, companies, and foremost students into the forefront innovation processes of Europe Another issue is that KICS have to understand their
If professors would like to start companies rather than continue university careers, should the system punish them,
bring to students as well as to their research a real life experience, a critical perspective and personal
-ate almost 200 000 jobs, thousands of students were and will be benefited from the 9 500 schools
Professor Department of Business Administration National Chengchi University, Taiwan yehyunln@nccu. edu. tw 90 O P E N I N N O V A t I O N y E A r B o O k 2 0 1 4
-tinued growth of students and teachers, integral education and especially in the development of their talent
should finish and today†s college students should be imbued of the idea of graduating from university
Changes in classrooms are required also to leave room for innovation. According to Curtis W. Johnson expectations regarding education have changed
Clearly the scheme where pupils sit for hours watching a teacher speaks no longer works. Most
students are digital natives and they are accus -tomed to a completely interactive world where
more students centric, enhancing the development of each student on topics that are of their interest
allowing them to perform real-world projects rather than passing exams, focusing on applied, modern technology, with classes and materials delivered on
Israeli students to work in a company, their prefer -ence is to work on their own developing own ideas
We can prepare our students to be the leaders in extracting advantage of data analysis Europe is a knowledge-intensive society but mostly
prepare our students to be the best in data analysis Social benefits of data analysis In addition to the benefits in terms of employment
Professor Ross School of business www. venkatramaswamy. com venkatr@umich. edu 105 Oulu Innovation Alliance †an Open Innovation Ecosystem
-ing of Real People †not just students †who are willing and ready to give their contribution to the
Grantees who successfully graduate from the programme with a marketable application will receive support for access to finance (accelerator
Value Producer Lighthouse & Professor Knowledge Transfer in Product Innovation at The hague University of Applied sciences
Dr Gohar Sargsyan, MBA Partner, Senior Business Consultant CGI Group Inc gohar. sargsyan@cgi. com
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public Among the many options Flanders DC offers are:
Bedenkers (The Inventors) classroom competition and an online game to discover how you score as
ï How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen, November 2007, published in English
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public Among the many options Flanders DC offers are:
Bedenkers (The Inventors) classroom competition and an online game to discover how you score as
ï How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen, November 2007, published in English
mechanisms that foster severe selection of scholars from a large base, student and researcher mobility and strong institutional complementarity with user industries.
Andrea Bonaccorsi is professor of economics and man -agement at the University of Pisa, Italy.
-tion of graduates who sought employment elsewhere, universities served as sites for the dissemination and diffusion of innovation
dean of the School of engineering and then provost at Stanford, promoted large military patronage in electronics and then supported graduate engineers in
the creation of new corporations (for a critical view see Lowen, 1997. Other studies have confirmed, but
how Stanford students benefitted from updates in technology provided by companies located in the area, creating two-way technology flows
(or have their students develop software code in order to test their results. This is fa -cilitated by the fact that the test of theories can be
-ments, populated with visionary professors, hard -working Phd students, brilliant undergraduate stu -dents, rather than of corporate laboratories.
The role of abstraction is crucial here. In technical terms, ab -straction means that there are sets of definitions that
students. The two reputational processes reinforce each other and make it credible to raise government or private money for research
supporting the entrepreneurial attitude of students and graduate researchers. Also, deep and radically new ideas often originated in academic environ
step towards the Phd for talented students. Very in -terestingly, the geographical distribution is much
good 15%of students come from Asia and 10.9 %from other countries. It seems that the US academic
graduate students from all over the world, offering Master and Phd degrees as intermediate steps towards a scientific career
students target top universities because there they have the opportunity to meet and to work with the
-ented students to confirm their reputation. Postgrad -uate education seems to be a promising candidate to
-cond, contributing with 34 undergraduate students to the flow of future star scientists. Interestingly, here we find many more universities outside the USA
students sufficient motivation to emerge. After that stage, however, future top scientists must be chan
-uate students to be selected and sent to top US uni -versities. European universities, in contrast
actively practice endogamy, by selecting students from internal Master programmes, which in turn se -lect bright students from the Bachelor.
With few exceptions, European postgraduate education in computer science is not globally competitive. If it were competitive we would see more students mi
-grating from Asia and the rest of the world into Europe, instead of the USA, and we would see
more students moving from the USA to Europe. In other words, Europe seems to play a game of lim
graduate students in physics who are recognized as key leaders in computer science Not surprisingly, computer science is number one
Students may start with a degree in fundamental dis -ciplines (mathematics, physics) and find this new
-sented, students with a background in human scienc -es (literature, linguistics, psychology) and social sciences (economics) may combine their domain
to learn, to have good colleagues and students, to strengthen their CV and to increase their reputation
professor (or researcher in other academic systems or equivalent), from assistant to associate, from as
young researchers, then the best young professors Without strong competition among universities Table 7 Ranking of top 15 affiliations (only academic
professor 412 0 36 4. 89 5. 33 As associate professor 336 0 40 5. 39 4. 175
As full professor 348 0 44 11.51 9. 05 European competitiveness: IT and long-term scientific performance
enter top class universities as students, change affili -ations several times in their career, combine differ
competition for students and researchers worldwide Knowing how severe these demands are, top class universities fight to attract the best students and try
to offer the best conditions to professors. But Euro -pean universities have not been attractive for top
computer scientists and increasingly have also be -come less attractive for students. Among well -reputed old European universities, just a few have
international visibility at the top These findings support the importance of foster -ing the reform agenda for European universities
-graduates from Singapore universities with growth-oriented SMES; and the Business leaders Ini -tiative to enhance management capacity in SMES.
ï strengthening encouragement of start-up activities of professors, researchers and students ï improved support to spin-offs by executives and employees of large enterprises
established by professor or researcher 582 1, 555 Number of graduate schools for venture business 0 5
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources Interviews ï Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business In
Scholarships were awarded and 45 Executive Development Scholarships were awarded ï The Business Advisors Programme was created to attach experienced professionals, managers, ex
-ecutives and technicians as business advisors to potential high-growth SMES. In 2009,93 business advisors were matched with 63 SMES
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES
through short term internships, co-funded by SPRING. This programme will complement MAP in in -fluencing young entrepreneurial talents during their school days to consider SMES as an attractive
This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate School of management, Tokyo, Japan. Sources
Shepherd, Dean A. 2009: Building an integrative model of small business growth. In: Small Business Economics, Vol. 32, pp. 351†374
-graduates from Singapore universities with growth-oriented SMES; and the Business leaders Ini -tiative to enhance management capacity in SMES.
ï strengthening encouragement of start-up activities of professors, researchers and students ï improved support to spin-offs by executives and employees of large enterprises
established by professor or researcher 582 1, 555 Number of graduate schools for venture business 0 5
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources Interviews ï Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business In
Scholarships were awarded and 45 Executive Development Scholarships were awarded ï The Business Advisors Programme was created to attach experienced professionals, managers, ex
-ecutives and technicians as business advisors to potential high-growth SMES. In 2009,93 business advisors were matched with 63 SMES
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES
through short term internships, co-funded by SPRING. This programme will complement MAP in in -fluencing young entrepreneurial talents during their school days to consider SMES as an attractive
This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate School of management, Tokyo, Japan. Sources
Shepherd, Dean A. 2009: Building an integrative model of small business growth. In: Small Business Economics, Vol. 32, pp. 351†374
interpretation, scholarship and innovation in curation and dissemination This should lead to a better understanding of European tangible
post graduate places in the Southeast Regional Planning Guidelines for the Southeast Region 2010-2022
Having a sufficient supply of graduates, especially in the Science, Engineering and Technology areas, is of para
the future through the provision of graduates from full-time courses in the areas of Engineering, Business, ICT and
Educational attainment to leaving certificate and third and fourth-level has increased within the Southeast, but the region continues to exhibit a relatively high level of early school leaving (below Leaving certificate) and relatively
lower levels of attainment to third and fourth-level. The profile of industry in the region, with a strong tradition of
•Bus à ireann school bus services operated on behalf of the Department of education and Science •Private mini-bus services
-ers, ferry passengers, students etc Short -term RP5 Infrastructural investment along the Rosslare Europort-Waterford-Limerick Junction line
-ry and secondary schools and the capacity of existing schools to absorb additional pupil numbers. Develop
Professor RÃ diger Iden, Senior vice president, BASF SE Jan Lamser, Member of Board of directors and Senior Executive Offi cer, CSOB Bank
Professor Maureen Mckelvey, Professor of Industrial Management, School of business, Economics and Law, University of Gothenburg The panel would like to thank all those who participated in the online consultation from July to
Andreas Pyka, Professor in Innovation Economics, University of Stuttgart-Hohenheim; President of the Lisbon Civic Forum
We urge businesses, researchers, public servants, NGOS, students, retirees, to participate in this process and together to create the future we want
Professor RÃ diger Iden Senior vice president, BASF SE Dr Anne Stenros Design Director (Vice president, Design), KONE Corporation
Professor Maureen Mckelvey, Professor of Industrial Management School of business, Economics and Law, University of Gothenburg 30
This appendix is written by the rapporteur, Professor Maureen Mckelvey. It places the concepts and ideas
ï§To increase entrepreneurial vocations amongst students and recent graduates ï§To raise social awareness of the entrepreneurial phenomenon
students to develop projects with companies, promote business innovation, build channels for knowledge transfer, foster transversal skills amongst students and improve their prospects of
integration into employment P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
English skills of today†s pupils is to train the workers of the future. Public actions to promote English
ï§To increase entrepreneurial vocations amongst students and recent graduates ï§To raise social awareness of the entrepreneurial phenomenon
students to develop projects with companies, promote business innovation, build channels for knowledge transfer, foster transversal skills amongst students and improve their prospects of
integration into employment P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
English skills of today†s pupils is to train the workers of the future. Public actions to promote English
university campus, observatories, etc Excellence+differentiation Marine environment •STRENGTHS: Canarian Oceanic Platform (PLOCAN +Projects of experimentation with renewable
research grants for young graduates •Cluster policies, linked to S&t infrastructure investments •Competence centres and competitiveness poles
graduates •Support to regional actors in international public-private knowledge partnerships •Support to internationalisation of business
•Support for young graduate recruitment in firms •Concentration of regional action on non-traded sectors
students in SMES •Orient polytechnics centres to new qualifications •Training for low-skilled and
for firms), students exchange programmes and talent attraction schemes •Regional incentives for skills upgrading programmes in
Student placements academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of
students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
They can also host incubators for spin-offs in science and technology parks and provide valuable input to innovative clusters and
to ensure that graduates have the right skills and transversal competences. By having businesses cooperating with the educational side of Universities,
graduates with regional relevant competences and with transversal skills including entrepreneurial attitude •mapping the regional higher education system in terms of their degree-awarding ability
design, public services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, e -content, creativity, culture, living labs, smart buildings and neighbourhoods, smart cities, trust
to increase the numbers of students studying science, technology, engineering and maths â€oestemâ€) to ensure that there is a â€oepipeline†of young people who are prepared to pursue
to increase the numbers of students studying science, technology, engineering and maths â€oestemâ€) to ensure that there is a â€oepipeline†of young people who are prepared to pursue
Measure 1. 2. Establihing contacts among pupils, students, and masterands persons and innovating companies in priority fields of activity
This measure proposes to familiarize pupils and students with the actual technological level from innovative companies, trhough workplaced activities.
o Revitalization of the study visits organized by the classrooms of pupils and students in enterprises and coupling them with training coursed (for example †how its made...
o The support of pupils, students, and masterands that take part to practical stages /internships i innovative enterprises from priority sectors (through bourses or other
students supplementary costs (for example accommodation in student campuses during summer holiday is higher than along the year.
From this reason, many students prefer to invst their time rather in working as free-lancers in paid projects †which does not allow
students associations activities (through procurement of equipment, rehabilitation of buildings and spaces), to attract pupils and students in extracurricula technical type
activities o Organizaiton for pupils, students and masterands of contests of ideas and innovative projects, in partnership with regional companies †example †Olimpic contest/Night of
small inventors†o Support of pupils, students and masterands to participate in competitions of ideasand
innovative projects organized at national and international level (through financial stimulents Project ideea: Knitting Club
it was exemplified the case of a professor at a faculty in the field who when presenting to XII
degree pupils the possibilities for study, was completed by the teacher with the following message: †So,
where pupils can make themselves from textile materials diferent accesoires †from little pources to toys, etc.
engaging pupils to discover, through play, the beauty of the field Horizontal Priority 2: Support for the inovtive enterprises in Northeast Region
practice of inovative ideas of puils and students o Develop of â€oeshared resources†initiatives o Consultancy activities for innovative start-ups and spin-offs
adequate trained work force and to facilitate the inclusion of graduates in †shared resources type initiativesâ€.
Number of doctorate graduates (ISCED 6) per 1000 inhabitants, 25-34 y. o. 1. 4 1. 5 1. 5
academics, doctoral students and recent Phds, members of the scientific diaspora etc. The online consultation lasted a month
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011)..21
Figure 24-Number of students enrolled in technical education (2011)..34 Figure 25-Number of students enrolled in foremen education (2010)..34
Figure 26-Number of students enrolled in agricultural high schools (2008 †2011)..34 Figure 27-Percentage of Exports by Ownership Type and Region...
38 Figure 28-West Region: Percentage of Exports by Ownership Type and Sector...38 Figure 29:
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012)..33 Table 7: Main Economic Sectors in the West Region(%total...
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011 Source:
The West Region is recognized as having a strong set of universities and hosts a large student
fairly large population of students in the first stages of tertiary education, the West does not stand out
student population is only half that of that of North West and one quarter that of Bucharest.
High skills students level 5 A Advanced research students (level 6 Total per m population Total
per m population Total per m population Total per m population West 14 7. 3 79 41.3 92,419 48,290 2, 179 1, 139
Student figures from Eurostat; â€oehigh skill students†defined as â€oefirst stage of tertiary education, programmes that are based theoretically/research preparatory or giving access to
concern, is the relative performance of its students in upper secondary education. Table 6 shows that in
counties in the first presentation of the baccalaureate examination24. While leading counties in the North West like Cluj and Bihor ranked 3rd and 5th respectively (out of 42 counties), Timis and Arad
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012 Source: http://www. gandul. info/news/rezultate-bacalaureat-2012-harta-rusinii-pe-judete
Data shows that in 2011 the West Region had the third lowest number of students enrolled in
of students enrolled in foreman education (523. In addition, between 2008 and 2011, enrollment in agricultural high schools has remained constant
6522 students. The lack of interest in technical education from potential students †possibly explained in part, by outdated curriculums with insufficient connection with the private sector needs and by the
24 There is a second presentation of the exam in the Autumn of each year Rank NUTS3 Region 2011 2012 Avg
Figure 24-Number of students enrolled in technical education (2011 Figure 25-Number of students enrolled in
foremen education (2010 Source: Institute of National Statistics Source: Institute of National Statistics Figure 26-Number of students enrolled in agricultural high schools (2008 †2011
Source: Institute of National Statistics Economic activity is concentrated increasingly by sector, firm size and firm ownership
university graduates into the labor force, avoiding common problems of mismatch between educational supply and labor demand and overeducation.
students should have access to modern machinery in order to be able to obtain industry-relevant knowledge.
This approach will ensure that new graduates acquire a skills set that meets the demands of
University graduates need to be better trained on how to apply theoretical knowledge. Firms often have difficulties finding graduates to meet
their needs, partly because the skills provided by the educational system do not go beyond theoretical
In order to develop appropriate skill sets for young graduates, linkages between industry and universities must be improved.
university graduates would strengthen the region†s comparative advantages. While partnerships between private and education establishments,
and scholarship programs that aim to develop specific competences and skills by providing on-the-job training;
-learning), the possibility to interactively communicate with teachers and students all over the world or to increase the degree of specialization of employees at
literacy and understanding of benefits ï¿The high percentage of the population residing in the rural areas which limits
 diploma  in  physics  he  started  in  1976  to
The University of Zaragoza plays a major role in Aragon with its 35000 students (including many Erasmus students
and nearly 4000 professors and researchers http://www. unizar. es The interface between the University and research is mainly in the hands of strong â€oeuniversity
ratio of students per computer, this figure has been decreasing in Castilla y Leã n as well
graduates in the skills and abilities that companies require. Decapitalization of human resources in research entities and
•Hesitation in using ICT in the classroom by a certain percent of teachers and difficulty
skills in students and teachers in all education stages 5. 2 Bring society closer to scientific and technological achievements
 graduates  not  adapted  to  companies† needs  •†Universities
 graduates  from  University  and  vocational  training  •†ICT
the classroom or formal structures for learning. Employees also acquire entrepreneurship skills through interactions with their co-workers, suppliers, clients and consultants on projects such as
Professor Franco Malerba, Director of KITES (Centre on Knowledge, Internationalisation and Technology Studies), University of Bocconi, Italy
Professor Jay Mitra, Director of the Centre for Entrepreneurship Research, Essex Business school, University of Essex, United kingdom and Scientific Advisor on
Professor Juan Roure, Professor of Entrepreneurship, and Juan Luis Segurado, Senior Researcher on entrepreneurship and SME financing, at IESE Business school, University of
Professor Luc Soete, Director of UNU-MERIT (the United nations University †Maastrict Economic and social Research and training centre on Innovation and Technology
Lee Woolgar, National Graduate Institute for Policy Studies, Japan Martin Wà rter, Swiss Economic Institute †Federal Institute of technology (KOF-ETHZ
curriculums aimed at fostering in students the ability and desire to act entrepreneurially As well as gaps in external provision of entrepreneurship training, in-house training of
of students and researchers into higher education institutions; promoting co -operation between industry and universities in training
creation among university students and scientists; start-up coaching for 1. 5 years; facilitating access to external experts;
researchers and Phd students and counselling in intellectual property. In the nineties ANVAR opened regional delegations,
entrepreneurship among university employees and students. Projects at universities and non-university research institutes can apply for financial support in the form of a non-repayable grant over a three-year
It helps scientists, university graduates and students to develop their business ideas into business plans and to advance their ideas for products and services.
and hosting master†s degree and Phd students. A portion of the fund is administered by a network of regional partners
and for research scholarships enabling researchers to focus on commercialisation projects. In addition, FORNY has offered bonuses for successful
inspire students for entrepreneurship. Services for students include semester courses to orient the students for entrepreneurship and workshops where important tools for prospective entrepreneurs are
taught. For existing start-ups, Venturelab gives five-day intensive courses and advisory services. Finally Venturelab offers entrepreneurs the possibility to participate in a networking workshop in Boston
The initiative focuses on the best projects, accompanying them with professional consulting that pays more attention to practice than to theoretical concepts.
five years more than 10 200 students and start-up firms attended Venturelab courses (2 600 in 2008.
entrepreneurship, stimulate start-up of new technology-based firms among university students and graduates, and create new jobs.
It has been run together with universities since 1998. During a 66-hour course, students are assisted with developing their business ideas and business plans
Financial support is provided to programme participants under the New Entrepreneur Support once they complete their business plans successfully
which places recent graduates with a business for two years as part of a university-industry collaborative R&d programme.
the private sector has invested over USD 2. 5 billion in incubator graduates Potential entrepreneurs first have to be accepted by the incubator
Graduates from the programme often end up employed in the industry they worked with, as a result of the working relationships developed during the programme
these transfers of expertise and student placements occurred with MSMES partners in 2007/08. The programme does not fund MSMES directly;
capita, with students in higher education and with employment in high-tech industries The following section provides evidence about the geographical concentration of
students and faculty; provides coaching about business planning to those interested in the start-up process;
Generic General IT user skills, oral communication, written communication, numeracy and literacy, office administration skills Routine Repetitive, more basic, low knowledge-intensive skills (e g. packing chocolates in boxes in a factory
that students may carry with them into their later careers, making the decision to start or
that meet increased demand from students and the need for tailored teaching. More universities, faculties and students are becoming involved and the variety of content and
pedagogies is increasing. There are nonetheless some international differences in the extent and nature of entrepreneurship teaching provision, with North american
entrepreneurship professor or chair. Management of entrepreneurship courses tended to be housed in existing academic departments (41%)or business schools (31%;
students and teachers, etc.;outreach (scope of university networks †co-operation with incubators, alumni networks, access to experienced practitioners, access to venture
University and Cornell University in the United states, student participation in entrepreneurship programmes was 15%and 20%respectively.
order to offer courses to a larger number of students, and shifting towards more interactive
numbers of students participating remains a small share. This is associated with two barriers. Firstly, entrepreneurship teaching is confined often to certain departments and
either for students or for staff. Courses are offered often to students as optional complementary modules with no
credits for their degrees. Teachers are pressed hard to deliver on their core programmes †the
side projects, whatever the expressed interest of the students Teaching approaches must also evolve to accommodate how entrepreneurship skills are
best learned rather than be tethered to traditional classroom forms. Many interactive reality-based and experiential approaches have been developed,
These methods are placed better than classroom lectures to develop SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010168
enterprise start-ups by students and staff. Indeed, entrepreneurship teaching can have a greater positive impact on the rate of new firm creation
Clear incentives and rewards are needed for professors, researchers and students to engage. Public policy can facilitate their introduction by adding â€oeentrepreneurship
This can be an important stimulus for students and researchers to make a first step towards the creation of a venture.
3. There are clear incentives and rewards for entrepreneurship educators, professors and researchers, who actively support graduate entrepreneurship (mentoring, sharing of
needs of undergraduate, graduate and postgraduate students SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010170 4. ENTREPRENEURSHIP SKILLS
combine classroom teaching, often in vocational training institutions, with on-the-job training. In France, for example, since 1925 firms have been obliged to pay an apprenticeship
4. Mentoring by professors and entrepreneurs is offered 5. Entrepreneurship support in universities is integrated closely into external business
-course), mid-term (graduation), and long-term (alumni and post-start-up) monitoring of the impact SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010 171
It is also based on the view that students who receive entrepreneurship education as part of their schooling show improved school attendance and educational
attainment, have increased problem-solving and decision-making abilities, improved interpersonal relationships, teamwork, money management and public speaking skills, are
) Hence the goal is not to get all students to start their own businesses, but to give young people the ability to think positively, to look
entrepreneurship education and implemented policies to ensure that school students receive it (Cooney, 2009. In Finland for example, entrepreneurship education is a thematic entity, not
strategy are to develop knowledge and competences in students related to entrepreneurial activities, strengthen young people†s belief in and capabilities of their own creative forces, and
1) Successful learners â are skilled in generic processes and activities such as core skills â appreciate the relevance of what they are learning
combination of theoretical knowledge acquired formally in the classroom via VET providers and practical knowledge acquired on the job was successful in providing
students where there is evidence of success. Make sure that the entrepreneurship teaching fulfils high quality standards and is extended across subjects to reach a wide
Expose students to entrepreneur role models, for example by using entrepreneurs as mentors, speakers and interview subjects.
Provide students with opportunities to work in existing SMES and to add value to these firms through
that students will face â Link into wider networks. Tap into the resources of alumni networks to help fund and
In fact, many of the students pursue further goals in education or in the workplace, or move on to self employment.
and numeracy and literacy support. It can also provide a free day nursery service in the
charge to all (students and non-students alike A wide range of courses in practical, specialised fields in fashion and art design (garment
so that all students can have access to the services regardless of their financial situation A new development for Silai for Skills is an â€oeenterprise unit†in which current and past
students can receive counselling and training on setting up a new business, or just to gain
Also, each year a number of students desiring to start their own business can set themselves up on their on-site workshop,
National Education Ministry set up a sport and physical training degree programme, with a related diploma, aimed specifically at care for the elderly.
Programme and funding schemes are also in place through the Department of Social welfare and healthcare insurance companies that help to pay for SIEL Bleu†s services.
sessions in financial management and economic literacy usually mandatory as a condition of participation. Programme workers also maintain close personal contact with clients to
or by researchers, teachers or students of a university (i e. university spin-off. Corporate spin-offs are established often to outsource stages of production previously carried out in
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