lunduniversity.lu.se

Sten K. Johnson Centre for Entrepreneurship

Lund University School of Economics and Management

Workshop programme

European Entrepreneurship Education Workshop 2015

Schedule

Thursday April 16

Venue: Elite Hotel Gateway

11:30–12:00 Registration
12:00–12:50 Lunch 
12:50-13:00 Welcome to Sten K. Johnson Centre for Entrepreneurship
13:00–14:15 Round Table Discussions 1
14:15-14-45 Coffee
14:45–16:00 Round Table Discussion 2
16:00-16:15 Refreshment (fruit)
16:15-17:30 Round Table Discussion 3
19:00 Welcome drink at Grand Hotell, Sten Bromansalen
19:30

Gala dinner and prize cermony 
European Entrepreneurship Education Award

Friday April 17

Venue: Lund University School of Economics and Management

08:30–09:30 Key note speech
09:45-11:00 Workshop 1 + Workshop 2
11:15-12:30 Workshop 1 + Workshop 2
12:30 Lunch

 

Round table discussions

Entrepreneurship Education – Three decades, three challenges and three discussions

 
During the last three decades entrepreneurship has emerged as an important economic force. In parallel, the interest for entrepreneurship  education has emerged as a response to the need to develop new entrepreneurs, which is a strategic task in most countries’ policy programs. As a result, today we find curricula and programs focusing on Entrepreneurship and New Venture Creation at universities all over the world. 
 
The field of research related to entrepreneurship education and learning is slowly becoming an established field; however, as researchers and teachers, there are still several questions and issues that are a struggle.
 
European Entrepreneurship Education Workshop is an arena for discussing issues related to entrepreneurship education and learning. The ambition is to have dialogues related to the state-of-art of entrepreneurship education and to take-off, we have identified three challenges the field is facing. 
 
 

Challenge 1:

Entrepreneurship education is lacking solid theoretical foundations upon which the pedagogical models and methods are built. A consequence is that we do not really know how we should construct our courses and programs and what to include in them to make sure that we equip our students in the best way. 
 
One point most academic teachers can agree upon is that our courses and programs should enable students to develop a critical understanding of both the theoretical and practical concepts of entrepreneurship. We also want students to gain a broad perspective of the possibilities entrepreneurship has to offer. In addition, ,our courses and programs must be something more than “just” taking action, which is a common task when teaching entrepreneurship – we must raise a discussion and awareness as to why our students are assigned specific  tasks and we must make sure that reflection and learning are included, not just taking action. 
 
Those thoughts and ideas are further elaborated in the Round Table Discussion entitled: Theoretical and philosophical perspectives and frames in entrepreneurship teaching.
 
In this round table discussion, theoretical and philosophical perspectives and frames underlying the emerging field of entrepreneurship education are discussed and elaborated.
 
Participants: Alain Fayole, Eva Leffler, Gustav Hägg, 
 
 

Challenge 2:

Paradoxically, it could be argued that entrepreneurship is a fragmented topic and at the same time, it is too focused. As the creation story of our time, the term entrepreneurship has received several prefixes; for example, social entrepreneurship, societal entrepreneurship, immigrant entrepreneurship and women’s entrepreneurship. When teaching entrepreneurship, do we have to deal with the prefixes or not? At the same time, we can conclude that many courses in entrepreneurship have a clear focus on the start-up phase of new ventures in general, emphasizing the opportunity recognition phase, business idea generation and writing the business plan. It can be questioned if this is a problem, especially when taking into account that what policy actors are aiming at are primarily firms with growth potential, as it is those who employ and contribute to economic wealth. In relation to entrepreneurship education, what do we define as the entrepreneurial process, and does the process look different depending on the prefix we use before entrepreneurship?  
 
Those thoughts and ideas are further elaborated on in Round Table Discussion II entitled: Prefixes and suffixes in entrepreneurship and the entrepreneurial process 
 
Participants: Frédéric Delmar, Allan Gibb, Mats Westerberg 
 
 

Challenge 3:

Courses and programs on entrepreneurship often have as a goal that a student should start his/her own firm in the future. We know that after five years only a few ventures have survived. How do we work with failures in our programs, do failures have a place today and how do we learn from and about failures? Starting a firm includes a risk - is risk-taking problematized and if so, how? It could be argued that we as educators actually shoulder the ethical and moral responsibility when encouraging students to start firms. Are those issues at all discussed and elaborated, in an academic contexts, and if so, on which levels in the organization?  
 
Those questions are elaborated on in Round Table Discussion III entitled: Ethics and morality when encouraging students to start new ventures  
 
Participants: Paula Kyrö, Mats Lundqivst, Magnus Klofsten, Diamanto Politis 
 
 
There are few arenas for having meaningful dialogues about entrepreneurship education. We hope this workshop is and will be one such arena. We wish you a warm welcome to Lund in April 2015!