13 Qepe Best Practices PDF

Best Practices & Pedagogical Methods
in Entrepreneurship Education in Europe

Quality of Entrepreneurship Programmes in Europe
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Best Practices & Pedagogical Methods in
Entrepreneurship Education in Europe
This document has been produced with financial assistance from the European
Commission (project number 2006-1534/001-001 SO2-81AWB). The contents
reflect the views only of the authors, and the Commission cannot be held responsi-
ble for any use which may be made of the information contained therein.
The Quality of Entrepreneurship Programmes in Europe Project is a partnership of:

EFMD (European Foundation for Management Development) –
coordinator for business/management education
ENQHEEI (European Network for Quality of Higher Engineering
Education for Industry) – coordinator for higher scientific and tech-
nical education
RSM Erasmus University
UPC (Technical University of Catalonia)
CLUSTER (Consortium Linking Universities of Science and Tech-
nology for Education and Research)
Marseille-Provence Technology
Supported by:
EISB (Entrepreneurship, Small Business and Innovation Network)
CEMS (Community of European Management Schools)
ULg/HEC – Liège
IBM-Europe
The document has been edited by Professor David Watkins, Southampton

Business School.
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Table of Contents
Introduction......................................................................................7
Context...........................................................................................7
Defining entrepreneurship..............................................................7
Entrepreneurship education...........................................................8
Main trends in European business schools.................................10
Map of entrepreneurship education in technical

universities in Europe....................................................................12
Introduction..................................................................................12
Literature search..........................................................................13
Search of the World Wide Web...................................................13
Initiatives.........................................................................................15
BEPART........................................................................................15
European Foundation for Entrepreneurship Research (EFER)......15
EUROPEN....................................................................................16
International Journal of Entrepreneurship Education...................16
JADE – European Confederation of Junior Enterprises................17
Junior Achievement – Young Enterprise Europe..........................17
Survey on Entrepreneurship in Higher Education in Europe........17
Venture Capital Investment Competition.....................................18
Situation by country......................................................................19
Austria..........................................................................................19
Belgium........................................................................................19
Bulgaria.........................................................................................19
Cyprus..........................................................................................19
Czech Republic.............................................................................19
Denmark.......................................................................................19
Estonia..........................................................................................19
Finland..........................................................................................19
France...........................................................................................20
Germany.......................................................................................20
Greece..........................................................................................20
Hungary........................................................................................20
Iceland..........................................................................................20
Ireland...........................................................................................21
Italy...............................................................................................21
Latvia............................................................................................21
Lithuania.......................................................................................21
Luxemburg...................................................................................21
Malta............................................................................................22
Netherlands..................................................................................22
Norway.........................................................................................22
Poland...........................................................................................22
Portugal........................................................................................22
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Romania.......................................................................................22
Slovakia........................................................................................22
Slovenia........................................................................................22
Spain.............................................................................................23
Sweden........................................................................................23
UK ................................................................................................23
Examples of best practice..............................................................24

Donau-Universität Krems, Austria................................................24
Professional MBA Entrepreneurship New Venture Creation
and Innovations Management................................................................... 24
Liège University School of Management
(HEC-ULg), Belgium.....................................................................24
HEC-ULg entrepreneurs............................................................................. 24
Vlerick Leuven Gent Management School, Belgium....................25
Executive Master Class in Innovation & Entrepreneurship........................ 25
University of National and World Economy, Bulgaria...................26
BA Entrepreneurship.................................................................................. 26
Aarhus School of Business, University of Aarhus, Denmark........26
International Master in Entrepreneurship Education and Training.............. 26
Helsinki School of Economics, Finland.........................................27
High-Technology Entrepreneurship............................................................ 27
Turku School of Economics, Finland.............................................27
TSE Entre................................................................................................... 27
INSEAD, France............................................................................28
Entrepreneurship and Family Business Programmes................................ 28
Social Entrepreneurship............................................................................. 28
Ecole Supérieure de Commerce de Lille, France.........................28
Master’s Programme in Engineering and
Management and Entrepreneurship.......................................................... 28
EM Lyon Business School, France...............................................28
International MBA Programme.................................................................. 28
Le Groupe RMS, France...............................................................29
Entrepreneurship and Innovation in Europe............................................... 29
CITY Liberal Studies (City College), Greece.................................30
MSc in Technology, Innovation, and Entrepreneurship.............................. 30
Dublin Institute of Technology, Ireland.........................................31
MSc Business & Entrepreneurship............................................................ 31
University of Limerick, Kemmy Business School, Ireland............31
Master of Business Studies in
International Entrepreneurship Management............................................ 31
Technische Universiteit Eindhoven (TU/e), The Netherlands.......32
Certificate Technology Entrepreneurship................................................... 32
Universiteit Maastricht Business School, The Netherlands.........32
MSc International Business - Entrepreneurship
and SME Management.............................................................................. 32
Erasmus University Rotterdam, The Netherlands........................33
Entrepreneurship & New Business Venturing........................................... 33
TSM Business School, The Netherlands......................................34
Risk Management and Entrepreneurship in
the Healthcare Industry.............................................................................. 34
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Bi Norwegian School of Management, Norway...........................34
Master of Innovation and Entrepreneurship.............................................. 34
Universidade Católica Portuguesa, Portugal.................................35
Advanced Programme in Entrepreneurship
and Innovation Management..................................................................... 35
University of Ljubljana Faculty of Economics, Slovenia................36
MSc in Entrepreneurship........................................................................... 36
ESADE Business School, Spain....................................................36
Part-time MBA........................................................................................... 36
Jönköping International Business School, Sweden......................37
Summer Programme in International
Entrepreneurship & Venturing.................................................................... 37
Umeå University, Sweden............................................................37
Master’s Programme in Strategic Entrepreneurship
(Nordic Joint Study Programme)................................................................ 37
University of St. Gallen, Switzerland............................................38
KMU-HSG, Swiss Research Institute of Small
Business and Entrepreneurship................................................................. 38
Coventry University, UK...............................................................39
Enterprise & Entrepreneurship BA Honours Degree................................. 39
Innovation and Entrepreneurial Studies for
Engineers Msc/Pgdip degree..................................................................... 39
Nottingham University Business School, UK...............................40
University of Nottingham Institute for Enterprise
and Innovation............................................................................................ 40
University of Strathclyde, UK.......................................................41
Hunter Centre for Entrepreneurship.......................................................... 41
University of Wales Institute Cardiff, UK......................................41
MBA Social Entrepreneurship.................................................................... 41
University of Surrey......................................................................41
BSc (Honours) Technology Entrepreneurship............................................ 41
Conclusion.......................................................................................43
References.......................................................................................44
Acronyms........................................................................................47
Annexes I.........................................................................................48
Annexes II......................................................................................122
Annexes III.....................................................................................126
Annexes IV....................................................................................131
Annexes V.....................................................................................136
Annexes VI....................................................................................148
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Introduction
Context
The Lisbon Strategy for Jobs and Growth constitutes a challenge to higher econo-
mic, business, scientific and technical education as European universities continue
to implement the Bologna process (de Wit, 2000). Entrepreneurship education pro-
vides specific training on how to start and run a business, including the capacity to
draft a business plan and the skills associated with identifying and assessing busi-
ness opportunities. Also, it may encourage and support embryonic business ideas
(for instance by providing special loans, business facilities, mentorship, etc.) – so
that well-researched projects can be put into practice and finally reach the market.
More generally, Entrepreneurship education seeks to help create that cadre of en-
terprising graduates that will reinvigorate European business through the effective
management of innovation (Gibb 2002).
The number of Entrepreneurship programmes in Europe has already grown signi-

ficantly in recent years and strong growth is also expected in future years. Howe-
ver, this education remains mainly nationally focused, there are major divergences
between the Member States and more needs to be done in the areas of curriculum
development, creating a critical mass of entrepreneurship teachers and cross-bor-
der faculty and research collaborations. At this stage it is essential to proceed to
an exchange of good practices and engage in a process of benchmarking among
higher education institutions and companies.
Project Aims and Objectives

Exchanging best practices of entrepreneurship education
in Europe
Elaborating a model and setting up a referential tested among the
institutions and stakeholders
Disseminating the results through the members’
respective networks
Defining Entrepreneurship
The European Commission defines ‘Entrepreneurship’ as:
“The mindset and process [needed] to create and develop economic activity by
blending risk-taking, creativity and/or innovation with sound management, within a
Best Practices & Pedagogical Methods in Entrepreneurship Education in Europe
new or an existing organisation”1.
In other words, entrepreneurship refers to an individual’s ability to turn ideas into

action and includes creativity, innovation and risk taking, as well as the ability to
plan and manage projects in order to achieve objectives. This supports everyone
in day-to-day life at home and in society, makes employees more aware of the
context of their work and better able to seize opportunities, and provides a founda-
tion for entrepreneurs establishing a social or commercial activity 2.
Most importantly, entrepreneurship is closely linked to small and medium-sized

enterprises (SMEs). It is well established that SMEs play a key role in all industrial,
entrepreneurial and open economies and their rapid growth makes them potential
key future employers. Particularly in Europe, they have been proven to contribute
significantly to economic development and Europe’s economic performance de-
pends on them to a large extent directly or as essential components of large en-
terprises’ supply chains. Small and medium-sized enterprises constitute the vast
majority of enterprises in the EU by number, and are a big provider of employment
in the private sector.
Obviously, there is a positive correlation between entrepreneurship and econo-

mic growth. It is now conventional wisdom that sustainable growth based on in-
novation requires an increasing number of start-ups, which are likely to provide
more and better jobs. Europe needs more economic growth, which means more
7 1
European Commission, Entrepreneurship in Europe, Green Paper, Brussels, 21.01.2003
2
European Commission, Proposal for a Recommendation on Key Competences for Lifelong Learning, COM(2005)548 final
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new firms, more entrepreneurs willing to embark in innovative ventures, and more
high growth SMEs. Consequently, the EU is very keen on fostering entrepreneu-
rial mindsets among young people, as clearly stated in the 2006 Spring European
Council by the Commission that Member States should reinforce entrepreneurship
education at all levels.
Entrepreneurship Education
Entrepreneurship is essential in all organisations, from small, independent busines-
ses to large multinational companies and public sector organisations. Enterprising
management is an important ingredient, i.e. the ability to connect and implement
entrepreneurial and innovative activity into organisational strategy, process and re-
sults. Public sector, corporate and social enterprises all demand entrepreneurial
management capabilities to be practiced in critical and complex ways to achieve or-
ganisational innovation, renewal and change. For these reasons, entrepreneurship
is increasingly being recognised as an important area of management study and
practice.
However, there are different perceptions of entrepreneurship education. It is va-

riously identified as the encouragement and teaching of:
Enterprise culture
Starting new businesses
Entrepreneurial mindset
The teaching of entrepreneurship3 includes two different elements:

Broader conception of education to encourage entrepreneurial
attitudes and skills, which involves developing certain personal qua-
lities and is not directly focused on the creation of new businesses
The more specific concept of training people how to create a business
In particular, at the level of tertiary education, entrepreneurship education usually

provides specific training on how to start and run a business, including the capacity
to draft a real business plan and the skills associated with identifying and assessing
business opportunities. Also, it will normally encourage and support embryonic
business ideas (for instance by providing special loans, business facilities, men-
torship, etc.), so that well-researched projects can be put into practice and finally
reach the market.
The objectives of this type of teaching, which naturally needs to be adapted to the
different levels of education, include:
Raising students’ awareness of self-employment as a career option
Promoting the development of personal qualities that are relevant
to entrepreneurship, such as creativity, risk-taking and responsibility
Providing the technical and business skills and knowledge that
are needed in order to start a new venture and manage its growth
In today’s fast-changing society the ability to identify and evaluate lucrative busi-
ness opportunities and create or find resources in order to make use of these op-
portunities has become increasingly important. Thus, entrepreneurship education
aims to vitalise the students’ ability to initiate and carry out entrepreneurial projects
ranging from opportunity recognition to opportunity exploitation.
In particular, the increasing integration of Europe and the evolution of enterprises

have together created a tremendous need to strengthen and build teaching pro-
grammes focused on the growing enterprise. As such, entrepreneurship educa-
tion, which began in Europe in the early 1970s (Watkins, 1977; Morris and Watkins,
1982; Watkins and Stone, 1999) finally has traction across Europe, as evidenced
by the many European business schools that have been running programmes for
the past decade and also the European technical universities that have been suc-
cessful in spinning out new enterprises to commercialise cutting edge technology
and science.
3 These two different elements reflect in turn the two main theoretical approaches adopted (within business schools at least) to the defi-
8
nition of the entrepreneurial role: the Entrepreneur as organisation creator and the Entrepreneur as opportunity recogniser/value creator.
See Shane and Venkataraman (2000) and the subsequent correspondence for an introduction to this debate; also Davidsson (2003). In fact,
the domain of entrepreneurship research is highly fragmented (Schildt, Zahra and Sillanpaa, 2006; Reader and Watkins, 2006), and this has
implications for the lack of focus sometimes found in entrepreneurship education.
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Meanwhile, there is strong interest in all of the European countries, where officials
and business leaders alike recognise the importance of management education in
the process of enterprise creation and development. The European Commission
issued the green paper promoting innovation and enterprise development with the
realisation that new enterprises need to be created at an accelerated rate, particu-
larly to counterbalance unemployment.
Significantly, the Commission has an important role to play in coordinating and

stimulating the various national policies, promoting the exchange of experiences
and good practice between the Member States and raising the general awareness
towards entrepreneurship. So, success in creating a more entrepreneurial culture
in Europe will be obtained only thanks to a common effort from all actors involved,
at national and local level, i.e. public authorities, business associations, non-profit
organisations, and of course universities/business schools (Gibb, 1996; Albert and
Watkins, 2000; EFMD, 2006; Verhaegen, 2007).
Specific entrepreneurship learning concepts can be identified as:

Creativity
Entrepreneurial thinking and skills
Negotiation skills
Entrepreneurship vs. intrapreneurship (corporate entrepre-
neurship)
Risk
Opportunity-analysis
Venture success and failure analysis
Creation of high-growth firms
New ventures – start-up, growth, human resources, marketing,
accounting, legal considerations
Finance (fund-raising, venture capital, financial plan)
Intellectual property issues
Mergers and acquisitions
Internationalisation of SMEs or high-growth firms
Exit strategies
Project management and evaluation
Innovation and knowledge management
Business valuation
Business plan development
Family business
Social entrepreneurship, etc.
4 European Commission, DG Enterprise, Final Report of the Expert Group “Best Procedure” Project on Education and Training for
Entrepreneurship, November 2002
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Main trends in European Business Schools
Even though a 2004 survey of faculty teaching entrepreneurship showed that en-
trepreneurship education in Europe has grown significantly in the recent years and
strong growth is expected in the coming years, there are still relatively few Chairs in
Entrepreneurship4. On this issue, the desk research that was conducted by EFMD
in 2007 generated useful results: out of 230 European (mainly EFMD member)
Business Schools examined from 28 countries, approximately 200 offer entrepre-
neurship education (mainly elective modules as part of other programmes), and
about 50 have programmes fully dedicated to entrepreneurship (the results of the
survey are presented in Annex 1).
In spring 2008 EFMD organised another survey to obtain an overview of the state
of teaching of entrepreneurship in higher education institutions and its quality (the
detailed analysis of the survey is shown in Annex 2). Although the number of par-
ticipants is very small, the results of the survey provide interesting insights and
examples of best practice.
The survey confirms that the objectives of the courses are mainly to develop en-
trepreneurial attitudes and to provide students with the necessary skills. Entre-
preneurship education is also described as building a bridge between the institu-
tions and firms, by allowing students to get in touch with real entrepreneurs and
investors. Entrepreneurship education also plays a role in enhancing awareness
about entrepreneurship, developing positive attitudes towards entrepreneurship
and showing students that entrepreneurship may constitute a viable career option.
It should be noted that many of the respondents adopt a broad perspective and
include intrapreneurship as well as entrepreneurship.
Entrepreneurship appears to be fairly well integrated into the curriculum and tau-
ght at all levels (graduate and post-graduate). Dedicated programmes (whether full
degrees or major areas of specialisation) can be found at all levels. These program-
mes appear to be more frequent at the Master’s level, while entrepreneurship is
more often taught as an elective at the Bachelor’s level. In most instances entre-
preneurship tends to be offered as a stand-alone subject.
Based on the survey results, initiatives to stimulate entrepreneurship can be clas-

sified in two main categories:
Facilitating contacts between students and entrepreneurs
Coaching, and setting up accompanying measures (such as incuba-
tors, credit schemes for new ventures, business plans seminars,
etc.) organised as part of (or in addition to) the lectures
Another feature of entrepreneurship education in Europe is that higher education

institutions remain nationally focused as most faculty teach in their home countries
and there is little teaching and collaboration across borders. Case studies and other
interactive teaching methods are under-utilised5 , as is the involvement of business
people in the learning process. The professors themselves indicate that there is a
need for further training in the teaching of entrepreneurship (cf. Birley and Gibb,
1983), particularly training programmes and workshops in areas such as action-
oriented and innovative teaching approaches to entrepreneurship and case study
teaching and writing methods. This has been recognised as a problem for a gene-
ration, but the expansion of teaching in the Entrepreneurship / SME development
area has meant that demand continues to outstrip supply. Furthermore, entrepre-
neurship training at university level concentrates mostly on students following eco-
nomics and business courses and the teaching available to those studying other
subjects is very limited.
5 EFER, EFMD, Entrepreneurship Education at European Universities and Business Schools, Results of a joint survey, September 2004.
10 But note recent initiatives such as that by Cooney and Moore (2007) in coordinating and publishing cases based on European case-writing
competitions.
6 European Commission, DG Enterprise and Industry, Entrepreneurship Survey of the EU (25 Member States), United States, Iceland and
Norway, Analytical Report, April 2007
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In the EU, there are major divergences between the Member States. On the one
hand, countries like France, the UK, Ireland and the Scandinavian states are ahead
in terms of teaching of entrepreneurship in universities. This is explained by the
strong input from the relevant government in the form of financial incentives for
universities, the numerous support initiatives, both national and regional and the
widespread courses on offer at all educational levels (under and postgraduate).
On the other hand, in Germany and southern European countries, there are far
fewer entrepreneurship programmes and entrepreneurship has developed mainly
as a result of private initiatives or relatively recent government interventions; in the
case of ‘New Europe’, entrepreneurship is still a recent addition to the curriculum
of business schools, but there is strong political will as it is considered as an acce-
lerator of the economic transition and guarantor of the open society.
However, specific courses, aimed at setting up a business, are more likely to be

found in the new member states (NMS10 – 43%) than in the traditional EU15 Mem-
ber States (32%). Significantly, above the EU average were found in Poland (55%),
France (51%), Lithuania (45%) and Ireland (43%). Iceland scored exactly the same as
the US (at 13%), while among the EU Member States, the lowest performers were
the Czech Republic (16%), Portugal (16%) and Sweden (22%)6.
Undoubtedly, European business schools in all countries need to play a special role in
promoting entrepreneurship and helping students learn how to start and grow enter-
prises. In order to achieve this, more needs to be done, particularly in four areas:
Curriculum
Entrepreneurship courses should be offered as a requirement, not
only as optional as is the case now, and should be integrated into
the curriculum of other courses, particularly at technical and scien-
tific universities.
Courses should focus on all of the entrepreneurial growth phases,
not just the start-up phase.
European schools need better links with business and entrepreneurs.
Training the teachers

Europe needs more faculty dedicated to entrepreneurship (in the U.S.,
there are four times as many chairs/professorships as in Europe).
Training programmes and workshops for professors are nee-

ded in areas such as case method teaching and action-oriented
innovative approaches.
Spin-outs from technical universities

Given the excellence of technical and scientific training in Europe,
there needs to be more focus on technology transfer and the com-
mercialisation of innovative technologies.
Cross-border faculty collaboration & research

There needs to be more faculty collaboration, faculty exchange and
research across borders in order to strengthen the sharing of best
practices (Only 10% of the entrepreneurship faculty at their schools
are from outside the country; less than 20% of entrepreneurship
faculty spend time teaching outside their home country).
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Map of Entrepreneurship Education in
Technical Universities in Europe
Introduction
In the last ten years a third component has vigorously emerged as a new mission
for the university. Thus, in addition to the traditional missions of teaching and re-
search, universities are expected to play a significant role in the promotion of eco-
nomic and social development. This can be viewed as a return on the investment
made by the society in the university. In order to fulfil this new mission, universities
have created programmes and units capable of facilitating this challenging role.
One important aspect of this mission is to facilitate building bridges so that the
results of research are brought to the market. Traditionally, research conducted
at universities has been focused to increase knowledge, with the society not per-
ceiving its immediate benefit. To narrow the gap between the academic activities
performed in the universities and the benefit in social development perceived by
the society is a must of this mission.
University managers have seen the benefits of research and knowledge transfer
as an important source of revenues. For a university of technology this is on ave-
rage one third of their budget. Moreover, in cooperation with local authorities this
activity increases the level of innovation of the economic sector and creates job
opportunities. All these possibilities need to be articulated through an innovation
system that depends on the specific social and economic characteristics of the
host society.
Universities are important actors in promoting the transfer of knowledge within

society with the aim of increasing the level of innovation of the economic sector
and of enhancing social welfare. Universities are capable of developing new tech-
nologies on their own or more importantly in collaboration with industry. In order
for these technologies to result in innovative actions there is a need for structures
to disseminate awareness of the potential of the activities developed and create an
atmosphere where all stakeholders can feel in a win-win situation. This is basically
done through the liaison offices. These structures should invest in valorising the
results of the research and find matches between customers and researchers to
enhance. Another important component of these structures is the possibility that

the knowledge created or the innovation produced is capitalised in the form of a
start-up born at the university. This alternative path requires a much more complex
structure since in addition to the technological interest developed; a start-up re-
quires a strong business commitment and the search for investors. Universities in
collaboration with the municipalities or the local governments have begun to create
different structures to support such type of activities by creating incubators, tech-
nological parks or even risk capital companies. (Oakey and Mukhtar, 1997; Albert
and Gaynor, 2003; Groen, 2005)
Awareness of the potential role played by the different stakeholders need to be de-
veloped and disseminated. Professors and researchers are more likely to need to in-
crease their awareness of commercially exploiting the results of their work. In other
words, to increase the awareness that the results of a research project need not
only result in a number of papers published in prestigious journals, but could also be
the object of a patent that might later be used to increase collaborative effort with
other partners to create innovation. On the other hand, industrialists need to over-
come their attitudes regarding undertaking collaborative projects with universities.
This lack of confidence is a big obstacle that needs to be overcome to make this
relationship more likely to occur. Finally, although directed to all the stakeholders,
students are more suited for being targeted to increase their entrepreneurial spirit.
The goal is to increase awareness that the creation of a start-up is a feasible way to
bring their ideas or results to market as a successful new innovation.
12
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With all these possibilities at hand, universities have created a variety of emergent
structures to give support to this demand. Not all the approaches are the same and
success or failure depends crucially on the quality of leadership of the university,
the local, regional and innovation systems, and the existence in the same institu-
tion of a school of engineering and a business school.
Literature search
There is no such thing as well established standards for teaching entrepreneurship.
Universities need to develop their own policies to favour these activities but al-
though many lessons have been learned from the past there is still a lot to learn.
A literature search on entrepreneurship education reveals a number of papers, pu-
blished in the last few years and devoted to explaining best practices in entrepre-
neurship education in higher education institutions. Interestingly, although most of
the activities are traditionally carried out in business schools, the number of papers
published by universities of technology is similar. This shows a trend among univer-
sities of technology to catch up in this arena. Still, the number of papers published
by European institutions is smaller than those published by Institutions overseas,
particularly the USA.
In Annexes 3 and 4, two lists of the most interesting papers published in (mainly)
recent years on entrepreneurship education are compiled. The search was carried
out using the Thomson ‘Web of Science’, using different sets of keywords. For
the first list entrepreneur and education were used, whereas for the second the
words entrepreneur, universities and European were used. In certain cases expert
knowledge in the group was used to supplement the formal search.
Concerning the first search (Annex 3) papers are devoted to good practice at dif-
ferent institutions or to cover different aspects of entrepreneurship education. A
quick analysis of the literature found suggests that the papers submitted by busi-
ness schools is similar to those submitted by engineering establishments.
In regards to articles about entrepreneurship education in European centres of hi-
gher education (Annex 4), they concern basically best practices or policies to imple-
ment entrepreneurship education.
Search of the World Wide Web

A search on the web regarding the offer of entrepreneurship education throughout
Europe reveals a relatively small but apparently growing list of institutions. This
could be due to a deficiency in the design of web pages and also to the limitations
of the search engines to cope with the right information. In Annex 5 there is a list
of the institutions found by the search engine to provide education on entrepre-
neurship. About half of the identified institutions are comprehensive universities
where the entrepreneurship education is carried out at the corresponding Faculty
of Economy and Business Administration. The other half is technical universities
and a few business schools.
Once the different institutions were identified we proceeded to perform a careful

search on the individual web page of the institution. Different information was col-
lected and collated: 1) type of university (comprehensive/technical/Business Scho-
ol); 2) type of teaching activities; 3) the existence of a centre for entrepreneurship;
4) activities developed at the centre.
A preliminary analysis of the results obtained reveals some interesting findings.

About fifty percent of the institutions retrieved in the search belong to the United
Kingdom. This is attributable to a specific policy initiated by the British govern-
ment several years ago (Watkins, 1999). Moreover, in 2004 the British government
launched the National Council for Graduate Entrepreneurship designed to facilitate
improvements in the enterprise culture within the UK Universities (Pittaway and
Cope, 2007).
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Another important finding is that the majority of the entrepreneurship centres un-
dertake research activities around the topic. Some of them work together with an
incubator or with a technological park.
All the universities that were searched, have subjects on entrepreneurship and
innovation both at the graduate and undergraduate level and even at the doctoral
level, but organised in the Faculties of Economy and Business. There are very few
universities offering transversal studies and entrepreneurship for the different pro-
grammes.
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Initiatives
Although numerous activities are currently being developed at all levels of educa-
tion, many of them are neither integrated into the curriculum nor part of a coherent
framework. Initiatives are often isolated, taken by individual institutions, by par-
tnerships or by local authorities. Frequently, they are driven by external actors and
not by the education system itself.
Tertiary education is normally highly decentralised and initiatives are in most cases
taken independently by individual universities, rather than at central level. Central
administrations cannot impose in this area, but only support and facilitate. There
are however some good examples of a national strategy for promoting entrepre-
neurship in higher education, often as a result of cooperation between the national
administrations and universities. This type of strategy can be found, for instance, in
the UK, Norway, Finland and France.
Some interesting initiatives are presented below and in Annex 6.
BEPART
www.bepart.info
BEPART is an international network partnership and project of 12 institutions from
different regions in the Baltic Sea Area. Lead partner is the University of Rostock,
where the concept has been developed by the Hanseatic Institute for Entrepre-
neurship and Regional Development: HIE-RO. The project’s field of activity is entre-
preneurship promotion and education, especially at and by universities, which are
seen as having a large potential for future regional development.
The value proposition of BEPART is the contribution to a more successful stimula-

tion of entrepreneurship, which will support wealth and competitiveness (in Europe
and its regions), as entrepreneurship is seen as driving force of social, technological
and economic development.
Network-partners of BEPART are universities, a university-related science park and a

regional development agency. The overall project objectives are directed towards:
> More efficiency and impact of entrepreneurship promotion
> Contributing to the development of a creative and responsible
entrepreneurship culture
July 2004 was the official start of the project and it is initially financed until De-
cember 2007. The history of the project goes back to the year 2001, namely to
a book-project on entrepreneurship in countries of the Baltic Sea Region (Braun,
Diensberg 2002). Its contributors were the basis of the network structure of BE-
PART later on.
The total budget of BEPART (2004-2007) amounts to €1,87 Mio of which roughly
€1,2 Mio are contributed by the EU programme Interreg III C/ ERDF (European Re-
gional Development Fund). €670 000 is contributed by the partners or respective
member states.
European Foundation for Entrepreneurship Research (EFER)

www.efer.nl
The European Foundation for Entrepreneurship Research (EFER) fosters and pro-
motes research and teaching in the field of entrepreneurship at institutions of
higher education across Western and Eastern Europe. Since it was founded in
1987, EFER has conducted research studies comparing entrepreneurship in the
USA and Europe as well as generated support for 50 European entrepreneurship
case studies. EFER started to run ‘Teach-The-Teachers’ programmes in the early
1990’s and has continued to collaborate with various institutions to provide such
programmes since then. EFER has also hosted numerous workshops, seminars
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and conferences. Through these programmes and activities, EFER has focused
on building linkages between academia, practitioners and students in Eastern and
Western Europe.
EUROPEN
www.europen.info
EUROPEN is a non-profit association that was established on 27 October 1997. The
founder members of EUROPEN were educational institutions from the following
countries: Austria, Canada, Denmark, Finland, France, Germany, Great Britain, Italy,
Netherlands, Sweden, Spain and Switzerland. Additional members of EUROPEN
are: Argentina, Australia, Belgium, Bulgaria, Brazil, China, Croatia, Czech Republic,
Hungary, Latvia, Lithuania, Norway, Poland, Romania, Slovak Republic, Slovenia,
and USA. EUROPEN grew out of a former European Project that was started in
November 1993, financed by the European Social Fund (45%) and the Land North-
Rhine Westphalia (55%).
EUROPEN’s mission is to support, co-ordinate and develop services adding value

to the activities carried out in its member’s national networks; to promote and en-
hance the concept of learning in and from a simulated business environment and
to expand the number of regional and national networks.
Objectives:
to facilitate exchange of information
to provide innovative training tools to its members
to promote the ‘practice firm’ concept
to represent its members at different government levels and
private institutions
A practice firm is a virtual company that runs like a ‘real’ business mirroring a ‘real’
firm’s business procedures, products and services. Each practice firm trades with
other practice firms, following commercial business procedures in the practice
firm’s world-wide economic environment.
EUROPEN has developed quality certificates for practice firms and practice firm
trainees within a Leonardo project (www.europen.info/Leonardo), which are at
the moment being implemented in nine European countries with more EUROPEN
member countries to follow.
International Journal of Entrepreneurship Education

www.senatehall.com/journals.php?journal=1
The aim of the International Journal of Entrepreneurship Education (IJEE) is to en-
hance (business and economics) entrepreneurship education worldwide through
the publication of refereed articles, case studies, teaching strategies and lectu-
res on entrepreneurship, as well as theoretical and applied research on entrepre-
neurship education.
Note that although this publication is singled out because of its stated intent, this
is not one of the ‘top six’ Entrepreneurship and Small Business academic journals
which are normally considered to from the basis of the entrepreneurship research
literature. These are: Journal of Business Venturing; Entrepreneurship Theory and
Practice; Entrepreneurship and Regional Development; International Small Busi-
ness Journal; Journal of Small Business Management, and Small Business Econo-
mics. These also routinely publish work of importance to entrepreneurship educa-
tors, including a small amount of direct pedagogical material in case study form. For
further guidance on the structure of the entrepreneurship research literature see,
for example, Katz (2003) and EFMD (2003 & 2004).
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JADE – European Confederation of Junior Enterprises
www.jadenet.org
JADE is the biggest network of entrepreneurial students worldwide, representing
20,000 students within 13 Member Countries: Austria, Belgium, France, Germany,
Italy, Netherlands, Poland, Portugal, Slovenia, Spain, Switzerland, UK, and Greece.
Junior Achievement – Young Enterprise Europe

www.ja-ye.org
JA-YE Europe is a registered not-for-profit association based in Belgium. JA-YE
Europe and its members are financed by businesses, foundations, development
agencies, and individuals.
JA-YE enterprise and economic education programmes are designed for young
people ages 6-30 and are implemented through a partnership between local busi-
nesses and schools.
JA-YE organisations teach enterprise, entrepreneurship, and ‘economic literacy’,

focussing on the importance of market-driven economies; the role of business in
the economy; the relevance of education in the workplace; the impact of econo-
mics on a child’s future; and the commitment of business to social, environmental,
and ethical issues. They engineer multi-level and community-based ‘Private-Public-
Partnerships’, encouraging businesspeople to be involved in the classroom as vo-
lunteers, in the organisations themselves as board members, and in programme
expansion through sponsorship.
JA-YE programmes have been created for every age group. They are hands-on,
activity-oriented, and ‘fun’ and involve experienced businesspeople directly in the
teaching process.
The Graduate Programme gives post-secondary students the opportunity to expe-

rience the exhilaration of running their own company, giving them an insight into
how their talents could be used to set up in business for themselves. Graduate
Programme students gain real experience of the world of business: creating and
researching a business plan, taking responsibility and being accountable to their
shareholders for the running of the company. Through this programme students
develop attitudes and skills necessary for personal success, lifelong learning and
employability, plus an understanding of how business works; gain an insight into
self-employment, business creation, risk taking and coping with adversity, with
advice and support of business consultants available. In addition, they have the
national/international recognition of Junior Achievement-Young Enterprise to add
to the value of their CV. The original programme has been developed in the English
language by Young Enterprise UK and is also available in Danish, Dutch, English,
Finnish, French, German, Norwegian, and Romanian. The target age is 19-26. The
hours of instruction per programme are from 18 to 38.
Survey on Entrepreneurship in Higher education in Europe

http://entrepreneurship.niraskon.dk/
The European Commission’s Enterprise and Industry DG has appointed a consor-
tium to conduct a survey on entrepreneurship in higher education. The study will
provide an overview of the state of teaching of entrepreneurship in European hi-
gher education, providing both quantitative data (e.g. number of chairs, courses,
professors and students involved, etc.) and qualitative information (methodologies
used, problems encountered, best practice cases, etc.). It will address entrepre-
neurship teaching in different types of institutions (universities, business schools,
polytechnics, etc.) and courses (all fields of study, undergraduate, graduate and
post-graduate levels).
The survey will cover the EU Member States, acceding and candidate countries,
and European Economic Area (EEA) countries. The study devotes special attention
to the teaching of entrepreneurship within technical and scientific fields of study.
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The study will include 2 steps:
Broad preliminary survey, to quantify the number of institutions in
Europe providing courses on entrepreneurship.
Specific survey based on a detailed questionnaire, which will ad-
dress only institutions having responded positively to the first en-
quiry. This survey will allow an assessment of the modalities on
offer in entrepreneurship training.
Results from these two surveys will be complemented by a number of interviews

with professors engaged in entrepreneurship and with key representatives of edu-
cational institutions. This will make it possible to analyse issues more in depth.
The study will identify the main obstacles to the development of entrepreneurship
education, and factors of success. The analysis will generate a number of conclu-
sions and recommendations for action to be addressed to all relevant actors, inclu-
ding: 1) those directly involved in the organisation and delivery of the programmes,
and 2) public administrations and policy makers.
The survey is carried out by a consortium consisting of three partners:
NIRAS Consultants A/S – Danish research and analysis consultancy
(lead partner)
FORA – research and development agency under the Danish
Ministry for Economic and Business Affairs
ECON – Nordic consultancy firm
Venture Capital Investment Competition

www.vcic.unc.edu/
The Venture Capital Investment Competition began in 1998 as an educational event
for MBAs to learn about venture funding. Now VCIC has evolved into a market-
place for entrepreneurs seeking investors and a training ground for future venture
capitalists. The programme is similar to a network of mini-venture fairs, wherein
about a quarter of the entrepreneurs who present go on to raise venture funding.
Unlike business plan competitions, in which students propose their own ideas to
investors, at VCIC the students are the investors, and real entrepreneurs propose
to them. It is a learning experience for both parties. The mission of the programme
is educational, not commercial. In 2008 the programme includes eight regional and
30 single-school events in North America, Europe and Asia. World-wide, 50 top
business schools will participate. The programme culminates every April in Chapel
Hill, NC, with the International Finals, where the winning teams take home $10,000
in prize money.
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Situation by Country
Austria
At technical and other universities, there are few chairs for the study of the various
topics connected with entrepreneurship and small business management. Howe-
ver, the courses on offer do not seem to have had very widespread impact. In addi-
tion, there is an MBA programme available at the Donauuniversität Krems, which is
devoted to Entrepreneurship, New Venture Creation and Innovation Management.
Belgium
At the tertiary level, training for entrepreneurship is available in several universities
for students following under-graduate courses. Some initiatives include:
The ‘Belgian Euro Business Challenge’ organised by ‘Jeunes Entre-

prises asbl’: the Challenge provides a simulated market situation in
which a team of managers have the job of making their company
grow.
The Business Plan Competition ‘1,2,3, Go’, which is also accessi-
ble to students and aimed at fostering entrepreneurial spirit throu-
ghout the Transfrontier Region of Lorraine, the Grand Duchy of
Luxembourg, Trier, Saarland and Wallonia.
Bulgaria
Entrepreneurship is included in the curriculum at both bachelor and masters level of
business and economic studies and covers national as well as international aspects
of the entrepreneurial activity. It is a recent addition to the business curriculum and
responds to the priority given to entrepreneurship at EU level.
Cyprus
Entrepreneurship education is often coupled with innovation or SME management.
In the field of executive education there is a focus on family business.
Czech Republic
Specific courses on entrepreneurship education can be found. However, Czech
Republic is among the lowest performers in EU 25 in providing courses aimed at
setting up a business.
Denmark
In many programmes entrepreneurial themes have been integrated into the cur-
riculum. Much work has been put into developing stronger links between higher
educational institutions, students and enterprises. During the 1990s nine projects
on entrepreneurship received financial support, including implementation of new
programmes. A network of universities and other tertiary educational institutions
interested in the development in this area has been set up and supported finan-
cially by the government.
Estonia
Entrepreneurship courses exist as part of bachelor and master’s business studies
and emphasise business plan development and analysis.
Finland
Entrepreneurship education is integrated as part of school education, vocational
training and university education. From 2001 to 2003 a national Business Skills
Programme for promoting entrepreneurship and business activities in universities
was running. In the programme, which was carried out jointly by the Ministry of
Education and universities, business education would be increased by a total of
200 new student places. Entrepreneurship training is developed not only as part of
undergraduate education, but also in open university provision, which is intended
for all population groups. Measures are being taken to commercialise research
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findings, to step up the creation of new business and to promote combined tech-
nological-business education.
In autumn 2002 the Ministry of Education set up a large steering group for en-
trepreneurship for a three-year term ending in 2005. Its mandate was to develop
and coordinate entrepreneurship education, to strengthen regional networks and
cooperation, to produce material, to influence teachers’ initial and continuing edu-
cation, and to promote secondment of teachers to business and industry.
France
There are various initiatives, which are either up-and-running or at the launch phase:
The Observatory of entrepreneurial teaching practices (in secondary and tertiary
education) identifies teaching programmes and awareness campaigns and the tea-
ching institutions involved in this field. The aim is to disseminate practices and
information on entrepreneurial teaching.
The Academy of Entrepreneurship is an association of teachers and researchers at
universities, technical schools and commercial schools, working mainly in the bu-
siness field, whose remit is to promote entrepreneurship (practices, experiments,
research work, etc.) in the French education system.
The Franco-British Club for Higher Education and Training in Entrepreneurship was
created in November 1999. Its aim is to foster entrepreneurship in the training of
engineers and managers in both countries.
The ‘Commission for the promotion of entrepreneurship and business creation in

the education system’, part of the National Council for Business Creation, was set
up by the Prime Minister’s Office. The Commission draws up proposals to mobilise
more effectively the business and educational sectors in the task of promoting en-
trepreneurship and business creation, a multiplier effect for initiatives at all levels of
education, and links between research, higher education and innovation.
Numerous French regions have launched support projects aimed at fostering the
entrepreneurial spirit and a culture of business creation in France. These projects
are undertaken at the primary, secondary or higher levels. Mention should be made
of the ‘Maisons de l’Entrepreneuriat/des Entrepreneurs’ (in Lyon and Grenoble, for
example). These are federated structures bringing together several institutes of
higher education. Their aim is to promote entrepreneurship awareness and training
at teaching institutions. The target group comprises both teachers and students.
Germany
Promoting the enterprise spirit and ‘entrepreneurship teaching’ are relatively new sub-
jects and challenges for the German education system. However, many Chairs have
been established recently and entrepreneurship education is developing rapidly.
Greece
Initiatives as regards Education and Training for Entrepreneurship are being imple-
mented in various educational establishments across the country. In Universities
the emphasis is on courses providing know-how and skills required for the effi-
cient running of enterprises. A total of € 20 million was committed for the period
2002–2006. But human resources, (e.g. teachers and training materials) are, gene-
rally speaking, in very short supply.
Hungary
As it is the case with the other new member states, Hungary has only recently
added entrepreneurship courses to the curriculum. The teaching methods are prac-
tically- oriented and the study is linked to innovation and technological aspects.
Iceland
Entrepreneurship is well embedded in curricula. Introductory team-based courses
are offered in a range of business and engineering programmes.
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Ireland
In order to expose university students to entrepreneurship education several Busi-
ness Schools have developed courses in Entrepreneurship or Small Business Ma-
nagement. In addition, Enterprise Ireland sponsors an annual national business plan
competition to recognise the best business plans developed by university/college
students.
A noteworthy innovation is the targeting of universities and Institutes of Techno-

logy for ‘high potential business start-ups’ in Ireland’s Regional Growth Strategy.
This includes government funding and support for the establishment of campus
incubators, campus venture capital funds, graduate enterprise programmes and
support for campus companies. Most of the universities in Ireland have a formal
and co-ordinated structure within which to address the entrepreneurial efforts on
their campus. Others employ an informal structure that also offers students a de-
gree of creativity and innovativeness associated with their studies.
Italy
In the Italian education system, experiences with regards to education for entrepre-
neurship are of a supplementary nature, and are carried out mostly at a local level
both by public and private parties.
The IG Students Programme has been implemented at secondary and tertiary level
of education, and was promoted in all Italian schools and universities. The pro-
gramme comprised two modules, on a two years basis. The Standard Module was
aimed at students aged between 16 and 26 attending high school and university.
Students created and managed their own ‘laboratory’ enterprises, which actually
produced goods or provided services for a period of 10 months (throughout the
academic year). The laboratory enterprises put their business ideas to the test by
taking part in local, national and international fairs. This training was developed by
means of tutors from the world of business. The programme was closed down on
31 July 2002. The Italian government decided to stop public funding for this initia-
tive, partly because of budget constraints and as it was felt that the conditions had
been created for similar initiatives to be developed by partnerships at a local level.
Entrepreneurship activities at the level of secondary and tertiary education are also
promoted by Confindustria (the most important Italian employers’ organisation in
the field of industry) and by Formaper (a special agency of the Chamber of Com-
merce of Milan).
Latvia
The importance of entrepreneurship education is recognised in Latvia and different
higher education institutions offer entrepreneurship programmes.
Lithuania
In Lithuania specific entrepreneurship courses are well established, with courses
aimed at setting up a business, significantly above the EU average. Another focus
is international business opportunities for entrepreneurs, especially in the Baltic
region.
Luxemburg
At university level, a steering committee on managerial and entrepreneurial training
was set up in November 2001. The committee’s remit is to develop two types of
‘further training’ courses in management (MBA executive) and entrepreneurship
(intensive training). The curricula of these courses are developed by three universi-
ties of the Greater Region.
The ‘Centre Universitaire’ and the ‘Institut Universitaire International de Luxem-

bourg’ are also active in promoting entrepreneurship activities in collaboration
with other partners (Chambre de Commerce, Business Initiative, media-industry
in Luxembourg).
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Malta
Malta has an ambitious plan to introduce entrepreneurship in education at all levels.
The focus of business courses in Malta tends to be on the management of large
companies rather than SMEs. However, various courses are run as part of the
general curriculum but contacts between the higher education and the business
community remain limited.
Netherlands
Entrepreneurship education is well rooted in the business curriculum with entre-
preneurship courses, modules and programmes widely available in the higher edu-
cation institutions. Of a particular interest is the parallel introduction to entrepre-
neurial skills and competencies along with providing the students with academic
knowledge.
Initiatives, currently undertaken at a national level, take into account the idea that
central government should not impose but facilitate, by offering good examples,
materials, etc. A large subsidy programme ‘leren en ondernemen’ has been started
by the Ministry of Economy in cooperation with the Ministry of Education: from
2007, 25 Million € will be made available to promote measures to implement entre-
preneurship education at all levels of education (basic, secondary, higher).
Norway
The Norwegian strategy for Entrepreneurship in Education 2004–2008 has been
prepared in collaboration by three Ministries: Ministry of Research and Education,
Ministry of Local Government and Regional Development, Ministry of Trade and
Industry. The purpose of the strategy is to motivate and inspire educational insti-
tutions, and county municipalities to plan and firmly establish education for entre-
preneurship, in collaboration with industry and other relevant players in the local
environment. The responsibility for implementation of the strategy plan for entre-
preneurship in education lies with the educational institutions. The responsibility
for coordination lies with the Ministry of Education and Research. At tertiary level,
many different institutions offer entrepreneurship courses.
Poland
In order to realise Poland’s entrepreneurial potential Polish academics and business
people have taken steps to provide programmes and short courses emphasising
start-ups. Specific courses, aimed at setting up a business, are offered in Poland -
significantly more than the EU average.
Portugal
At tertiary level, there are a number of programmes on entrepreneurship and mana-
gement training, which are autonomously developed by some institutions and are
especially offered to potential entrepreneurs, but also attended by the teachers.
For instance IFEA – Institute for Entrepreneurial Advanced Training – delivers a

programme that is intended for entrepreneurs who are head of company, manager,
technician, or recent graduates. This course has very highly-qualified teachers.
Romania
Within Romanian higher education there is not much attention to entrepreneurial
education. It is recognised that the reinforcement of entrepreneurship in Romania
is still to be desired.
Slovakia
Entrepreneurial education programmes at the university level have been introdu-
ced in Slovakia following the transition to a market economy and in response to
significant demand.
Slovenia
Entrepreneurship is a key competence in Slovenia’s Development Strategy. From
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2000 to 2006, Slovenia offered through different government resources the Pro-
gramme for Promotion of Entrepreneurship and Creativity of Youth, in which every
year 4000 young people aged 12-30 participated. Entrepreneurship is also included
in the curriculum at both undergraduate and graduate level.
Spain
Aspects related to promoting the enterprise spirit in universities may be found on
three different levels:
General courses in business management (offered in practically all
Spanish universities);
Undergraduate courses, masters and post-graduate courses speci-
fically addressing entrepreneurship within business management
studies (especially those linked to the industrial sector but also, to
a lesser extent, the services sector);
Direct support and services for entrepreneurs.
Sweden
At university level only the framework is decided at national level, whilst the provi-
sion and operation of the education is decentralised to the universities and universi-
ty colleges. As in the other Nordic countries entrepreneurship is highly represented
in business curricula with a broad range of courses directed at different aspects of
entrepreneurship like new business development, entrepreneurship and innova-
tion, corporate entrepreneurship, social entrepreneurship, and international entre-
preneurship.
UK
At tertiary level, an important Government-funded programme is Science Enter-
prise Challenge. The programme was launched in February 1999 to establish a
network of centres of excellence in those UK universities specialising in the tea-
ching and practice of commercialisation and entrepreneurship in the field of scien-
ce and technology.
Higher education institutions are autonomous in UK and many offer modules,

courses and programmes in entrepreneurship. Additionally some universities have
launched Entrepreneurship Centres to support entrepreneurship teaching and re-
search, and the practical application of entrepreneurial ideas.
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Examples of Best Practice
In presenting these examples of ‘best practice’, it should be noted that the metho-
dology which was used relied on desk research and did not seek to measure the
effectiveness of the programmes.
Donau-Universität Krems, Austria

Professional MBA Entrepreneurship New Venture Creation and Innovations Management
www.donau-uni.ac.at/en/studium/entrepreneurshipmba/index.php
The course teaches management-know-how und current methods und techniques
to start up and manage businesses. The course is organised into six general ma-
nagement modules and four concentration modules. The six general management
modules are: strategic management, managerial economics and applied business
statistics, applied management and corporate financial management, human re-
source management, international business and trading environment, and social
competences and research methods. The concentration modules include specific
content which is particularly important for founding a business: creativity and mind
management, entrepreneurship vs. intrapreneurship, opportunity-analysis, project
management, business plan development, new venture growth, innovation and
knowledge management and introductory sessions. At the end of the programme,
the students take an educational trip to Eastern Europe.
The goal of this course is to prepare the graduates to start up, take over, and/or reor-
ganise a business. Also, the participants become familiar with business conduct in
large companies (corporate entrepreneurship) with the aid of specific questions
and practice situations and they learn to apply their knowledge to business affairs.
The course is created for academics or equivalently qualified ma-

nagers as well as new businessmen and women who have some
Target group years of professional experience and who want to start up a busi-
ness and/or want to take on leadership responsibilities in a deman-
ding management position.
Language German/English
Certificate Master of Business Administration - MBA
4 terms
part time
Duration 1 Module Basics in Management (Preparatory Module) to 9 days
6 Modules General Management to 7 days
4 Specialisation Modules to 7 days
Liège University School of Management (HEC-ULg), Belgium

Hec-ULg entrepreneurs
www.hec-ulg-entrepreneurs.be/en/index.php
HEC-Management School of the University of Liège has developed a specialised
programme which gives not only a solid background in Entrepreneurship but also
experience in dealing with human factors in business. The programme HEC-ULg
Entrepreneurs is open to young graduates who have studied in the field of science
at university and to graduates in management of university level or international
equivalents.
The education is based on seven real assignments that give students the pos-
sibility to assume responsibilities faced in the business world. The students are
considered by their teachers as future managers and are set ambitious objectives
in the assignments they undertake. Each assignment involves three students from
different backgrounds: students in management and young graduates from other
university departments, in particular in scientific disciplines, students from diffe-
rent backgrounds and nationalities.
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Before and during each assignment, specialists of the specific management field,
(Strategy, Marketing, Human Resources…) present some of the core theoretical
developments of their own specialty and the pragmatic experience they get from
their own field. During the year, ‘HEC ULg Entrepreneurs’ professors keep in touch
with the students to guide and help them solve problems they might encounter
during their assignments.
60 lecturers make up the HEC ULg Entrepreneurs Faculty. Each of them is spe-
cialised in his/her own field, which could be: setting up a business, management
consultancy, take-overs, buy-outs, distribution or export. The professors are selec-
ted on the basis of their experience, teaching skills, motivation and availability.
Managers, bankers, examiners, accountants and consulting partners therefore play

a key role during each of the seven assignments. They are responsible for provi-
ding the projects and coaching students, not only on a scientific basis but also at a
human level. They contribute actively to the development of the HEC ULg Entre-
preneurs educational materials.
The programme consists of:

Setting up a Business
Company in Receivership
Take-over and Transmission
Personal Assistant to a Senior Manager
Consulting & Strategy
Sales & Negotiating Skills
International Communication
Vlerick Leuven Gent Management School, Belgium

Executive Master Class in Innovation & Entrepreneurship
www.vlerick.be/en/programmes/managprog/1818-VLK/288-VLK.html
The Executive Master Class in Innovation & Entrepreneurship is an intensive, long-
term, part-time programme taught in English. This Executive Master Class is an ad-
vanced management programme, tailored to the specific needs of entrepreneurs
and intrapreneurs who have a special interest in innovation and entrepreneurship.
The programme consists of 15 modules of 2 days each, and an exam.

Module 1: Innovation and entrepreneurship: what, why, how?
Module 2: Testing your idea for uniqueness

Module 3: Selecting high-potential projects
Module 4: Entrepreneurial marketing
Module 5: Defining and implementing the strategic logic of the
organisation
Module 6: Developing business models in early and mainstream markets
Module 7: Sales forecast & market roll-out for innovative projects
Module 8: Financial plans: the basics
Module 9: Building entrepreneurial teams that work
Module 10: Valuation of entrepreneurial and innovative projects
Module 11: Growth and the entrepreneurial firm
Module 12: Entrepreneurial finance: structuring deals
Module 13: Personal skills, human resources and organisation
Module 14: Doing business in Europe
Module 15: Business plan presentation
In-company project - Coaching sessions
During the Master Class, each participant has to contribute to the development of a
business case or business plan. This project is normally undertaken in teams of two
people. Participants can choose to take their own idea as a basis for the business
case/plan, to further develop a project which exists in their company, or to partici-
pate in a project proposed by a third affiliated company.
Coaching sessions which provide additional insights and information are included
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in the curriculum to help participants to meet the desired outcomes, i.e. creating a
sustainable competitive advantage.
University of National and World Economy, Bulgaria

www.unwe.acad.bg
BA Entrepreneurship
The new bachelor Entrepreneurship programme was created in 2007 to respond to
the changes in the business environment at national and international level. Setting
entrepreneurship as one of the eight key competences for lifelong learning and
the priority development of entrepreneurship education and training stimulated the
launch.
The objective of the programme is to offer theoretical and practical knowledge and
skills, which support the entrepreneurial students to create and develop a competi-
tive business. At the same time the programme stimulates the students to develop
entrepreneurial culture, spirit and responsibility, which enables them to pursue any
professional role requiring initiative and risk-taking. In order to achieve this objec-
tive the programme relies on:
The link research-teaching facilitated by the involvement of the
Institute for Entrepreneurship Development (as a structure of the
university) at the Education/Science level and the Bulgarian Asso-
ciation for Management Development and Entrepreneurship at the
NGO/Training level
Using interactive teaching methods
Inviting entrepreneurs as guest lecturers
Internships
Using modern technology
Entrepreneurship is a four-year programme and offers a Bachelor of Arts degree.

The first two years are focused on common business and economic courses. At
the same time the second year gives the students the opportunity to choose their
specialisation. The third and fourth years cover the specialisation area and include
mandatory courses and a selection of electives. The study also includes project
development and a one-month internship. The students with the most successful
ideas can start their business while pursuing their studies. The final requirement to
graduate is passing the state exam.
Aarhus School of Business, University of Aarhus, Denmark

www.asb.dk
International Master in Entrepreneurship Education and Training
The International Master in Entrepreneurship Education and Training, IMEET, aims
at developing participants’ capabilities for entrepreneurship teaching and learning
facilitation. The master’s integrates knowledge on entrepreneurship theories with
new participant-centred and action-oriented learning models. IMEET is developed
in partnership with international partners: Kingston Business School , Rostock Uni-
versity, University of Tampere, and the Danish partners: Aarhus School of Busi-
ness, Copenhagen Business School, the Danish University of Education and the
University of Southern Denmark. The aim of the programme is to educate the
future elite of learning facilitators in entrepreneurship such as advisors, coaches,
consultants, trainers and teachers.
IMEET is a two-year, part-time programme comprised of six modules and a

master’s project. The different modules of the programme consist of theory on
entrepreneurship, pedagogy and project driven assignments on advising entrepre-
neurs. Furthermore, group projects, practical exercises, experiments, placements,
field work, e-learning, summer schools, individual and group supervision and coa-
ching are applied as appropriate to facilitate the learning process.
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1st semester 15 ECTS
M1 Introduction to the entrepreneurial M2 Creating the fields for learning - Interac-

learning field - Teambuilding and casework tive learning, creativity in learning
2nd semester 15 ECTS
M3 Experi(m)ental situated learning - M4 Certificate Project - Practical project

coaching & mentoring Summer School
Certificate
3rd semester 15 ECTS
M5 International field work investigating M6 From experience to development of

entrepreneurship learning models - Prepare for Master Project
4th semester 15 ECTS
Master project
Helsinki School of Economics, Finland

www.hse.fi/EN/frontpage
High-Technology Entrepreneurship
The High-Technology Entrepreneurship concentration can be taken as part of the
MBA programme without any additional cost. Alternatively it can be taken as a
separate package.
This concentration is interdisciplinary, focusing on all aspects of starting a new

business. It is targeted at individuals who are considering becoming entrepreneurs
and for those working in a business unit of a large company (intrapreneurship). The
focus is on high-tech and biotechnology firms, but is also intended to be useful
for those working in more traditional businesses. Cases and examples used in the
courses/seminars are drawn from biotech- and other high-tech companies.
The concentration consists of the following courses and seminars:

The Entrepreneurial Concept and Process
High-Technology Marketing
Internationalisation of SMEs
Creating Partnerships and Alliances
Venture Capital
Mergers and Acquisitions
IPR Management
Corporate Strategy
Entrepreneurial Accounting and Corporate Law
Business Project
Target Groups:
Entrepreneurs and small business managers
Senior management and functional managers of companies and
business units
Entrepreneurial experts, e.g. analysts, lawyers, journalists, govern-
ment officials and consultants
MBA students interested in entrepreneurship
Turku School of Economics, Finland

www.tse.fi
TSE Entre
TSE Entre is a leading Finnish and internationally active research group in entre-
preneurship. The academic and applied entrepreneurship research contributes to
the development of new knowledge about the meaning and different forms of
entrepreneurship as well as the ways to promote it in society. The areas of concen-
tration are in the fields of academic and global entrepreneurship, family business
and intrapreneurship.
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It is possible to take entrepreneurship studies both as a minor and major subject,
and also to complete a PhD in entrepreneurship. Turku School of Economics also
tailors entrepreneurship programmes for different target groups, such as doctoral
students and teachers from different school levels. In order to facilitate the enter-
prise education and entrepreneurship training in practice, TSE Entre has carried out
several programmes to develop support materials for entrepreneurship teaching.
TSE Entre also participates in projects that aim to create new methods and guide-
books targeted at entrepreneurship or SME development.
INSEAD, France
www.insead.edu
Entrepreneurship and Family Business Programmes
The Family Enterprise Challenge (FAME) provides an overview of the latest thinking
and best practices on a wide range of family enterprise topics including family dy-
namics, family and business planning, governance, communication and conflict. It
covers the Parallel Planning Process and decision-making for the business and for
the family - and emphasises the use of Fair process as a tool for decision-making
and building family harmony and trust.
Social Entrepreneurship
Over the past decade, the concept of social entrepreneurship has gathered in-
creasing attention as a way to address the gap between human needs and the
mobilisation of resources. A social entrepreneur is a person who uses commercial
means and markets to harness the resources to help make the world a better pla-
ce. We find these people everywhere, leading new organisations and enterprises,
as well as working within firms, doing different things but with the common goal
of improving society.
INSEAD joins the global effort of social entrepreneurship by organising their faculty
and broader community to offer a course on the requisite business fundamentals
and leadership. This effort, subsidised by INSEAD and external sponsors, offers
scholarships to current and future leaders in social entrepreneurship to learn the
how and why of business. As important, INSEAD offers a forum in which social
entrepreneurs can share their experiences and knowledge with each other.
Ecole Supérieure de Commerce de Lille, France

Master’s Programme in Engineering and Management and Entrepreneurship
http://www.esc-lille.com/site/www/en/home_page_en/master_in_engineering_
and_management.aspx
This 5 year Master’s programme is a unique curriculum in France. Its originality lies
in the cooperation of 2 Higher Education institutions (Ecole Centrale de Lille School
of Engineers, and ESC Lille - Lille School of Management).
The objective of the programme is to provide participants with knowledge of En-
gineering, Management and Entrepreneurship, so as to build successful careers
in Business Creation and Consultancy. Engineering courses are taught at Centrale
Lille, and Management Courses are offered at ESC Lille.
This programme is recognised by the French Government and leads to a Master’s

degree in Engineering and Management.
EM Lyon Business School, France

International MBA Programme
http://executive-education.em-lyon.com/english/executive/imba/EMLYON_interna-
tional_MBA/snapshot/index.aspx
The programme is a full-time International MBA, which actively develops entrepre-
neurial leadership skills and management competencies. Some specific characte-
ristics are:
A 12 month, full-time MBA programme taught in English
Limited class size to ensure high-quality individual support to all
participants
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A year-long Entrepreneurial Leadership Project, allowing the theory
to be applied immediately in a professional environment
Core courses in Accounting, Finance, Marketing, Human Resour-
ces, International Strategy, Personal Development and Seminars in
Entrepreneurship
Specialisation courses in Corporate finance, Marketing, Internatio-
nal Strategy, Innovation Management
Large selection of elective courses
Numerous international exchange possibilities
Career Power and Placement services
The programme starts with an assessment of the participant’s entrepreneurial lea-

dership competencies. This initial assessment serves as a benchmark for progress and
a source of feedback throughout the year. This assessment is also used to select the
Entrepreneurial Leadership Project (ELP) team, career goals, and elective courses.
A year-long series of seminars and events are an integral part of the MBA program-
me. They help to identify the post-graduation career goals and prepare the students
for job search with the backing of professors, human resources consultants, execu-
tive recruiters and the EM Lyon alumni network.
The ELP starts soon after entering the programme. Based on the competency
profile, a team that complements the learning needs and a project are selected.
The projects are real. For eight to nine months, the team works with a profit or non-
profit organisation to address entrepreneurial and innovation issues.
During the third trimester or summer period, there is an opportunity to participate

in an international exchange with one of EM Lyon’s fifteen business school and uni-
versity partners. Learning trips are organised during the year in dynamic business
centres such as Istanbul, Brussels, and Milan.
Le Groupe RMS, France

Entrepreneurship and Innovation in Europe
www.masters-rms.com/en/master_expertise_consulting/index.html
Accredited by the ‘Grandes Ecoles’ conference, the objective of the specialised
Masters in Entrepreneurship and Innovation in Europe is to constitute a genuine
centre of theoretical competence and expertise around two themes: Entrepre-
neurship and Europe.
The Teaching methods are based on lectures and seminars by Reims Management
School tenured professors and visiting professors, with many professionals coming
to talk about their experience with a view to encouraging exchanges of experience
and methods throughout the training.
Three types of training:
Individual (personal work and development)
Student coaching by professionals, and personalised follow up of
projects
Collective (team-work, lectures and meetings)
Varied pedagogical methods:

Face to face and interactive pedagogical tools (simulation games)
Workshops, seminars, lectures…on all the themes developed
Training by research
Study trip to a foreign academic partner university, organised to
discover Eastern European, Mediterranean basin or Anglo-Saxon
markets
The course programme includes 5 teaching modules, one ‘discovery of foreign
markets’ module at a foreign partner university, as well as practical case studies,
workshops, seminars, lectures. The courses are taught in French.
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Programme:
Decision making in a complex, uncertain and risky environment
The economic environment of the decision maker
The legal environment of the decision maker
Development of managerial abilities
Entrepreneurial strategies, communication and economic intelli-
gence
Knowledge of European markets and international project enginee-
ring - 2 week discovery programme at one of the European partner
universities (lectres and company visits)
The students carry out a four month minimum assignment in a company having
a foreign establishment or partnership project in another European country, in a
specialised consultancy firm, or in an economic development mission. This assign-
ment leads to the writing and defence of a professional thesis giving an account of
the experience acquired and the content of the assignment.
CITY Liberal Studies (CITY College), Greece

MSc in Technology, Innovation, and Entrepreneurship
www.city.academic.gr/courses/coursedetails.asp?Id=18
The MSc in Technology, Innovation, and Entrepreneurship was created in order to
tie these three key drivers of economic growth, provide an integrated, strategic
view of management of technology, foster the importance of innovation and nur-
ture the entrepreneurial spirit.
The overall aim of the programme is to provide a multi-disciplinary approach to

the areas of technology, innovation and entrepreneurship. By examining emerging
ICT, the entrepreneurial process and activities, and the dynamics of technological
innovation, combined with a strategic, business-focused approach, the programme
addresses contemporary challenges that managers face today and builds the ne-
cessary knowledge and skills that enable leaders to seize market opportunities and
drive strategic management and intelligent decision making.
Targeted at people from any discipline, the programme is designed to meet the
needs of entrepreneurs, managers and future managers who are seriously consi-
dering starting a business or already work in a business which strategically aims
to be more competitive, innovative, open, agile, prosperous and value creating, by
utilising new technologies and services.
The programme is offered part-time, over a period of two years. It consists of two
cycles of lectures and the postgraduate dissertation. The lectures are held in 3-day
sessions and each unit is covered in one session.
Units are delivered through highly interactive lectures by academics, entrepre-

neurs, executives, researchers and industry professionals, all experts in their fields.
The programme is supported and enhanced by a number of teaching and learning
methods such as seminars, tutorials, bridging units, workshops, virtual classrooms,
discussion boards, multimedia course material, and an e-learning management sys-
tem. The assessment of all units is coursework based.
Structure of the Course:

Core Units
Entrepreneurship and Innovation
Knowledge Technologies for Innovation
Innovation Management and New Product Development
ICT for Strategic Management
Managing Strategic Change
Internetworked Business Enterprises
Managing Knowledge-Driven ICT Projects
Knowledge Society and ICT Policy
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Bridging Units
Fundamentals of Information and Communication Technologies
Business Fundamentals
Dissertation Units
Research Methods and European Research Strategy
Dissertation
Dublin Institute of Technology, Ireland

MSc Business & Entrepreneurship
www.dit.ie/study/postgraduate/browse/programmes/title,545,en.html
MSc in Business and Entrepreneurship is an one-year programme dedicated to
transforming Science, Engineering, Social Science, Business and Technology gra-
duates into leaders who will guide and create tomorrow’s businesses. It aims to
achieve this through providing participants with the acumen to successfully move
ideas and innovations into commercial practice. The course provides students with
the skills and orientation towards enterprise creation, either in an existing business
or as a start-up.
Studies in Semester 1 cover the subjects of Strategy, Marketing, Technology and

Operations Management, Venture Finance and Law. Such accelerated learning is
designed to give participants the conceptual tools needed to analyse business si-
tuations and to undertake business planning. In tandem, participants engage in the
initial stages of dissertation work through seminars dealing with Entrepreneurship,
Business Development and Product Development.
Building on learning from the first semester, studies in semester 2 cover the sub-
jects of Creativity, Marketing, Technology and Operations Management, Accoun-
ting, Law and Taxation. In tandem, participants move to greater engagement with
their dissertation research through more focused seminars and guided supervision.
Submission of the dissertation marks the end of the programme.
An added feature of the programme is the international study trip, which in pre-
vious years has been to Prague. This study visit comprises a range of seminars
delivered by an array of business people, including representatives of Enterprise
Ireland, and visits to small, medium and large indigenous and foreign enterprises,
as well as cultural activities of interest in and around the location of the trip.
University of Limerick, Kemmy Business School, Ireland

Master of Business Studies in International Entrepreneurship Management

www2.ul.ie
The Master of Business Studies in International Entrepreneurship Management
has been specifically designed to meet the needs of recent graduates, graduates
with work experience or owner/managers of small businesses who wish to unders-
tand how to manage and grow a small business internationally. Participants explore
their own entrepreneurial potential and learn in a practical manner how to develop
and grow a small business internationally and are therefore in a position to develop
an international business strategy for a small firm.
The Master of Business Studies in International Entrepreneurship Management

is a one-year, full-time programme which takes place over two semesters, plus a
further period of four months for completion of the International Entrepreneurship
Management Thesis. Applicants wishing to complete the programme on a part-
time basis are also welcome. Part-time students are expected to complete the
Master of Business Studies in International Entrepreneurship Management over a
two-year period. The main focus is on an experience-based education where the
teaching methodology includes lectures, tutorials, case studies, assignments, pro-
jects, presentations and guest speakers including entrepreneurs, consultants and
government agency specialists. Continuous assessment is by assignments and
project work, and there are also end-of-term examinations.
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Semester 1
Establishing New Ventures, Entrepreneurial Marketing and Research Methods,
Managing Innovation and Intrapreneurship, Financing International Small Busines-
ses, Human Resource Management for Small Businesses
Semester 2
International Small Business Planning/Consulting, Internationalising Entrepreneurial
Ventures, Managing International Business Growth, Small Business Economics,
Family Businesses: Generational Challenges and Growth
Summer
International Entrepreneurship Management Thesis
Technische Universiteit Eindhoven (TU/e), the Netherlands

Certificate Technology Entrepreneurship
www.tue.nl
The objective of the Certificate Technology Entrepreneurship (CTE) is to boost en-
trepreneurial skills and abilities of Master students at the TU/e. The certificate is
open to all Master students and is issued by the Technology Management Depart-
ment and the TU/e Innovation Lab.
Students must follow specific electives to be chosen from a list of subjects, deter-
mined annually. This list contains subjects that link up with the themes Entrepre-
neurship, Business Plan and Innovation Management. The subjects are subdivided
into the following areas: law, innovation management, marketing, financial and bu-
siness plan.
The entrepreneurial skills programme runs parallel with students’ own main gra-
duation studies and deals with specific skills required for an entrepreneur. Students
first go through an assessment in which it is determined which skills they need to
focus on in the skills programme.
The skills programme consists of a number of workshops that must be followed,

depending on what is needed. Upon completion of this programme students get
several hours of personal coaching. The following workshops are offered: presen-
tation techniques, collaboration in groups, meetings, negotiations, networking and
selling ideas. No ECTS are granted for this part.
A final project Technology Entrepreneurship is based on an innovative idea that

has been developed at the TU/e. A characteristic of these ideas is that a lot of
knowledge needs to be added to them to convert them into marketable products/
services. For this reason it is listed in a first phase what knowledge is required for
the further elaboration of this idea. Often this knowledge is not present in one per-
son. This is why several graduation tracks (from different study programmes) can
be focussed on the same idea. Each project is independent; students work on the
same basic idea from various angles of approach. In these separate final projects
students must acquire the usual scientific depth that is required for their Master’s
diploma. It means that all students must satisfy the requirements set by their own
study programmes. The ECTS allocated to a final project differ per programme. In
addition, the participants need to write an integrated business plan, which does not
form a part of the final project, but it is obligatory for the certificate.
Universiteit Maastricht Business School, the Netherlands

MSc International Business - Entrepreneurship and SME Management
www.fdewb.unimaas.nl/feba_home/prospective_students/master_programmes/
ESM/
The programme aims:
to provide its students with solid academic knowledge on interna-
tional entrepreneurship and SME management
to develop each student’s entrepreneurial and small business
management skills and competencies.
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It is a one-year programme. The track integrates the academic knowledge available
within the four business departments of the faculty (Organisation and Strategy,
Marketing, Finance, Accounting and Information Management), and applies this
knowledge to a specific business group, namely entrepreneurial and small to me-
dium-sized enterprises. The courses focus on different types of companies, for
instance: high-tech ventures, start-ups and family businesses. The topic of intra-
preneurship or corporate venturing is also touched upon and is aimed at enhancing
the entrepreneurial orientation in larger, established enterprises.
Furthermore, during the skills training ‘Entrepreneurial or SME-Management’ the

students are offered the opportunity to translate their developing knowledge into a
practical business situation. During this one-year academic programme, groups of
students can opt for setting up and managing their own student company, or they
can be linked to a small or medium-sized business and cooperate with its manage-
ment team in developing the company’s long-term strategy. Each team is guided
by a mentor with commercial experience, an accountant and a university mentor.
Students opting for the SME-management module will be matched to SMEs ope-
rating in different sectors and countries and supervised by a university mentor.
The concentration creates value for students aspiring to found their own company
or aiming to join the management team of a small or medium-sized (family) busi-
ness. In addition, the interdisciplinary and practical knowledge developed within
this programme benefits students aiming to become a small business advisor or
consultant (management- or marketing-related, financial or accountant).
Erasmus University Rotterdam, the Netherlands

Entrepreneurship & New Business Venturing
www.rsm.nl.
The MScBA Entrepreneurship & New Business Venturing is a one-year programme
and is interdisciplinary in nature and teaching staff. Students explore and expe-
rience the start of an innovative new company and follow its development into its
subsequent growth stages. They meet experienced academics and practitioners
who can help them focus on the important issues and challenges of entrepreneu-
rial management.
Core courses (20 ECTS)

The Foundations of Entrepreneurship (6 ECTS)
Researching Entrepreneurship I (2 ECTS)
Titans in Venturing (2 ECTS)

Entrepreneurial Start-up (3 ECTS)
Entrepreneurial Growth (3 ECTS)
Field Project Start-up & Growth (2 ECTS)
Researching Entrepreneurship II (2 ECTS)
Master electives (20 ECTS)
New Business Development (10 ECTS)
New Venture Planning (10 ECTS)
Entrepreneurship Without Borders (10 ECTS)
Entrepreneurial Finance (10 ECTS)
Innovative Entrepreneurship (10 ECTS)
Commercialising Science & Technology (10 ECTS)
European Entrepreneurship Lab (10 ECTS)
Extracurricular Activities
The programme starts with a field trip that exposes the students to entrepreneurs
in the vicinity of Rotterdam. Each year, the focus is on a particular industry and this
trip provides early exposure to the ‘real world’ of starting and growing business
ventures.
After the Christmas break the students are provided with the opportunity to join a
study trip in which they explore how entrepreneurs operate in another country.
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The association of entrepreneurship students at RSM Erasmus University orga-
nises workshops and company visits that complement the programme. Most of
these events are sponsored. The sponsors are usually entrepreneurs.
Many Erasmus alumni have become highly successful entrepreneurs, and most of
them are eager to help younger generations of students prepare for an entrepre-
neurial career. Many other entrepreneurs also love to travel to Rotterdam to inspire,
challenge, and inform.
The extensive exchange agreements undertaken by RSM Erasmus University give

the opportunity to take MSc electives at one of the partner universities. Most of
the worldwide partners have interesting entrepreneurship courses that fit nicely
with the programme. The MScBA Entrepreneurship & New Business Venturing
programme has an exclusive exchange agreement with Babson College (USA) that
may allow spending a semester at a world leader in entrepreneurship education.
TSM Business School, the Netherlands

Risk Management and Entrepreneurship in the Healthcare Industry
www.tsm.nl/Pagina.aspx?SubpaginaID=70
This programme offers the opportunity to acquire the knowledge, skills and instru-
ments necessary for risk management and entrepreneurship, linking them to day-
to-day work situations in healthcare institutes. Miscalculated or incompletely han-
dled risks may harm patients and damage the reputations of healthcare institutes.
During the ‘Risk Management and Entrepreneurship in the Healthcare Industry’
programme, the participants learn how to anticipate liabilities and hazards, and how
to deal with them effectively and decisively, within an ever-changing healthcare
environment.
The programme is organised in conjunction with MARSH, a global market leader as

regards risk analysis, risk control and insurance.
Programme features:
Participants gain understanding of the current legislation for regu-
lating entrepreneurial risks.
Participants acquire the skills to identify, analyse, control and moni-
tor structural risks.
Participants acquire the skills to methodically analyse issues invol-
ving risk management and to introduce changes.

Participants gain understanding of control, stabilisation and resto-
ration of the reputation and continuity of healthcare institutes.
Participants acquire the skills to contribute to a better internal and
external entrepreneurship and a corresponding culture.
This programme is designed for executives and professionals in charge of risk ma-
nagement. They work in the healthcare industry and have at least three years expe-
rience, preferably in management. Participants must be able to demonstrate aca-
demic and practical competence on a higher professional educational or university
level. The programme lasts approximately eight months. There are six sessions,
each lasting three half-days.
This programme adopts a narrow (and essentially economic) definition of entre-

preneurship and does not easily invite comparison with other entrepreneurship
education activities.
BI Norwegian School of Management, Norway

Master of Innovation and Entrepreneurship
www.bi.no/Content/Study 56448.aspx
The programme combines theoretical and practical knowledge, and it is also possi-
ble to specialise in one of the two key areas: innovation or entrepreneurship. The
first area (innovation) concentrates more on knowledge of the processes of inno-
vation and is aimed at those wishing to become involved in development within
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either private or public sector organisations. The entrepreneurship specialisation is
aimed more at practical business development and is well suited to those wishing
to be entrepreneurs or become involved with innovation. Within this specialisation,
students will also study at Gründerskolen (start up school).
The common courses cover a range of areas important for the degree. There are
some variations on type of programmes students are admitted to, but they cover
areas within methodology, statistics and management. All master students regar-
dless of their specialisation or major take the common courses belonging to their
master programme.
Financial Management
Applied Microeconomics
Research Methodology
Theories of Business and Economic Development
The specialised courses cover fundamental issues in the specialisation area. Some
of these courses are mandatory while others are electives. The courses are gene-
rally taken in the first year of the MSc programme.
The specialisation courses are focused among the fields: Industry Track, Theory
Track, Applied Track.
Technology Strategy and Strategic Technology
Sectoral Focus on Innovation and Entrepreneurship
Corporate Innovation
Theories of Innovation
New Venture Creation
New Product Development and Service Innovation
Legal Framework for IPR
Global Entrepreneurship
Innovation Strategy and Leadership
Design & Leadership
International and national Perspectives
Financing Innovation and Entrepreneurial Venture
The thesis work is an important, challenging, and rewarding part of the studies. It
starts with the common courses in the first semester and is completed with the
submission of the final thesis.
Universidade Católica Portuguesa, Portugal

Advanced Programme in Entrepreneurship and Innovation Management
www.fcee.lisboa.ucp.pt/custom/template/fceetplgenpgmntp.asp?sspageid=70&la
ng=2&prod=8&curso=54
The Advanced Programme in Entrepreneurship and Innovation Management is a
management programme and is aimed at providing both entrepreneurs and senior
managers with the skills and tools to better identify new business opportunities
and pursue them effectively, namely by being able to:
Craft business models and build strategic frameworks for growth
Enhance the leadership and management skills required for entre-
preneurial growth and success
Promote an entrepreneurial culture within the company
Gain insights into the legal and financial management issues facing
new businesses.
Course Structure
A Global Perspective on Entrepreneurship and Entrepreneurial
Management
Strategic Management
Knowledge Management
Innovation Management and New Product Development
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Technological Change and Productivity: the Portuguese Situation in
a Global Context
Managing Change and Entrepreneurial Teams
Stimulating Creativity and Innovation
Marketing New Products and Services
Marketing Research
‘Setting Up a High Risk Business’ Simulation
Project, Uncertainty and Risk Management
Drawing up Business Plans
Business Models
Franchising Business Development
Evaluating Company Initiatives
Financing Instruments
Internationalisation Strategies: Partnerships, Alliances and Joint Ventures
University of Ljubljana Faculty of Economics, Slovenia

MSc in Entrepreneurship
www.ef.uni-lj.si/en/studij/graduate/programmeDetails.asp?id=5
This programme develops knowledge for recognising and developing business
opportunities, for creation, development, and growth, and for the constant res-
tructuring of businesses to attain excellence on the global market. In the spirit
of modern entrepreneurship, the programme creates businesspersons able to fol-
low world business trends for their own and family-run businesses, and for large
and growing companies. Through inclusion in business processes in Slovenia and
abroad and through personal mentorship, this programme guides students to ac-
quire the knowledge that dynamic, knowledge-based businesses and innovative
organisations seek in new employees.
Areas of Specialisation:
Entrepreneurial Restructuring
Small Business Management
Industrial Policy and Support Environment
ESADE Business School, Spain

Part-time MBA
w w w. e s a d e . e d u / b s / m b a / p a r t _ t i m e _ m b a / p r o g r a m a / c u r r i c u l u m /
entrepreneurship?lang=ENG
Entrepreneurship is studied during the last stage of the Programme, and is compul-
sory for participants not taking the International Exchange option. In addition to the
theoretical content, participants must carry out a company project for presentation
before the end of the MBA. They are assisted in this by guidance from the lecturing
team and tutors at the Entrepreneurship Centre (CIE).
The ESADE Entrepreneurship Centre tries to bring together experts from the most
diverse areas to offer entrepreneurs the training and guidance that covers all the
relevant fields. To guarantee all the multidisciplinary training and advice required,
the CIE team includes 15 lecturers and nearly 40 tutors.
ESADE holds on-going agreements with risk-capital companies, business angels,

incubators, technology parks and governments to enable them to foster the en-
trepreneurial spirit of its participants, and to provide the resources that will give
impetus to the projects of the entrepreneurs.
ESADE runs an on-going programme of activities to encourage an entrepreneurial

mindset amongst its students and to familiarise them with the realities of today’s
business world. Among its initiatives are the FORAD award for a simulation of
company creation, organised jointly with the Financial Times; the New Business
Projects competition, organised by the ESADE Entrepreneurship Centre; and the
agreement between ESADE and CIDEM (Centre for Innovation and Business De-
velopment of the Generalitat de Catalunya), to fund up to 60% of the students’
new projects.
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Every year, the ESADE Alumni Association and the CIE organise a Business Forum
to help new companies find the funding they need during the early stages of their
existence. The Forum forms both a platform and a meeting point for entrepreneurs,
the ESADE Alumni Association and any potential investors looking to invest in inno-
vative projects with a high potential for growth.
Jönköping International Business School, Sweden

Summer Programme in International Entrepreneurship & Venturing
www.ihh.hj.se/doc/2247
The four-week long course is divided into lectures, seminars and workshops given by
experienced professors, researchers and lecturers in the field of entrepreneurship.
The programme also includes two company visits where the students are able to
learn about the industries in the region of Jönköping and a visit to the Science Park’s
business incubator and lab, which offers a flexible and creative infra-structure for
knowledge-intensive companies in various phases and with varying needs.
The formal goals of INTEV are to provide the student with:

Insights into contemporary theoretical and practical developments
in the area of entrepreneurship
Knowledge and experience of some of the principles and models
of business venturing, including business planning
A development oriented attitude towards business activities
Increased communication, group, and project work skills in an
international learning environment, as well as a sense of per-
sonal responsibility in preparation for further studies and career
development.
The contents include: introduction to entrepreneurship, decision to become an en-

trepreneur, developing successful business ideas, moving from an idea to an en-
trepreneurial firm, managing and growing an entrepreneurial firm. Differences and
similarities between conditions for new business venturing in different countries as
well as strategies for starting locally or globally are also studied.
The course is based on three learning processes. The first is traditional seminar
preparations in seminar groups. The second is following a live entrepreneurial case.
The third is creation of a business plan with an international team.
The traditional learning is primarily based on a self-study of the literature and indi-
vidual and team preparation of seminar and project work. The learning process is
supported by lectures and seminars, where both theory and practice are connec-
ted. The ‘live case’ is a team project in a host company and the business plan
project is a particularly important international application and learning experience
in the course.
The course is examined in three parts: 1. a live case study (group work) 2. active
participation in the mandatory seminars with an oral exam (individual), and 3. com-
pletion of a business plan (group work). All three components must be completed
satisfactorily and the three components are equally weighted.
Umeå University, Sweden

Master’s Programme in Strategic Entrepreneurship (Nordic Joint Study Programme)
www.npose.org/
The two-year Master’s programme in Strategic Entrepreneurship (Nordic Joint Stu-
dy Programme) is jointly offered by
USBE (Umeå University, Sweden);
The Swedish School of Economics and Business Administration
(Hanken) in Vaasa, Finland;
The University of Southern Denmark in Kolding
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Maquette wp1.indd 37 15/12/08 15:28:14

Characterised by continuous close contact with the local/regional business environ-
ments in these three countries, as well as guest lectures, mentor companies, and
real business problems, the programme focuses on the entrepreneur’s creativity and
innovation in various business settings. Each institution admits a group of a maxi-
mum of 15 students who study together for one semester at each of the partner
universities before returning to their ‘home’ universities for the final semester. Du-
ring the first three semesters, students take two core courses focusing primarily on
theoretical issues, one on practical applications, and one on methodological issues.
Semester 1: Umeå, Sweden

The first theme concentrates on the identification of entrepreneurial opportunities,
setting the stage for the remainder of the programme and focusing on entrepre-
neurial activity and innovation. The role of the wider business setting for entrepre-
neurship is included here. The courses are:
Innovations in a Changing Business Environment
Dynamic Business Settings
Entrepreneurial Activity and Know-How 1
Entrepreneurial Method and Design
Semester 2: Vaasa, Finland

The second theme assumes the challenge of utilising entrepreneurial opportunities
in new or existing firms – the consolidation of the entrepreneurial or intrapreneu-
rial idea through financial forecasts, business plans, presentation techniques, and
other critical issues. The courses are:
Strategic Management of Knowledge in Business Networks
Management of Critical Business Decisions
Professional and Academic Writing
Semester 3: Kolding, Denmark

The third theme focuses on the expansion and growth of entrepreneurial/intrapre-
neurial firms and activities. It provides an understanding of business systems that
support entrepreneurial growth as well as other issues related to entrepreneurial
activity in international markets. The courses are:
International Business Development and Growth
Information Systems in Growing Networks
Quantitative and Qualitative Field Studies

Semester 4: Home university
The final semester of the Master’s programme in Strategic Entrepreneurship is
spent on a degree project, in which the three themes are an integrated part of the
research projects that students complete.
Master’s Thesis in Strategic Entrepreneurship
University of St. Gallen, Switzerland

KMU-HSG, Swiss Research Institute of Small Business and Entrepreneurship
w w w. k m u . u n i s g . c h / o r g / k m u / w e b . n s f / w w w P u b h o m e p a g e /
webhomepageeng?opendocument
The Swiss Research Institute of Small Business and Entrepreneurship is one of the
oldest and largest academic institutes of the University and for decades it has been
active in research on SME and Family Business topics, as well as in the support of
applied entrepreneurship. The KMU-HSG is the only institute at university level in
Switzerland that is specialised in SMEs. It was founded in 1946 and is a non-profit
organisation.
The Institute is mainly active in four areas: Executive Education for SME managers
and entrepreneurs, Consulting & Services, Research, and academic education at all
three levels at the University.
The list of development and support activities for SMEs includes:
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Maquette wp1.indd 38 15/12/08 15:28:15

Providing expert opinions and tailor-made proposals and helping
firms to carry them out
Carrying business comparisons, planning measures and helping
with practical evaluation of comparative analyses
Forming and running experience exchange groups in different
industries and trades (ex-ex-groups)
Organising short seminars on specific questions on current SME
problems
Running the ‘St. Gall Management Seminar for Small and Medium
Sized Enterprises’, a twenty day comprehensive cycle that gives
SME managers and entrepreneurs a broad yet in-depth view over
today’s management knowledge for SMEs
Running the Programme for Business Management of Small and
Medium-sized Enterprises (‘HSG Diplomprogramm KMU Unterne-
hmensführung’)
The main topics of KMU-HSG research are SME, entrepreneurship and family busi-
ness on national and international level, including basic and applied research.
The institute also hosts the ‘Rencontres de St-Gall’, the oldest SME conference
worldwide, which allows exchange of research knowledge. One of the main aims
of the institute’s research activities is to transfer results into university teaching
and SME training courses.
Coventry University, UK
Enterprise & Entrepreneurship BA Honours degree
www.coventry.ac.uk/undergraduate-study/full-time-courses-by-subject/
business/a/210
The first year of this undergraduate programme introduces and explains the com-
plexity of business and also develops some key skills such as information sear-
ching and presentation.
The second year contains modules that focus on the small firms sector, including
e-commerce, and also the more practical side of setting up a business such as wri-
ting and presenting a business plan. The main skills developed in the second year
relate to team building, leadership and more general problem solving.
The final year of the course offers a wide range of general business modules and
also modules with more of a small firms focus, such as entrepreneurship. In the
final year, the students develop research skills, which help them to complete the
final-year dissertation.
Innovation and Entrepreneurial Studies for Engineers MSc/PgDip degree

www.coventry.ac.uk/postgraduate-study/full-time-courses-by-subject/
business/a/3623
This postgraduate programme prepares participants for innovative entrepreneurial

roles within organisations of all sizes. In addition, it provides them with the tools
and techniques to develop and market their own innovative product. The course
introduces students to all key aspects of managing a business, whilst providing
them with the design and engineering knowledge required to take an idea from
concept through to production.
The course aims to enable the student to:

Develop a firm understanding of Entrepreneurship in both Small to
Medium Enterprises and larger organisations.
Evaluate the process of new product development including the
tools and techniques available.
Understand the systematic integrated nature of organisations and
their impact on the development of business policy and strategy.
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Complete the steps required to take an innovative idea from pro-
duct design and development through to full production, unders-
tanding how a company manufactures and markets an innovative
product.
Team Building, Study Skills & Research Methods and Basic Computing are included
in the Induction Training.
The Taught Modules are:

Entrepreneurship and Innovation for Engineers
Engineering Entrepreneurship
Manufacturing Strategy
Product Development Process
Project Management
Quality and Environmental Management Systems
Financial Decision Making and Risk Analysis
Human Resource Management
Supply Chain Management
Study Skills and Research Methods
In addition the student must satisfactorily complete an individual project.
Nottingham University Business School, UK

University of Nottingham Institute for Enterprise and Innovation
www.nottingham.ac.uk/enterprise/index.htm
The University of Nottingham Institute for Enterprise and Innovation (UNIEI) is one
of the leading centres in enterprise education in Europe and a founder member of
the UK Science Enterprise Centre Network.
Based in the Nottingham University Business School UNIEI was launched in June
2000 with support from the DTI and East Midlands Development Agency (emda).
UNIEI delivers research and teaching programmes and offers student enterprise
and business engagement opportunities from UNIEI lab, based on Nottingham
Science and Technology Park. UNIEI directs the East Midlands Science Enterprise
Network (emsen) bringing together all HEIs in the region.
Research at UNIEI is already well established in the following areas:

The financing of entrepreneurship and small and medium sized
enterprises
Surrogate entrepreneurship
Serial entrepreneurs
Science parks and their development
Venture capital and equity gaps
Entrepreneurship and strategy
UNIEI offers the following optional modules which are available to most undergra-
duates:
New Venture Creation
Corporate Entrepreneurship
Entrepreneurship: Context, Processes and Public Policy
Introducing Entrepreneurship
Entrepreneurship and Business
Science, Technology & Business
At the postgraduate level UNIEI offers the following 1 year taught MSc courses:
Entrepreneurship
Chemistry and Entrepreneurship
Electronic and Electrical Engineering and Entrepreneurship
Crop Biotechnology and Entrepreneurship
Sustainable Energy and Entrepreneurship
Computer Science and Entrepreneurship
40
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University of Strathclyde, UK
Hunter Centre for Entrepreneurship
www.entrepreneur.strath.ac.uk
The Hunter Centre for Entrepreneurship (HCE) was set up in 1996 and is endowed
by Sir Tom Hunter, a Scottish entrepreneur who uses his wealth to make a diffe-
rence on key issues in education and poverty reduction.
The Hunter Centre offers a range of courses designed to meet the needs of under-
graduates, postgraduates, doctoral students and those who wish to pursue profes-
sional development training.
These are provided in the form of electives, which the Strathclyde students can
take as part of their degree programme; specific degree programmes leading to
an undergraduate qualification BA in Business Enterprise and post graduate pro-
grammes in Technology Entrepreneurship at PGCert, PGDip and MSc level, Envi-
ronmental Entrepreneurship, and an internationally delivered Masters in Entrepre-
neurship.
The Hunter Centre provides Enterprise Fellowship training for those seeking to
commercialise research in science and technology.
The Centre also has its own Post Graduate Research School with researchers wor-
king towards obtaining an MPhil or PhD by research. The research activities fall
within three themes: entrepreneurial dynamics, entrepreneurial resources and en-
trepreneurship education. It is developing a number of overseas programmes and
welcomes international exchange students from across the world onto its courses.
University of Wales Institute Cardiff, UK

MBA Social Entrepreneurship
www.uwic.ac.uk/courses/business/MBASocialE.asp
The MBA Social Entrepreneurship is a one-year full-time or two-year part-time pro-
gramme. This course is aimed at those who desire to undertake an executive role
in a social enterprise or co-operative, in the UK or overseas, as well as social en-
trepreneurs.
The structure of this specialised MBA comprises the four core modules of the cur-
rent MBA programme, with an additional two electives, and a customised version
of the dissertation. The two additional electives are:
Social Entrepreneurship – introduction to the concept of the en-

trepreneur and its extension when referring to co-operative and
socially focused activity
Theory of the Social Economy – definitions, identification of
different aspects including cooperatives, community-based enter-
prises, fair trade businesses, etc. and specific features of social
enterprise such as different forms of finance
Students taking this specialised MBA are required to produce a dissertation

focused on social enterprise under one of the following two headings:
Case-study of an existing social enterprise, evaluating its past
successes and providing insights for improving its future perfor‑
mance
Business plan for establishing a new social enterprise
University of Surrey
BSc (Honours) Technology Entrepreneurship
w w w. s u r r e y. a c . u k / u n d e r g r a d u a t e / c o u r s e s / c o u r s e d e t a i l s .
php?url=entrepreneurship/index.htm
This BSc programme, offered jointly by Engineering and Management, aims to
create entrepreneurs and managers and provide them with the skills to prosper in
a high technology business environment.
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The programme provides a clear appreciation of the three integrated areas of tech-
nology, IT and business. The theme of entrepreneurship is fundamental to the pro-
gramme and the term is applied both in the context of new venture creation and
the evolution and growth of an established business. The programme consists of,
almost equally, the three areas below. At each level, a range of modules is offered
in each area. There are three major projects in the programme. In Level 1 a group
project provides the opportunity to discover the real world of business by reviewing
the operation of a local company. In Level 3 an outline proposal for a business
venture is developed and an individual research project is undertaken to encourage
integration of the acquired skills and knowledge. The initiation of business ideas is
encouraged during the programme, and some funding is available to this end. The
university Technology Centre on the Research Park helps new business ventures
to develop.
The technology modules develop awareness of the opportunities that modern

scientific innovation offers for commercial exploitation. Students explore both the
potential products and the methods of production offered by state-of-the-art manu-
facturing processes.
The IT modules offer an in-depth understanding of how IT is changing the way

companies operate and how an IT product is developed. Practical skills in software
and web development are also acquired.
The business components provide the students with an insight into the structure,
behaviour and management of organisations and the changing external environ-
ment in which all businesses operate. A range of topics help the students develop
specific business knowledge and skills and promote self-awareness, personal de-
velopment and management potential.
Programme Structure and Modules
Level 1 Level 2 Level P Level 4
Modules include: Modules include: Optional profes- Modules include:

Communications: Marketing sional training Entrepreneurial
the Core of Com- Web Technologies year Business Develo-
pany Activity Managing People: pment
Computer Sys- Leadership and Business Strategy

tems Team Building System Modelling
Basis of Compu- Object-oriented and Simulation
ter Languages Programming Intelligence
Review of a Com- Emerging Techno- Software for De-
pany Operation logies cision Making
Economic En- Principles of eBusiness
vironment and Design Software Engi-
Business Finance Statistics for neering
Science and Tech- Business Research Project
nology
Influence of
Safety and Law
on Business
Practices
Entrepreneurial
Skills
42
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Conclusion
Generally, entrepreneurship education develops entrepreneurial attitudes and pro-
vides students with the necessary knowledge and skills. The Entrepreneur is de-
fined both as organisation creator and as opportunity recogniser/value creator. In
today’s fast-changing society, the purpose of entrepreneurship education is to de-
velop students’ ability to initiate and carry out entrepreneurial projects ranging from
opportunity recognition to opportunity exploitation.
Entrepreneurship training at university level concentrates mostly on students fol-

lowing economics and business courses and the teaching available to those stu-
dying other subjects is very limited. There are very few universities offering trans-
versal studies and entrepreneurship for the different programmes.
In conclusion, currently there aren’t any well established standards for teaching
entrepreneurship. Universities need to develop their own policies to favour these
activities but although many lessons have been learned from the past there is still
a lot to learn. Sharing best practices from a pedagogical standpoint is much needed
in this as well as other areas of academia. Benchmarking and sharing practices
across borders in the area of entrepreneurship seem more important than ever in
the context of world economic crisis. Infusing an entre/intrapreneurial spirit in the
mind of (young) people seems an equally relevant objective for Europeans given
this context and the goals set by the Lisbon Strategy for Jobs and Growth. The next
part of this study focuses on the evaluation of entrepreneurship education.
43
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46
Maquette wp1.indd 46 15/12/08 15:28:15

Acronyms
BA Bachelor of Arts
BSc Bachelor of Science
DTI Department for Business, Enterprise & Regulatory Reform in UK
ECTS European Credit Transfer System
EU European Union
HEI Higher Education Institutions
ICT Information Communication Technology
IPR Intellectual Property Rights
IT Information Technology
MBA Master of Business Administration
MPhil Master of Philosophy
MSc Master of Science
PGCert Postgraduate Certificate
PgDip Postgraduate Diploma
PhD Doctor of Philosophy
SME Small or Medium sized enterprise
UK United Kingdom
USA United States of America
47
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ANNEX I
Entrepreneurship Programmes in European Business Schools
48
Maquette wp1.indd 48 15/12/08 15:28:15

Maquette wp1.indd 49
ANNEX I - Entrepreneurship Programmes in European Business Schools I.2
49
Location
No University/ School Course/Programme Description Website
Country City
Alpen-Adria-Universität Innovation Management and www.uni-klu.ac.at/iug/in-

1 Austria Klagenfurt
Klagenfurt Entrepreneurship halt/35.htm
MBA programme
Professional MBA Entre-
part time, 4 terms
preneurship New Venture
six general management mo-
Creation and Innovations
dules and four concentration
Management
modules
www.uni-klu.ac.at/iug/in-
2 Donau-Universität Krems Austria Krems
halt/35.htm
Specialisation module of the
Entrepreneurship & Business
Professional MBA Biotech &
Development in Biotech &
Pharmaceutical Management
Pharma
programme
Department of Entrepre-
Johannes Kepler Universität www.iug.uni-linz.ac.at/
3 Austria Linz neurship and Business Deve-
(JKU) Linz
lopment
Students majoring in Busi-

Small Business Management www.wu-wien.ac.at/kmb
ness Administration may
Wirtschaftsuniversität Wien and Entrepreneurship
choose it as a specialisation
(Vienna University of Econo-
4 Austria Vienna
mics and Business Adminis-
tration) Entrepreneurship and Inno- Train entrepreneurial thinking www2.wu-wien.ac.at/entrep/
vation and acting
15/12/08 15:28:15
50
Location
Country City
Introduction to Course in a Bachelor and a

Entrepreneurship Master programme
Course in Master Manage- www.hec.ulg.ac.be/EN/edu-

Entrepreneurship
ment programmes cation/
Ecole de Gestion de l’Univer- Entrepreneuriat et Manage- Course in a module of a Mas-

sité de Liège (Liège Univer- ment en économie sociale ter programme
5 Belgium Liège
sity School of Management)
(HEC-ULg)
Based on seven real assign-
ments
Each assignment involves
www.hec-ulg-entrepreneurs.
Hec-ULg entrepreneurs three students from different
be/en/index.php
backgrounds
Theoretical knowledge is also
presented
Course in different manage- www.uclouvain.be/en-index.

Entrepreneurship
ment programmes html
Entrepreneurship case stu- Course in different engineer

Université Catholique de Louvain-La- dies programmes
6 Belgium
Louvain Neuve
www.solvay.edu
Centre for research in
CRECIS at IAG School of
entrepreneurial change and
Management
innovative strategies
15/12/08 15:28:16
51
Location
Country City
Course in different program-

Entrepreneurship
mes
Course in a Bachelor and a

Université Libre de Bruxelles Theory of Innovation and
7 Belgium Brussels Master Management pro- www.solvay.edu
Solvay Business School Entrepreneurship
gramme
Innovation Technology and A specialised course in the

Entrepreneurship PhD programme
Advanced management pro-

gramme
Executive Master Class in In- Business case or business
novation & Entrepreneurship plan in a team
A programme of 15 2-day
modules & exam
Leuven
Vlerick Leuven Gent Manage-
8 Belgium Gent Course in a Master program- www.vlerick.be
ment School Entrepreneurship
me and in MBA
Entrepreneurship and Busi- Course in Master program-

ness Planning mes
Course in a Master pro-

Entrepreneurial Finance
gramme
15/12/08 15:28:16
52
Location
Country City
School of Economics end Bosnia and Course in different program- www.efsa.unsa.ba/site/en-

9 Sarajevo Entrepreneurship
Business in Sarajevo Herzegovina mes glish
D. A. Tsenov Academy of Elective course in a Bachelor

10 Bulgaria Svishtov Basis of Entrepreneurship www.uni-svishtov.bg/EN/
Economics programme
International Business and

Master programme
Entrepreneurship
University of Economics,
11 Bulgaria Varna www.ue-varna.bg/en/
Varna
Course in Bachelor
Entrepreneurship
programmes
Entrepreneurship Bachelor programme

University of National and
12 Bulgaria Sofia www.unwe.acad.bg/?lang=en
World Economy
Course in different
Entrepreneurship
programmes
Undergraduate study pro-

13 University of Zagreb Croatia Zagreb Entrepreneurship www.efzg.hr
gramme
Entrepreneurship & Elective course in different

Innovation Master programmes
CIIM – Cyprus International www.ciim.ac.cy/easyconsole.
14 Cyprus Nicosia
Institute of Management cfm/page/home
Course, which focuses on the dyna-
Family Business Academy
mics specific to family businesses
15/12/08 15:28:16
53
Location
Country City
Graduate course in the ex-

University of Economics, Czech Repu- www.vse.cz/index-en.
15 Prague Entrepreneurship change programme
Prague blic php?lang=en
Work mostly in small groups
Aims at educating learning

facilitatorsTwo-year, part-time
programme Comprise of six
modules and a master pro-
International Master in Entre-
jectGroup projects, practical www.asb.dk/videreuddannel-
preneurship Education and
exercises, experiments, out- se/mbamaster/imeet.aspx
Training
posts, field work, e-learning,
Aarhus School of Business, summer schools, individual &
16 Denmark Aarhus group supervision & coaching
University of Aarhus
are used
Addresses the theory for

business studies research www.asb.dk/about/depart-
Innovation and Entrepre-
Directed at PhD students of ments/man/fiol/kurser/2007/
neurship Theory
entrepreneurship and inno- innoent-2007.aspx
vation
User Innovation and Entrepre- Course in a Master pro-

17 Copenhagen Business School Denmark Copenhagen www.cbs.dk
neurship gramme
Entrepreneurship & Business Course in a Master pro- http://ois.ebs.ee/eng/oppeai-

18 Estonian Business School Estonia Tallinn
Planning gramme ne.asp?id=1732
15/12/08 15:28:16
54
Location
Country City
Course in a Bachelor pro-

Entrepreneurship http://majandus.ttu.ee
Tallinn University of Technolo- grammegramme
19 gy School of Economics and Estonia Tallinn
Business Administration Centre for Entrepreneurship Develops entrepreneurship as http://majandus.ttu.
and Development part of the degree education ee/?id=14160
Tallinn University of Technolo-

Entrepreneurship and Mana- www.hanken.fi/student/
20 gy School of Economics and Finland Helsinki Major study
gement foretagande?setlanguage=en
Business Administration
Concentration that can be

taken as part of the MBA
High-Technology Entrepre- program
neurship Focus on high- and biotech-
nology firms
9 modules
21 Helsinki School of Economics Finland Helsinki www.hse.fi/EN/frontpage

Master’s programme in
Finnish
Entrepreneurship
Elective within the MBA
programme
Entrepreneurship and SME Major subject study in the

Business Management PhD
15/12/08 15:28:16
55
Location
Country City
Conducts academic research

Entrepreneurship studies as www.tse.fi/EN/units/specialu-
22 Turku School of Economics Finland Turku TSE Entre
a minor and major subject, nits/entre/Pages/default.aspx
and as completing a PhD
Bachelor and Master Pro-

23 Advancia France Paris Entrepreneuriat www.advancia.fr
grammes
www.audencia.com/french-
Study track in the Master in business-school-programs/
Audencia Nantes School of
24 France Nantes Entrepreneurship study track Management international-master-france/
Management
Offers a business incubator curriculum/entrepreneurship-
study-track.html
Part of the curriculum in a

25 Bordeaux Business School France Bordeaux Entrepreneurial Management www.bem.edu/en
Master Programme
Entreprendre, créer, repren-

26 ESC Bretagne Brest France Brest www.esc-bretagne-brest.com
dre
Sophia Anti-
27 CERAM Sophia Antipolis France Entrepreneuriat High Tech www.ceram.edu
polis
Specialisation in a Master’s
International Development
Clermont- programme
28 Groupe ESC Clermont France Projects and Entrepre- www.esc-clermont.fr
Ferrand Elective course in a Master’s
neurship
programme
15/12/08 15:28:16
56
Location
Country City
Entrepreneurship and Inno- Module in a Master’s pro-

vation gramme
29 Groupe ESC Dijon France Dijon www.escdijon.eu
Entrepreneurship and Project Module in a Bachelor’s pro-
Management gramme
Five study tracks with em-

www.enpcmbaparis.com/
ENPC School of International MBA in Technology & Entre- phasis on the Technology &
30 France Paris programs/mba-in-technology-
Management preneurship Entrepreneurship track
entrepreneurship.php
Professional project
Ecole des Dirigeants et des

31 France Courbevoie Entrepreneurial management Specialisation www.edcparis.edu
Créateurs d’Entreprise
Entrepreneurship, Innovation Module in a Master’s pro-

and Disruptive strategies gramme
Lille
32 EDHEC Business School France www.edhec.edu
Nice
Specialisation course in a
Entrepreneurship
Master

Entrepreneurship
gramme
33 ESC Rennes France Rennes www.esc-rennes.fr
Entrepreneuriat 1 & 2
gramme
15/12/08 15:28:16
57
Location
Country City

34 ESCE France Paris Entrepreneurship www.esce.fr
gramme
3-year programme
ESCEM School of Business Tours Entrepreneurship/Takeover www.escem.fr/Default.
35 France «Entrepreneur» Workshop
and Management Poitiers Management Center aspx?tabid=444
validated by the OPPE
Full-time programme
6 months of full-time cour-
www.escp-eap.eu/program-
sework
mes/specialized-masters/15-
ESCP-EAP European School Master Innovation & Entre- Company placement of at
36 France Paris specialized-masters-full-time/
of Management preneurship least 4 months
ms-innovation-and-entrepre-
International seminar of one-
neurship/
two weeks
Professional thesis
Entrepreneurship and Small

37 Ecole Supérieure de Gestion France Paris Specialisation in MBA www.esg.fr
Entrepreneurship Elective course in MBA

Ecole Supérieure Libre des
38 Sciences Commerciales France Paris www.eslsca.fr
Appliquées Management avance des
entreprises et entreprenariat
15/12/08 15:28:17
58
Location
Country City
Elective specialisation se-

Entrepreneurship mester in a Master’s pro-
gramme
39 ESSCA France Anger www.eslsca.fr

Entrepreneurship Teaching and Research Chair
New risks and opportunities

Supplementary Course
for Entrepreneurship
Programme in MBA and

Entrepreneurship: Full-time
Masters
education
About 300 students per year
Entrepreneurial project
Cergy-Pon- Entrepreneurship: Executive
40 ESSEC France during the second half of the www.essec.edu
toise Education
programme
Since January 2000 it has

Entrepreneurship: Ventures
hosted 30 projects - half lead
Incubator
to creating a firm
15/12/08 15:28:17
59
Location
Country City
Entrepreneurship Developing Module in a Master’s pro-

a Business Project gramme
Euromed Marseille Ecole de Finance for Entrepreneurship Module in a Master’s pro-

41 France Marseille www.euromed-marseille.com
Management and Local Development gramme
Module in a Bachelor’s pro-

Entrepreneurship
gramme
They don’t exactly include

Grenoble Ecole de Manage- Centre for Innovation, Tech-
42 France Grenoble entrepreneurship in their www.grenoble-em.com
ment nology and Entrepreneurship
programmes
Part of some modules in the

Entrepreneurship
excutive MBA
43 HEC School of Management France Paris www.hec.edu
Track and elective in the
Entrepreneurship
MBA
15/12/08 15:28:17
60
Location
Country City
Module in a Master’s pro-

Entrepreneurship
gramme
IAE Aix-en-Provence Gradua- Aix-en-Pro-
44 France www.iae-aix.com
te School of Management vence
Module in a Master’s pro-
Entrepreneuriat
gramme
Université Jean Moulin Master MAA, Entrepreneuriat

45 France Lyon www.univ-lyon3.fr
Lyon3 et Management des PMO
Institut d’Administration des

Entreprises de Paris Uni- Entrepreneuriat : création et Module in a Master’s pro-
46 France Paris http://iae.univ-paris1.fr
versité PARIS 1 - Panthéon développement gramme
Sorbonne
Master of Science in Mana- Entrepreneurial two semes-

gement ter project
47 ICN Business School France Nancy www.icn-nancy.com
Module in a Bachelor’s pro-
Entrepreneurship
gramme
Entrepreneurship/ Organiza-
48 IECS, Strasbourg France Strasbourg Major area of study www.iecs.edu
tional Studies/ Consulting
49 IÉSEG France Lille Entrepreneurship Course www.ieseg.fr
15/12/08 15:28:17
61
Location
Country City
Business Venture
Open to all MBA participants
Competition
Entrepreneurial Leadership Elective course in the EMBA
Fontaine- Part of the practices in the

50 INSEAD France Entrepreneurship www.insead.edu
bleau EMBA
Entrepreneurship and Family

Executive programme
Business Programmes
Social Entrepreneurship Executive programme
Bordeaux,
51 INSEEC France Entrepreneuriat Major area of study www.inseec-france.com
Parisbleau
Entrepreneurship and Inno-

vative Projects MS
Institut National des Télé- Course designed as business

52 France Evry Business Plan Challenge www.int-evry.fr
communications plan contest
Entrepreneurship and Innova- Can be chosen as a co-op

tive Project Development year in a Master’s programme
15/12/08 15:28:17
62
Location
Country City
53 Ipag France Paris, Nice Entrepreneuriat Specialisation in the last year www.ipag.fr
MBA - Entrepreneur
54 ISC Paris France Paris Entrepreneur Specialisation in the last year www.groupeisc.com
Entrepreneur Course in the second year
ICG – Institut Supérieur de Course in the International

55 France Paris Entrepreneurship www.isg.fr
Gestion MBA programme
Entrepreneurship Course in MBA and leMBA
Corporate Entrepreneurial
Course in DBA
56 ISM France Paris Strategies www.ism.edu
Corporate Entrepreneurship
Course in E-Learning
for Competitive Advantage
www.esc-lille.com/site/www/
Master’s programme in
Ecole Supérieure de Com- Engineering and Manage- en/home_page_en/master_
57 France Lille cooperation of two Higher
merce de Lille ment and Entrepreneurship in_engineering_and_manage-
Education institutions
ment.aspx
15/12/08 15:28:17
63
Location
Country City
12-month full-time program-

me in English
http://executive-education.
Entrepreneurial Leadership
em-lyon.com/english/execu-
Project
58 EM LYON France Lyon International MBA program tive/imba/EMLYON_interna-
Core & specialisation cour-
tional_MBA/snapshot/index.
ses, and electives
aspx
Opprtunities for international
exchanges
Groupe Sup de Co Montpel- Entrepreneur J www.supdeco-montpellier.

59 France Montpellier Elective course in MBA
lier Entrepreneuriat com
Mastère Spécialisé accrédité

Ecole de Management de Mastere Specialise Entrepre- www.ecole-management-nor-
60 France Caen par la Conférence des Gran-
Normandie neurs mandie.fr
des Ecoles
61 Paris Dauphine University France Paris Parcours Entrepreneuriat www.dauphine.fr
Course in a Bachelor’s pro-

Entrepreneuriat
gramme
Ecole Supérieure de Com- International Entrepre- Course in a Master’s pro-

62 France Pau www.esc-pau.com
merce (ESC) de Pau neurship gramme
Course in a Master’s pro-

Strategic Entrepreneurship
gramme
15/12/08 15:28:18
64
Location
Country City
Accredited by the «Grandes

Ecoles» conference
Entrepreneurship and Innova-
Varied pedagogical methods
tion in Europe
Study trip to a foreign partner
university
63 Le Groupe RMS France Reims www.reims-ms.fr
Compulsory module in a
Entrepreneurship
Master
Law, Economy, and Entrepre-

Course in the Master’s cycle
neurship
MBA specialisation
Crossdisciplinary faculty,
business leaders
64 University of Rennes 1 France Rennes Entrepreneurial Management www.igr.univ-rennes1.fr
The MBA is offered as a dou-
ble degree in management
of SUPELEC
Mont Saint Major in the Grande Ecole

65 ESC Rouen France Entrepreneurialism www.groupe.esc-rouen.fr
Aignan programme
Major in a Master’s pro-

Entrepreneurship
gramme
Saint-Etienne School of Ma- Saint-Etien-
66 France www.esc-saint-etienne.fr
nagement ne
Entrepreneurship and Com- Course in Bachelor’s pro-
pany Start-Ups gramme
15/12/08 15:28:18
65
Location
Country City
Postgraduate Master’s pro-

67 Toulouse Business School France Toulouse Entrepreneurship www.esc-toulouse.fr
gramme
Concentration in a Bachelor’s
Entrepreneurship
programme
Oestrich- Family Business and Entre- Specialisation in a Master’s

68 European Business School Germany www.ebs.edu
Winkel preneurship programme
Entrepreneurship and Entre- Course in a certificate pro-

preneurial Spirit gramme
Katholischen Universität Entrepreneurship and Inno- Course in the Summer

69 Germany Ingolstadt www.ku-eichstaett.de
Eichstätt vation in Tourism School
Course in the full-time MBA

Innovation Entrepreneurship
programme
European School of Manage-
70 Germany Berlin www.esmt.org
ment and Technology
Leading for strategic capabi- Block of core courses in the
lities EMBA
Europa-Institut Saarland Elective course in the MBA

71 Germany Saarbrücken Entrepreneurship www.europa-institut.com
University programme
European University VIA- Frankfurt Entrepreneurship / new Course in the MBA pro-
72 Germany www.mba-cee.com
DRINA (Oder) ventures gramme
15/12/08 15:28:18
66
Location
Country City
Elective course in the full-

73 GISMA Business School Germany Hannover Entrepreneurship www.gisma-hannover.de
time MBA
Module in the part-time MBA

Entrepreneurship
and a course
Strategy and Entrepre- Elective module in a Mas-

neurship ter’s programme
Entrepreneurship Module in graduate studies

HHL - Leipzig Graduate
74 Germany Leipzig Optional compulsory course www.hhl.de
School of Management
Seminar Entrepreneurship: The main content is the
Starting up a Business preparation and discussion of
business plans
Start-up and Growth Mana-

Optional compulsory course
gement
Entrepreneurial Finance Optional compulsory course
International Entrepre-
Course at the graduate level
75 Mannheim Business School Germany Mannheim neurship Research and www.bwl.uni-mannheim.de
Mostly lectures
Practice
15/12/08 15:28:18
67
Location
Country City
Course in a management
Entrepreneurship
programme
Northern Institute of Tech-
76 Germany Hamburg www.nithh.de
nology
The skill is taught together
Entrepreneurship
with other skills
MBA in Unternehmensen-
77 Hochschule Pforzheim Germany Pforzheim www.hs-pforzheim.de
twicklung
Course in the full-time MBA

Stuttgart Institute of Mana- programme
78 Germany Stuttgart Entrepreneurship www.uni-simt.de
gement and Technology Creation of high-growth firms
or renewing existing firms
Elective in «Diplom-Kauf-
Entrepreneurship
mann» programme
WHU – Otto Beisheim Entrepreneurship & Small Elective in the Master of

79 Germany Vallendar www.whu.edu
School of Management and Medium Size Enterprises Science programme
Innovation and entrepre- Elective in the Bachelor of

neurship Science
15/12/08 15:28:18
68
Location
Country City
ALBA Graduate Business Course in the MBA pro-

80 Greece Athens Enterpreneurship I & II www.alba.edu.gr
School gramme
The American College of Course in a Bachelor’s pro-

81 Greece Athens Entrepreneurship Theory www.acg.gr
Greece gramme
Athens/ www.agsm.gr/gr/program-
Athens Graduate School of MSc in Management & Stra-
82 Greece Thessaloniki mes/msc/management_
Management - Athens GSM tegic Entrepreneurship
se.stm
Provide a multi-disciplinary
approach to these areas
Offered part-time over a
MSc in Technology, Innova- period of two years
tion, and Entrepreneurship Different type of lecturers
Postgraduate degree from
the University of Sheffield is
awarded
CITY Liberal Studies (CITY
83 Greece Thessaloniki www.city.academic.gr
College) Entrepreneurship and Small Course in Bachelor’s pro-
Business grammes
Topic in a course in a Mas-

Entrepreneurship
ter’s programme
Entrepreneurial Management Course in the EMBA in Ge-

in a Globalised Environment neral Management
15/12/08 15:28:18
69
Location
Country City
Course in 2 MBAs and 1

Entrepreneurship in IT
Master’s
84 CEU Business School Hungary Budapest www.ceubusiness.com
Entrepreneurship & Innova- Topic in a course in a Bache-
tion lor’s
Course at undergraduate and

Entrepreneurship in High- graduate level
Growth Firms The final part is a two-ses-
Corvinus University of sion simulation
85 Hungary Budapest www.uni-corvinus.hu
Budapest
Introduction to Entrepre-
neurship
Introductory team-based
Entrepreneurship and Star- course offered in 11 busi-
ting New Ventures ness & engineering program-
mes
Entrepreneurship and low Elective course offered in 3

86 Reykjavik University Iceland Reykjavik cost marketing tools business programmes www.ru.is
Elective advanced course in

the MBA
Entrepreneurship Elective course in the MBA
15/12/08 15:28:19
70
Location
Country City
Course in a management
Entrepreneurship
programme
Course in MBS programme

Social and Co-operative En-
Identifies the skills for collec-
87 University College Cork Ireland Cork trepreneurship www.ucc.ie
tive entrepr
Course in MBS programme

Entrepreneurial Skills and
Explores the nature of entre-
Development
preneurial skills

Course in the MBA
neurship
88 Dublin City University Ireland Dublin www.dcu.ie
E-Commerce and Entrepre- Course in 2 Master’s pro-
neurship grammes
Course in the MBA Pro-

Entrepreneurship
University of Dublin, School gramme
www.tcd.ie/Business_Stu-
89 of Business Studies, Trinity Ireland Dublin
dies
College Topic in a module in a Mas-
Entrepreneurial Strategy
ter’s progrmme
15/12/08 15:28:19
71
Location
Country City
Elective course in the Execu-

Entrepreneurship
tive MBA
Entrepreneurship and Busi-

Elective course in a Master’s
ness Innovation in Internatio-
programme
University College Dublin, nal Context
90 Ireland Dublin www.ucc.ie
Smurfit School of Business
Management of Entrepre-
Elective course in 2 Master’s
neurial and Small Business
programmes
Organisations
Entrepreneurship Topic in PhD programme
15/12/08 15:28:19
72
Location
Country City
Course in 2 Bachelor’s pro-

grammes
Project Management & En-
One of them is BSc (Bar
trepreneurship
Studies - Management &
Entrepreneurship)
Course in 6 Bachelor’s
programmes and part of a
Entrepreneurship
module in a Master’s pro-
gramme www.dit.ie
Business and Entrepreneurial Course in a Bachelor’s pro-

Studies gramme
Dublin Institute of Techno-
91 Ireland Dublin
logy
Optional course in a Bache-
Entrepreneurial Studies
lor’s programme
Entrepreneurship and Mana- Elective module in a Mas-

gement ter’s programme
One-year programme dedica-

ted to Science, Engineering,
Social Science, Business and www.dit.ie/study/postgra-
MSc Business & Entrepre-
Technology graduates duate/browse/programmes/
neurship
Guided disertation work title,545,en.html
International study visit
lor’s programme
15/12/08 15:28:19
73
Location
Country City
One-year (full-time) or two-

year (part-time)
Theoretical and practical
aspects of managing and
growing a small business
Master of Business Studies
internationally www.ul.ie/business/courses/
in International Entrepre-
Assignments, project work mbsintlentrepmgmt.shtml
neurship Management
and end-of-term examina-
tions
92 University of Limerick Ireland Limerick International Entrepre-
neurship Management
Thesis
Entrepreneurship and Inno- Course in 4 Bachelor’s pro-

vation grammes
www.ul.ie/business/courses/
entrepprog.shtml
Innovation and Entrepre- Course in the MBA pro-
neurship gramme
15/12/08 15:28:19
74
Location
Country City
Entrepreneurship & Corpo-

Residential in MBA
rate Leadership
Course in 12 Bachelor’s pro-

Entrepreneurship grammes and a core axe in a
Dundalk Institute of Certificate programme
93 Ireland Dundalk www.dkit.ie
Technology
Entrepreneurship 1 and En- Courses in 6 Bachelor’s pro-
trepreneurship 2 grammes
Entrepreneurship and Intra- Mandatory module in a Mas-

preneurship ter’s programme
IEP - ISTUD Entrepre- www.istud.it/sez1295pag939.

94 Fondazione ISTUD Italy Stresa (VB)
neurship Programme asp
Elective course in the MBA

and EMBA
Entrepreneurship
Track in a management de-
95 Luiss Business School Italy Rome gree programme www.luiss.it
Elective course in a Master’s

Entrepreneurial project
programme
15/12/08 15:28:19
75
Location
Country City
Entrepreneurship and Busi- Course in the MBA and in a

ness Planning Master’s programme
96 MIB School of Management Italy Trieste www.mib.edu
Develops an entrepreneurial
Origini Course
spirit
New business and entrepre- Part of a concentration in the

97 MIP – Politecnico di Milano Italy Milano www.mip.polimi.it
neurship MBA programme
SDA Bocconi School of Ma- Master in Strategic and En- www.sdabocconi.it/en/mba_

98 Italy Milano
nagement trepreneurial Management and_master/misa/
Baltic Management Institute Stage in the International

99 Lithuania Vilnius Entrepreneurship www.bmi.lt
(BMI) Executive MBA
15/12/08 15:28:19
76
Location
Country City
Compulsory course in a Mas-

Global Entrepreneurship
ter’s prog

Entrepreneurship
gramme
Entrepreneurship and creati-

ISM University of Topic in a Master’s program-
100 Lithuania Kaunas vity as the source of re-orga- www.ism.lt
Management and Economics me
nisation
Topic in a Master’s program-

Power of entrepreneurship
me
Entrepreneurship and inno- Research topic in the Docto-

vation ral studies
Elective course in a Bache-

University «SS Cyril and
lor’s programme and compul-
101 Methodius», Faculty of Eco- Macedonia Skopje Entrepreneurship www.eccf.ukim.edu.mk/en
sory course in two Bache-
nomics
lor’s programmes
15/12/08 15:28:19
77
Location
Country City
Entrepreneurship Courses:
Track in the MBA, accent in
Economics of Entrepre-
a Master’s and a minor in a
neurship Entrepreneurial
Bachelor’s programme
Finance International Entre- www.abs.uva.nl
Some of the courses are
preneurship Cultural Entre-
taught in other Master’s and
preneurship and Innovation
Bachelor’s programmes
Thesis on Entrepreneurship
Universiteit van Amsterdam
102 Netherlands Amsterdam
Business School
Literature study Entrepre- Course in a Bachelor’s
neurship programme
www.fee.uva.nl/ace/home.
Affiliated with the Business cfm
Amsterdam Center for Entre- School, main sponsor is
preneurship Fortis Bank Nederland and is
also sponsored by KPMG
15/12/08 15:28:20
78
Location
Country City
Minor in Bachelor’s
programmes
Elective in 2 Master’s and 1
Entrepreneurship www.tue.nl
Bachelor’s
Course in the PhD
programme
Open to all Master students

Technische Universiteit Students follow specific
103 Netherlands Eindhoven electives linked to Entrepre-
Eindhoven
neurship, Business Plan and
Innovation Management
ttp://w3.tue.nl/en/the_uni-
Certificate Technology Entre- Entrepreneurial skills pro-
versity/entrepreneurship/stu-
preneurship gram runs parallel and
dent/master/
consists of a number of
workshops
Final project based on an
innovative idea developed at
the TU/e
15/12/08 15:28:20
79
Location
Country City
Specialisation in a Master’s
programmeAttention is not
www.rug.nl/feb/onderwijs/
only paid to theory, but also
Small Business & Entrepre- masteropleidingen/mscbusi-
to entrepreneurial skills1 field
neurship nessadministration/mscbas-
course and 2 modules - com-
bande/inhetkort
pulsory10 ECTS available for
optional modules
104 University of Groningen Netherlands Groningen

Entrepreneurship and Inno- Course in 2 Master’s pro-
vation grammes

Entrepreneurial Skills I and II www.rug.nl
gramme
New Ventures and Entrepre- Topics in the first year of the

neurship Bachelor’s programme
Hanze International Business The Entrepreneur and The Topics in the first year of the
105 Netherlands Groningen www.ibsgroningen.com
School Practical Entrepreneur Bachelor’s programme
15/12/08 15:28:20
80
Location
Country City
Minor in 3 Master’s program-

Entrepreneurship
mes
Entrepreneurship and Inno- Module in the international

106 Hogeschool van Amsterdam Netherlands Amsterdam www.hva.nl
vation MBA
Minor in an Engineering
Digital Entrepreneurship
programme
E-entrepreneurship Course
Leiden University School of
107 Netherlands Leiden www.lusm.leidenuniv.nl
Management
Elective in a ICT Master’s
Technopreneurship
programme
Lemniscaat School of Mana- Challenging: Strategic Entre-

108 Netherlands Utrecht Management course www.lemniscaat-edu.nl
gement preneurship
15/12/08 15:28:20
81
Location
Country City
Knowledge & Technology

Management - Entrepre-
Open executive programme
neurship & Innovation - Inter-
national Management
Concentration in a Master’s
programme
Universiteit Maastricht Busi- Integrates the knowledge
109 Netherlands Maastricht www.fdewb.unimaas.nl
ness School available within the 4 bu-
siness departments of the
Entrepreneurship and SME
faculty
Management
Groups of students can opt
for setting up and managing
their own company, or be
linked to a small or medium-
sized busines
15/12/08 15:28:20
82
Location
Country City
Intrapreneurship, Entrepre- Topics in a course in the

neurship MBA & EMBA
Women Entrepreneurship Senior management pro-

Promotion gramme
Women Entrepreneurship (Cuba) Tailor made programme
Entrepreneurship Develop-
ment for the Garment Indus- Tailor made programme
try (Philippines)
Entrepreneurship Develop-
Maastricht School of Mana- ment for Small Industries in Tailor made programme
110 Netherlands Maastricht www.msm.nl
gement Henan (China)
Entrepreneurship Develo-
pment for Small Industries Tailor made programme
(West Bank/Gaza Strip)
Training of Women Entrepre-

neurs in Micro Enterprises Tailor made programme
(Vietnam)
Entrepreneurship and Job Outreach executive pro-

Creation gramme
Successful Entrepreneurship Master class
15/12/08 15:28:20
83
Location
Country City
Course in a Master’s and 3

Entrepreneurship
MBA
Nyenrode Business
111 Netherlands Breukelen www.nyenrode.nl
Universiteit
Introduction to Entrepre- Course in an MBA program-
neurship me
Interdisciplinary in nature
and teaching staffField trip to www.rsm.nl/portal/page/por-
expose the students to ental/RSM2/Programmes/Mas-
Master of Science in Busi-
trepreneurs in the vicinity of ters%20of%20Science%20
ness Administration Entre-
RotterdamStudy trip abroad- in%20Business%20Adminis-
preneurship & New Business
Workshops and company tration/Entrepreneurship%20
Venturing
visits Ties with leading entre- and%20New%20Busi-
preneursTaking the electives ness%20Venturing
at a partner university
Erasmus University Entrepreneurship and New Elective in a Bachelor’s pro-

112 Netherlands Rotterdam
Rotterdam Business Venturing gramme
Specialisation in the evening

Entrepreneurship
MScBA
www.rsm.nl
Masterclasses for Entrepre- Short, intensive and hands-on
neurs programmes for entrepreneurs
Economics of Entrepre- Course in a Master’s pro-

neurship gramme
15/12/08 15:28:20
84
Location
Country City
Entrepreneurship in the
Management programme
Construction Industry

neurship in the Healthcare Management programme
113 TSM Business School Netherlands Enschede www.tsm.nl
Industry
Risk Management and En-

trepreneurship in the Health- Management programme
care Industry
15/12/08 15:28:20
85
Location
Country City

vation in School
Course in two Bachelor’s

programmes
Hands-on e-business for
Lectures, lab exercise, guest
entrepreneurs
114 Agder University College Norway Kristiansand lecturers, 2 projects, project www.hia.no
presentation, group work
Course in two Bachelor’s and

one one-year
Entrepreneurship
Seminar-based course with
2-3 workshops
15/12/08 15:28:20
86
Location
Country City
Course in 4 Bachelor’s and 1

Basic Entrepreneur Course in Master’s
Business Establishment Lectures combined with
case & group work
Entrepreneurship and Inno- Course in one Bachelor’s and

vation one one-year programme
Course in 3 Bachelor’s & 1

Entrepreneurship
advanced study
114 Agder University College Norway Kristiansand www.hia.no
Entrepreneurship for humanists Course in 5 Bachelor’s programmes
1-year elective programme in

a Bachelor’s
Project and group work along
Entrepreneurship and
with case and assignment
Network Economy
presentations
Guest lecturers and mentors
from business
15/12/08 15:28:20
87
Location
Country City
Combines theoretical and

practical knowledge
Master of Innovation and Specialise in innovation or www.bi.no/Content/Stu-
Entrepreneurship entrepreneurship dy____56448.aspx
Common and specialisation
courses
BI Norwegian School of
115 Norway Oslo
Management Entrepreneurship Course at all levels
Specialisation Directions
Entrepreneurship (Major/Minor) at Master and www.bi.no
PhD
Entrepreneurship Bachelor programme

NHH – Norwegian School gramme
Entrepreneurship with a Fo-
116 of Economics and Business Norway Bergen Lectures and problem based www.nhh.no
cus on Market Evaluation
Administration learning Interactions with lo-
cal entrepreneurial ventures
Entrepreneur in Theory and Course in a Master pro-

Practice gramme
Gdansk University of Tech-
117 Poland Gdansk www.zie.pg.gda.pl
nology
Economic and Entrepre-
Postgraduate course
neurship Education
15/12/08 15:28:21
88
Location
Country City
Gdansk Management Course in a Bachelor pro-

118 Poland Gdansk Basics of Entrepreneurship www.wsz.pl
College gramme
Course in 2 Bachelor pro-

Entrepreneurship
Leon Kozminski Academy of grammes
119 Entrepreneurship and Mana- Poland Warsaw www.kozminski.edu.pl
gement Financial Strategy for Entre- Course in a Master pro-
preneurial Business gramme
Social Entrepreneurship Course in the EMBA

120 AESE Portugal Lisbon www.aese.pt
New Entrepreneurial Adven-
Course in the EMBA
tures
15/12/08 15:28:21
89
Location
Country City
Advanced Programme in
Executive management
programme
vation Management
Banking – Entrepreneurial Course in the MBA pro-

Universidade Católica Finance gramme
121 Portugal Lisbon www.fcee.lisboa.ucp.pt
Portuguesa
Course in the MBA pro-
Entrepreneurship
gramme
Entrepreneurship and Start- Seminar in a Master’s pro-

up Financing gramme
Global Management, Stra- Specialisation in a PhD pro-

tegy and Entrepreneurship gramme
Elective in the MBA pro-

122 ISCTE Business School Portugal Lisbon Entrepreneurship www.ibs.iscte.org
gramme
Entrepreneurship and Course in a Master’s pro-

Networks gramme
Elective course in a under-

Faculdade de Economia of graduate programme
123 Portugal Lisbon Entrepreneurship www.fe.unl.pt
Universidade Nova de Lisboa Course in a Master’s pro-
gramme
15/12/08 15:28:21
90
Location
Country City
IEDC-Bled School of Topic covered by a managers

124 Slovenia Bled Entrepreneurship www.iedc.si
Management programme
Programme with 3 areas of

specialisation
University of Ljubljana Specialisation in 2 undergra-

125 Slovenia Ljubljana Entrepreneurship www.ef.uni-lj.si
Faculty of Economics duate
Specialisation in a undergra-
duate

Entrepreneurship
lor’s programme
University of Deusto, San San Sebas-
126 Spain www.deusto.es
Sebastián tián
Entrepreneurial Culture
lor’s programme
University of Deusto, Bilbao Entrepreneurship and Run- Optional course in a Bache-

127 Spain Bilbao www.lacomercial.deusto.es
campus ning a Business lor’s programme
15/12/08 15:28:21
91
Location
Country City
EAE – Escuela de Adminis- MBA Entrepreneurship &

128 Spain Barcelona www.eae.es
tración de Empresas Family Business
Topic in an exchange pro-

EuroArab Management
129 Spain Granada Entrepreneurship gramme www.eams.es
School
Topic in executive courses
Collaborate in starting up
Business Consolidation and
130 EOI - Business School Spain Madrid new enterprises and training www.eoi.es
Creation Programmes
the SME entrepreneur

In the last stage of the part-
Entrepreneurship time MBA
Course in the combined
programme
131 ESADE Business School Spain Barcelona www.esade.edu
& a Master’s
International Entrepre- Elective course in a Master’s

neurship programme
15/12/08 15:28:21
92
Location
Country City
ESIC – Business and Marke- Business Project Manage- Stage in the MBA, Internatio-
132 Spain Madrid www.esic.es
ting School ment and Entrepreneurship nal and EMBA
IDEC, Pompeu Fabra Univer- Innovation and Entrepre- Key area of study in the full-
133 Spain Barcelona www.idec.upf.edu
sity neurship time MBA
IEDE – Institute for Exec Course in the International

134 Spain Madrid Entrepreneurship www.iede.edu
Development MBA Programme
An Introduction to Entrepre- Course in the MBA pro-

neurial Finance gramme
IESE Business School - Uni- Course in the MBA pro-

135 Spain Barcelona gramme www.iese.edu
versity of Navarra
Topic in 3 management pro-
Entrepreneurship
grammes
Basic seminar in PhD in Ma-
nagement
Course in Master in Manage-

Instituto de Empresa Busi- ment
136 Spain Madrid Entrepreneurship www.ie.edu
ness School Elective or core in the diffe-
rent MBAs
La Salle de la Universitat Entrepreneurship & Venture Course in 4 Bachelor’s pro-

137 Spain Barcelona www.salle.url.edu
Ramon Llull Capital grammes
15/12/08 15:28:21
93
Location
Country City
Entrepreneurship and New

Undergraduate course
Business Development
Entrepreneurship and new www.iei.liu.se/pie/presenta-

138 EKI, Linköpings universitet Sweden Linköping Course
business establishment tion
Innovative entrepreneurship Core course in a Master’s

and business planning programme
IFL at the Stockholm School Concentration in the Execu-

139 Sweden Stockholm Leading Innovation www.ifl.se
of Economics tive MBA
15/12/08 15:28:21
94
Location
Country City
Entrepreneurship and Busi- Course in 2 Bachelor’s pro-

ness Planning grammes
Public Entrepreneurship and Track in a Bachelor’s pro-

Politics gramme
Course in 2 Master’s pro-

Corporate entrepreneurship
gramme
Jönköping International Busi-
140 Sweden Jönköping www.ihh.hj.se
ness School Entrepreneurial Accounting Course in a Master’s pro-
and Control gramme
Entrepreneurship Topic in 2 doctoral programmes
Topic in a doctoral program-

me
Media Entrepreneurship Topic in a doctoral programme
15/12/08 15:28:21
95
Location
Country City
Two tracks: Entrepreneurial

Management & Innovation
and Engineering Manage-
Master in Innovation and
ment www.ihh.hj.se/doc/2268
Business Creation
Mainly elective courses
Semester abroad in a partner
university
Jönköping International Busi-
140 Sweden Jönköping
ness School Summer Programme
International Entrepre- Four-week course divided
www.ihh.hj.se/doc/2146
neurship & Venturing into lectures, seminars and
workshops
World’s largest collection of

ICE - Information Centre for
texts on entrepreneurship, www.hj.se/doc/4404
Entrepreneurship
small business, innovation
15/12/08 15:28:22
96
Location
Country City
Action-oriented pedagogy
Four compulsory courses
Master Programme in Entre- and an entrepreneurial pro-
preneurship ject
External and internal profes-
sors
Lund University, School of
141 Sweden Lund www.ehl.lu.se
Economics and Management
Small Business Economics,
Regional Development, and
gramme
Entrepreneurship
Corporate Entrepreneurship Course in a Master’s pro-

and Firm Growth gramme
Entrepreneurship and enterprise Course at the graduate level
Entrepreneurship and Gender Course at the graduate level
International Entrepre-
Stockholm School of neurship
142 Sweden Stockholm www.ehl.lu.se
Economics
Entrepreneurship - Theories
Doctoral course
in Action
Social science and Economic

Perspectives on Entrepre- Doctoral course
neurship
15/12/08 15:28:22
97
Location
Country City
Entrepreneurship and Inno- Course at both bachelor and

vation Processes master levels
Stockholm University School

143 Sweden Stockholm Research on Entrepre- www.fek.su.se
of Business Doctoral course
neurship
Entrepreneurial Marketing Doctoral course
15/12/08 15:28:22
98
Location
Country City
Two-year studies
Basic and elective courses, 2
theses
Master’s Program in Entre- Gender perspective is ap-
preneurship plied
Key issues related to innova-
tion and change are highli-
ghted
144 Umeå University Sweden Umeå www.fek.su.se
Two-year programme jointly
offered by 3 Nordic schools
Master’s Programme in Stra- Contact with local/regional
tegic Entrepreneurship (Nor- businesses
dic Joint Study Programme) Guest lectures and mentor
companies
Real business problems
15/12/08 15:28:22
99
Location
Country City
Entrepreneurial Financial
Course in Social Sciences
Management
Entrepreneurial Management
and Change

ness Development
144 Umeå University Sweden Umeå www.fek.su.se
Entrepreneurship, Business
Contexts and Change
Master’s Thesis / Entre-

preneurship and Business Course in Social Sciences
Dynamics
Strategic Entrepreneurship Course in Social Sciences
15/12/08 15:28:22
100
Location
Country City
Business & Management Course in 2 Bachelor’s pro-

145 Switzerland Geneva Entrepreneurship www.bmuniversity.com
University grammes
Certificate in Entrepre- Certificate programme

EGSM Educatis Graduate
146 Switzerland Altdorf neurship I & II Elective course in a Master’s www.educatis.com
School of Management
Entrepreneurship programme
Course in 4 Bachelor’s
International University in
147 Switzerland Geneva Entrepreneurship programmes and 3 Master’s www.iun.ch
Geneva
programmes
Hautes Etudes Commercia- Certificat de Entrepre- http://entrepreneurship.unige.

148 Switzerland Geneva
les - HEC Genève neurship ch/www/index.php
Graduate School of Business Change Management and

149 Switzerland Zurich Core competency www.gsba.ch
Administration Zurich Entrepreneurship
15/12/08 15:28:22
101
Location
Country City
Core subject in the MBA

Entrepreneurship
programme
IMD – International Institute

Entrepreneurship -a longer Elective course in the MBA
150 for Management Develop- Switzerland Lausanne www.imd.ch
view programme
ment
Family Business and Entre- Topic in an open enrolment

preneurship programme
Entrepreneurship Course in different programmes

151 HEC Lausanne Switzerland Lausanne www.hec.unil.ch
Management of Technology Specialisation in the Master
and Entrepreneurship of Science programme
15/12/08 15:28:22
102
Location
Country City
Finance Analysis and Entre- Elective course in a Bachelor’s

preneurial Evaluation programme
Collaborative Commerce:
Elective course in a Bache-
Forms of Entrepreneurial www.unisg.ch
lor’s programme
Cooperation
152 University of St. Gallen Switzerland St. Gallen
Course in the MBA
ness Planning
www.kmu.unisg.ch/org/kmu/
Swiss Research Institute of
web.nsf/wwwPubhomepa-
KMU-HSG Small Business and Entre-
ge/webhomepageeng?open
preneurship
document
Introduction to Entrepre-
neurship & Small Business Undergraduate course
Management
153 Webster University Geneva Switzerland Geneva www.webster.ch
Small Business Management Business and management
and Entrepreneurship course
Zurich University of Applied Minor in a Bachelor’s program-

154 Switzerland Winterthur Entrepreneurship www.zhaw.ch
Sciences me
15/12/08 15:28:22
103
Location
Country City
Entrepreneurship and Small Required course in a Master’s

155 Istanbul University Turkey Istanbul www.isletme.istanbul.edu.tr
Business Programme
New Venture Development

156 Koç University Turkey Istanbul Course in the EMBA www.gsb.ku.edu.tr
(Entrepreneurship)
www.bath.ac.uk/manage-
University of Bath School of Integrative business planning
157 UK Bath Entrepreneurship in Action ment/courses/mba/modules/
Management project, part of the MBA
claverton.html

Core module in the MBA
neurship
158 Aston Business School UK Birmingham www.abs.aston.ac.uk
Elective module in a Mas-
Entrepreneurial Strategies
ter’s Programme
Elective module in Bachelor’s

159 University of Birmingham UK Birmingham Entrepreneurship programmes and the MBA in www.business.bham.ac.uk
International Business
Bradford School of Manage-

160 UK Bradford Entrepreneurship Elective course in the MBA www.brad.ac.uk
ment
15/12/08 15:28:22
104
Location
Country City
Emerging Technology Entre-

preneurship
High Technology Entrepre-

161 Judge Business School UK Cambridge Elective courses in the MBA www.jbs.cam.ac.uk
neurship
Social Enterprise and Entre-

preneurship
Entrepreneurship and Small Elective module in a Bachelor’s

162 Cardiff Business School UK Cardiff www.cardiff.ac.uk
Business Development programme
Elective stream in a Master’s

163 Cass Business School UK London Entrepreneurship www.cass.city.ac.uk
Programme
University of Chicago Gra- Entrepreneurial Finance and

164 UK London Elective course in the EMBA www.chicagogsb.edu
duate School of Business Private Equity
15/12/08 15:28:23
105
Location
Country City
BA Honours degree - 3 years

Modules focus on the small
www.coventry.ac.uk/under-
Bachelor in Enterprise & firms sector
graduate-study/full-time-cour-
Entrepreneurship Opportunity to establish and
ses-by-subject/business/a/210
run a group entrepreneurial
venture
165 Coventry University UK Coventry
Prepares participants for
roles within organisations of
Innovation and Entrepreneu- www.coventry.ac.uk/postgra-
all sizes
rial Studies for Engineers duate-study/full-time-courses-
Provides knowledge for
MSc/PgDip degree by-subject/business/a/3623
developing and marketing of
own innovative products
www.som.cranfield.ac.uk/
Entrepreneurship & New Elective themed major mo-
som/mba/executivemba/ele-
Venture Creation dule in the EMBA
centrepreneurship.asp
Bettany Centre for Entre- Promotes entrepreneurial www.som.cranfield.ac.uk/

preneurial Performance and ventures with high perfor- som/groups/enterprise/en-
Cranfield School of Economics mance potential trep/
166 UK Bedfordshire
Management
Focused on owner managers
and MD’s
www.som.cranfield.ac.uk/
Business Growth and Deve- Participants develop their
som/groups/enterprise/credo/
lopment Programme own growth strategy for their
index.asp
own business and a plan to
implement that strategy
15/12/08 15:28:23
106
Location
Country City
Managing Small and Medium Elective module in Bachelor’s

Sized Enterprises programmes
Entrepreneurship in Busi- Elective module in Bachelor’s

ness Today programmes
www.dmu.ac.uk
Entrepreneurial Organisa-
Elective module in the MBA
De Montfort University, tions
167 UK Leicester
Leicester Business School
Enterpreneurship and Inno-
vation
1-year full-time www.dmu.ac.uk/faculties/

MSc International Business 7 compulsory modules + 1 business_and_law/business/
and Entrepreneurship elective + dissertation courses/pg/sm_msc_interna-
Strong international focus tional_BusEnter.jsp
15/12/08 15:28:23
107
Location
Country City
Entrepreneurship Elective module in the MBA www.dur.ac.uk
Part-time programme
Flexible, modular approach www.dur.ac.uk/dbs/degrees/
Executive Master in Enter-
Completion in a minimum of 27 exec-masters/exec_enterpri-
prise Management
168 University of Durham UK Leicester months and up to a maximum semanagement/
of 5 years
Research-based entrepre-
neurship centre www.dur.ac.uk/dbs/faculty/
Centre for Entrepreneurship
Originated with a grant from groups/entrepreneurship/
Barclays Bank
Entrepreneurship and Family Course in the MBA+ program-

Business me for already holders of MBA
New Venture Creation and Course in the MBA+ program-

the Entrepreneurial Process me for already holders of MBA
University of Edinburgh www.business-school.ed.ac.
169 UK Edinburgh
Business School uk/research/centres/cer/
Entrepreneurship and Mana- Core course in a Master’s
gement Programme
Entrepreneurship and Small Elective course in Business

Firms Studies (undergraduate)
15/12/08 15:28:23
108
Location
Country City
Management (Entrepre- Major in a Bachelor’s program-

neurship) me
www.ebslondon.ac.uk
Entrepreneurship and New Core module in the MBA in
Business Ventures International Business
European Business School
170 UK London
London
2 semesters of core and specia-
list modules, 1 elective module www.ebslondon.ac.uk/
MA in Entrepreneurial Mana-
and a dissertation ma_entrepreneurial_manage-
gement
Strong focus on group-oriented ment.asp
teamwork
Entrepreneurship and Strate- Optional module in a Bachelor’s

www.gre.ac.uk
gic Innovation programme
3 years full-time, 4 years sand-

Business Entrepeneurship wich, 4-6 years part-time www.gre.ac.uk/courses/ug/
and Innovation, BA Hons Commercial orientation and bus/n196
University of Greenwich
171 UK London academic rigour
Business School
Opportunity to study a BSc

Hons course ‘with Entrepre-
Entrepeneurship Combined www.gre.ac.uk/courses/ug/
neurship’, devised and delive-
Degrees bus/entrep_combined
red by the Centre for Entrepre-
neurship
15/12/08 15:28:23
109
Location
Country City
Henley-on-
172 Henley Management College UK Entrepreneurship Elective module in the MBA www.henleymc.ac.uk
Thames
Entrepreneur Sustainable Optional module in a Bachelor’s

Business programme
Hull University Business
173 UK Hull www.hull.ac.uk
School
Business Innovation Optional module in the MBA
Entrepreneurship and Inno- Compulsory element of the

vation MBA
Specialisation in the Distance

Entrepreneurship www3.imperial.ac.uk
Learning MBA
Imperial College, Tanaka Core Course in two Master’s

174 UK London Entrepreneurship
Business School programmes
Business plan competition

Run annually by the Entrepre- www3.imperial.ac.uk/entre-
Entrepreneurs’ Challenge neurship Centre Open to all preneurship/entrepreneurs-
Imperial College students challenge/
Sponsored by big corporations
15/12/08 15:28:23
110
Location
Country City
Enterprise and Entrepre- Elective module in a Bachelor’s

neurship programme
Entrepreneurship in an Inter- Optional module in a Master’s

www.kingston.ac.uk
national Context programme
Entrepreneurial Ventures Elective module in the MBA

175 Kingston University UK Kingston
3 years full-time, 4 years sand-

wich
Entrepreneurship and Mana- In level 2 - setting up and www.kingston.ac.uk/entre-
gement BA (Hons) running own business or conti- preneurshipmanagement/
nuing the personal develop-
ment

Entrepreneurship
gramme
www.lums.lancs.ac.uk
Entrepreneurship Elective module in the MBA
Lancaster University
176 UK Lancaster
Management School
4 years
Integration of theory and www.lums.lancs.ac.uk/ugpro-
BA (Hons) Management and
practice grammes/entrep/BAMgmtEn-
Entrepreneurship
3rd year spent in paid employ- trep/
ment
15/12/08 15:28:23
111
Location
Country City
Leeds University Business Entrepreneurship and Inno-

177 UK Leeds Elective module in the MBA http://lubswww.leeds.ac.uk
School vation
Elective module in 2 Bachelor’s

Entrepreneurship www.lincoln.ac.uk
programmes
178 Lincoln Business School UK Lincoln 3 or 4 years

www.lincoln.ac.uk/home/
Core business subject areas
BA (Hons) Business and courses/lbs/undergraduate/
and core enterprise related
Enterprise business_enterprise/index.
subjects
asp
Optional work placement
Separate subject area

Includes teaching, research, www.london.edu/entrepre-
179 London Business School UK London Entrepreneurship
support for entrepreneurs, neurship.html
competitions, publications
Loughborough Univesity Loughbo- Small Business & Entrepre- Optional module in 5 Master’s
180 UK www.lboro.ac.uk
Business School rough neurship programmes
181 Manchester Business School UK Manchester Entrepreneurship project Part of the MBA www.mbs.ac.uk
Specific focus on SMEs

Business Partnership Project - www.business.mmu.ac.uk/
Manchester Metropolitan BA (Hons) Business Enter-
182 UK Manchester working with an entrepreneur programmes/undergraduate/
University prise
on a significant business related coursedetail.php?uref=8
problem
15/12/08 15:28:24
112
Location
Country City
Small Business and Entre- Elective module in Executive

www.ncl.ac.uk
preneurship MBA
Internationally-oriented pro-
183 University of Newcastle UK Newcastle gramme
MSc in Innovation, Creativity Choice of running own busi- www.ncl.ac.uk/nubs/pos-
and Enterprise Management ness on the Business Enter- tgrad/taught/icem/index.htm
(ICEm) prise for Postgraduate Students
elective
Extended Individual Project
http://newcastlebusinesss-
Northumbria University, Core module in Business Mana-
184 UK Newcastle Entrepreneurship chool.co.uk/businessmanage-
Newcastle Business School gement - BA
ment-ba.aspx
15/12/08 15:28:24
113
Location
Country City
Entrepreneurship and Busi- Core module in several under- www.nottingham.ac.uk/busi-

ness graduate programmes ness/ug/ugmods.html
www.nottingham.ac.uk/busi-
Social Entrepreneurship /
Elective MBA module ness/mba/ElectiveModules.
Entrepreneurship
html
9 core modules & 2-3 electives

www.nottingham.ac.uk/busi-
MBA Entrepreneurship Integrating Module to test and
ness/mba/N10A.html
Nottingham University re-test entrepreneurial ideas
185 UK Nottingham
Business School
A flagship programme of the
School’s University of Nottin- www.nottingham.ac.uk/busi-
MSc Entrepreneurship
gham Institute for Enterprise ness/ma/N103.html
and Innovation (UNIEI)
Delivers research and teaching

Institute for Enterprise and programmes and offers student www.nottingham.ac.uk/enter-
Innovation (UNIEI) enterprise and business enga- prise/index.htm
gement opportunities
15/12/08 15:28:24
114
Location
Country City
Strategy and Entrepre- Specialisation in BA (Hons)

neurship programmes
Four-year sandwich award with

BA (Hons) - Business (Stra-
186 Nottingham Trent University UK Nottingham third year on industrial place- www.ntu.ac.uk/nbs
tegy and Entrepreneurship)
ment
Optional module in a BA (Hons)

Internet Entrepreneurship
programme
Entrepreneurial Business
Elective modules in several BA
Planning, Entrepreneurial
(Hons) programmes
Business Ventures
Option of undertaking a one-

BA (Hons) Business Innova-
year business placement after
Wheatley tion and Enterprise
187 Oxford Brookes University UK completion of the 2nd year www.business.brookes.ac.uk
Oxford
MSc Innovation, Creativity
and Enterprise Incuding Personal Effectiveness
and a Personal Development
MSc Business and Enter- Plan
prise
15/12/08 15:28:24
115
Location
Country City
Entrepreneurship and Inno- Final year module in several BA

vation in Practice (Honours) programmes
Supporting Entrepreneurial Final year core module in BSc

Ventures (Honours) programmes
188 Sheffield Hallam University UK Sheffield www.ntu.ac.uk/nbs
Innovation and Entrepre- Elective module in a BA (Ho-
neurship nours) programme
Module in MSc/Postgraduate
Entrepreneurial Marketing
Diploma/Postgraduate Certifi-
and Innovation
cate International Marketing
15/12/08 15:28:24
116
Location
Country City
BA Business with Entrepre-

3 year specialist programme
neurship
Entrepreneurship and Inno- Option on many Master’s

vation course
Option on many undergraduate

Small Business Management
Southampton Solent Southamp- courses
189 UK www.solent.ac.uk
University ton
Concentration in Entrepre-
PhD study
neurship and Innovation
Incubator unit with support

Relevant across university
for student led businesses
15/12/08 15:28:24
117
Location
Country City
Strategy in Entrepreneurial
Optional Unit in MBA
Ventures
www.management.soton.
ac.uk
Year two undergraduate unit in
Entrepreneurial Management
several BSc programmes
3-year degree www.management.soton.

Southamp- BSc Management with En- Integration of theory and prac- ac.uk/StudyOpportunities/ug/
190 University of Southampton UK
ton trepreneurship tice is central entrepreneurship-manage-
ment.php
The dissertation phase normally

www.management.soton.
comprises a fully developed bu-
MSc Strategic Entrepre- ac.uk/StudyOpportunities/pg-
siness plan based on a real idea
neurship ft/strategic-entrepreneurship.
which could be taken forward
php
to a new enterprise
Entrepreneurship and Small Optional module in undergra- www.st-andrews.ac.uk/mana-

191 University of St Andrews UK St Andrews
Business Development duate programmes gement
15/12/08 15:28:24
118
Location
Country City
Offers undergraduate students

a choice of modular elective
Hunter Centre for Entrepre- classes, BA Business Enter- www.entrepreneur.strath.
neurship prise (BABE), MSc in Techno- ac.uk
192 University of Strathclyde UK Glasgow logy Entrepreneurship, PhD by
Research
International Entrepre- Elective module in Master in

www.gsb.strath.ac.uk
neurship International Management
15/12/08 15:28:24
119
Location
Country City
Entrepreneurship and Crea-

Elective MBA module
tivity
Entrepreneurship Theory and Compulsory module in several

www.som.surrey.ac.uk
Practice undergraduate programmes
Entrepreneurial Business Compulsory module in BSc

Development (Hons) programme
193 University of Surrey UK Surrey www.som.surrey.ac.uk/cata-

Consists of a dissertation, 6 logue/programmeinfo.asp?p
core and 2 elective modules rogcatid=39&progstructid=1
72#
Opportunities for an integrated

www.surrey.ac.uk/undergra-
professional training year
BSc (Honours) Technology duate/courses/coursedetails.
Funding available to develop
Entrepreneurship php?url=entrepreneurship/
business ideas during the
index.htm
programme
One year full-time or two years

University of Wales Institute MBA Social Entrepre- part-time www.uwic.ac.uk/courses/bu-
194 UK Cardiff
Cardiff neurship Four core modules, two electi- siness/MBASocialE.asp
ves, and a dissertation
15/12/08 15:28:24
120
Location
Country City
Entrepreneurship and Small Elective module in several BSc

Business programmes
Entrepreneurship and Busi- Elective module in a MSc

ness Venturing programme
www.wbs.ac.uk
Entrepreneurship and New
195 University of Warwick UK Coventry Venture Creation
Entrepreneurship in the Pu-

Elective module in the MPA
blic and Voluntary Sectors
Offers a wide range of student

Centre for Student Develop- www2.warwick.ac.uk/study/
support at the University of
ment and Enterprise (CSDE) csde
Warwick
University of the West of

Entrepreneurship and Small Elective module in several BSc
196 England, Bristol Business UK Bristol www.uwe.ac.uk
Business programmes
School
15/12/08 15:28:25
121
Location
Country City
Forms the relationship between

Enterprise and Innovation www.york.ac.uk/enterprise/
197 The University of York UK York business, the university and the
Office eio/index.cfm
public sector
Provides training and support

for early stage businesses and
Oxford Science Enterprise www.science-enterprise.
198 Saïd Business School UK Oxford new ventures and give scien-
Centre ox.ac.uk/html/Default.asp
tists the vision and skills to deal
with the reality of business
15/12/08 15:28:25
ANNEX II
Survey on Entrepreneurship Education: Analysis
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II.2
Survey on Entrepreneurship Education:
Analysis
Disclaimer
Within the framework of the project, a survey was organised in spring 2008 to obtain
an overview of the state of teaching of entrepreneurship in higher education institu-
tions (HEI) and its quality. We note a wide geographical spread (respondents from
25 countries both in and outside Europe). The online questionnaire was sent to 1476
individual contacts but the survey has been answered by a relatively small number of
higher education institutions belonging mainly to the EFMD network. The response
is therefore biased towards active institutions which feel they have something posi-
tive to contribute and are likely to be proud of their activities. Although a nil response
should not be interpreted solely as representing no activity, the characteristics of
respondents and non-respondents are likely to be very different.
Therefore, although the results of the survey provide interesting insights and exam-
ples of best practices, they are not to be considered as a statistically accurate des-
cription of the situation of entrepreneurship education.
Main objectives of entrepreneurship education in the institutions

Classically, the survey confirms that the objectives of the courses are to deve-
lop entrepreneurial attitudes and to provide students with the necessary skills to
create a business of their own at some point in their lives.
Entrepreneurship education is also described as building a bridge between the ins-

titutions and firms, by allowing students to get in touch with real entrepreneurs
and investors. It may also be a way of introducing more concrete aspects into their
curriculum, enabling them to work on real life situations and perhaps even taking
business decisions impacting the real world.
Entrepreneurship education also plays a role in enhancing awareness about entre-

preneurship, developing positive attitudes towards entrepreneurship and showing
students that entrepreneurship may constitute a viable career option for themsel-
ves or those with whom they will interact in their professional lives.
It should be noted that many of the respondents adopt a broad perspective as re-
gards the definition of ‘Entrepreneurship’, and include intrapreneurship as well as
entrepreneurship.
Place of entrepreneurship education in the programmes

Entrepreneurship appears to be fairly well integrated into the curriculum of the
respondents and taught at all levels of the Bologna cycle (Bachelor, Master and
ANNEX II - Survey on Entrepreneurship Education: Analysis
Doctor), although doctoral level work is relatively rare. Dedicated programmes

(whether full degrees or major areas of specialisation) can be found at all three
levels. These programmes appear to be most frequent at the Master’s level, while
entrepreneurship is frequently taught as an elective at the Bachelor level.
Main initiatives to stimulate entrepreneurship

These initiatives can be classified into two main categories:
Facilitating contacts between students and entrepreneurs. It should
be noted that competitions are often favoured by the respondents
as a way of stimulating and presenting business plans and new
ventures, but also as a way to attract potential investors.
Coaching and creating accompanying measures (such as incuba-
tors, credit schemes for new ventures, business plans, seminars,
etc.) are sometimes organised as part of the curriculum or in addi-
tion to the formal programme.
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II.3
Best ways to develop entrepreneurial capabilities
By a very large majority, respondents indicate that a minimum coverage of entre-
preneurship should be compulsory in any business programme: this should be put
into the perspective of developing awareness pointed out in the first question.
There is some support for entrepreneurship being taught as a stand-alone subject.

Equally, other HEIs see the subject as being optional. Internships can be another
way to develop entrepreneurial capabilities. However, at this stage there is no defi-
nite view of the best way to integrate entrepreneurship in the curriculum.
In a very few HEIs the insights from entrepreneurship scholarship are being used
to redesign business curricula in their entirety.
Best ways to improve quality of entrepreneurship education

Respondents almost unanimously reject the idea of guidelines or the suggestion
of a quality label. Entrepreneurship education is seen as emergent, a focus for ex-
perimentation and innovation, and possibly be diverse to be constrained by rules
and regulations.
In contrast, the majority of participants welcome the idea of exchanging best prac-
tices, whether through events and conferences or through specialised networks,
such as the EFMD Entrepreneurship network and conference. Some respondents
insist that it is important that entrepreneurship education networks should not be
restricted to Europe but also include other regions of the world.
Recent examples of best practises

Interestingly, Babson College is specifically mentioned several times for its initiati-
ves in the domain (such as allowing 1st year students to start a business).
Many of the best practices involve at one stage or the other, mentoring schemes
between students and companies.
More generally, students are encouraged to work in teams and interact largely with
experts from outside the institutions (mentors in companies, links with alumni/
entrepreneurs, providing expertise and support).
Competitions such as business plan competitions are also mentioned.
Other respondents present some specialised tracks that have recently been put in
place, such as Entrepreneurship MBAs, and various other specialised degrees.
Procedures to assess quality of entrepreneurship education

A majority of institutions declare that they have not introduced specific procedures
to assess quality of their programme of Entrepreneurship Education. However, this

does not automatically mean that the quality of the programmes is not monitored,
since in many cases these programmes are evaluated with the common tools used
by the institutions for all its curricula (such as standard academic assessments,
teaching quality assessment, etc.).
When put in place, specific measures include the periodic monitoring of alumni to
assess their career progress as entre/intrapreneurs, and in some cases the use of
external experts to review the programmes and progresses.
Recommended indicators to monitor quality of entrepreneurship education

Respondents all underline the difficulty of assessing the quality of the programme.
It is a complicated task and relying on three simple indicators is somehow unrea-
listic.
One respondent mentions that the quality of entrepreneurship education involves

a complex list of factors, such as the mix of theory and practical aspects, the tea-
124
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II.4
ching methods and the links between the programme and the entrepreneurial com-
munity and the selection of students and their motivation. All these aspects should
be taken into consideration while assessing a programme.
Many respondents list as a convenient approach to measure the output and espe-
cially the number and quality/feasibility of the business plans produced as well as
the number of ventures established after the students graduate (a gap of 5 years
seems to be generally proposed).
In contrast, another respondent underlines that checking the rate of start-ups crea-
ted by graduates is useless: it assumes entrepreneurship relates only to indepen-
dent start-ups, which is a misleading and restrictive definition as entrepreneurship
is about capturing opportunities, whatever the environment. This respondent de-
clares: “you can only measure how exposed the students are to entrepreneurship,
the rest is up to them”.
Another suggested way to measure quality is to undertake ex-post surveys to

check how students evaluate their entrepreneurial skills and attitudes before and
after the course, their desire and understanding to start a new venture, or their
degree of entrepreneurial intention.
Other recommendations include (in no particular order): the degree of interaction

with the entrepreneurial community, student satisfaction with the content of pro-
grammes, the use of outside evaluators (without specifying in detail which kind
of experts).
At this point of the analysis, no consensus seems to emerge from the data.
125
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ANNEX III
Literature Search Relevant to Entrepreneurship Education
in Technical Universities
126
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III.2
Literature Search Relevant to
Entrepreneurship Education in
Technical Universities (TU)
Albert, P. and L. Gaynor (2003). Incubators – Growing Up, Moving Out: A Re-
view of the Literature. Annual Review of Progress in Entrepreneurship Research,
2000/2001. D. S. Watkins. Brussels, European Foundation for Management Deve-
lopment: 158-216.
Araujo, M. H., Lago, R. M., Oliveira, L. C. A., Cabral, P. R. M., Cheng, L. C., Filion,
L. J. (2005). Stimulating entrepreneurship in chemistry courses: The formation of
entrepreneurial chemists. Quimica Nova 28: S18-S25.
Aronhime, L., Wierman, J. (2005). Practical entrepreneurship at Johns Hopkins Uni-

versity: 11399-11407.
Baumol, W. J. (2005) Education for Innovation: Entrepreneurial Breakthroughs ver-

sus Corporate Incremental Improvements. Innovation Policy and the Economy 5:
33-56. MIT Press, Cambridge.
Birley, S. (2002). Universities, Academics, and Spinout Companies: Lessons from

Imperial. International Journal of Entrepreneurship Education 1(1): 133-153.
Bonnet, H., Quist, J., Hoogwater, D., Spaans, J., Wehrmann, C. (2006). Teaching
sustainable entrepreneurship to engineering students: the case of Delft University
of Technology. European Journal of Engineering Education 31: 155-167.
Brush, C. G., Duhaime, I. M., Gartner, W. B., Stewart, A., Katz, J. A., Hitt, M. A.,
Alvarez, S. A., Meyer, G. D., Venkataraman, S. (2003). Doctoral education in the
field of entrepreneurship. Journal of Management 29: 309-331.
Carayannis, E. G., Popescu, D., Sipp, C., Stewart, M. (2006). Technological learning
for entrepreneurial development (TL4ED) in the knowledge economy (KE): Case
studies and lessons learned. Technovation 4; 26: 419-443.
Collins, L. A., Smith, A. J., Hannon, P. D. (2006). Applying a synergistic learning

ANNEX III - Literature Search Relevant to Entrepreneurship Education in TU
approach in entrepreneurship education. Management Learning 37: 335-354.

Cooper, A. C. (1973). «Technological Entrepreneurship: What do we know?» R & D
Management 3(2): 59-64.
Cooper, A. C. (1986). Entrepreneurship and High-Technology. The Art and Science

of Entrepreneurship. D. L. Sexton and R. W. Smilor. Cambridge, Mass., Ballinger
Publishing Company: 153-168.
Crawford, G. P., Broer, D. J., Bastiaansen, C. W. M. (2006). Engineering educa-

tion on the ‘fuzzy’ front end: A high-technology entrepreneurship model. European
Journal of Engineering Education 31: 145-153.
Emery, K. A., Feland, J. (2002). The educators’ corner: A response to needs in en-
trepreneurship education: 9633-9642.
Evans, R. S., Parks, J., Nichols, S. (2007). The idea to Product (R) Program: An
educational model uniting emerging technologies, student leadership and societal
applications. International Journal of Engineering Education 23: 95-104.
Fayolle, A. (2001). «D’une approche typologique de l’entrepreneuriat chez les in-

génieurs à la reconstruction d’itinéraires d’ingénieurs entrepreneurs.» Revue de
l’Entrepreneuriat 1(1): 77-97.
127
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III.3
Finkle, T. A., Deeds, D. (2001). Trends in the market for entrepreneurship faculty,
1989-1998. Journal of Business Venturing 16: 613-630.
Fitzgerald, P. M., D. Murphy, et al. (1984). High Technology Entrepreneurship – Can

It Be Taught? A Case Study of Training Intervention in High Technology Entrepre-
neurship. Frontiers of Entrepreneurship Research, 1984. J. A. Hornaday, F. Tarpley,
Jr., J. A. Timmons and K. H. Vesper. Wellesley, Mass., Center for Entrepreneurial
Studies, Babson College: 552-566.
Galloway, L., Anderson, M., Brown, W. (2006). Are engineers becoming more en-
terprising? A study of the potentials of entrepreneurship education, Int J Contin
Eng Educ Life-Long Learn16: 355-365.
Gibb, A. (2002). In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm

for learning: creative destruction, new values, new ways of doing things and new
combinations of knowledge. International Journal of Management Reviews 4:
233-269.
Groen, A. J. (2005). «Knowledge Intensive Entrepreneurship in Networks: Towards

a Multi-Level/Multi Dimensional Approach.» Journal of Enterprising Culture 13(1):
69-88.
Groen, A., Oakey, R. van der Sijde, P. and Kauser, S. (2006). New Technology-Based
Firms in the New Millennium, Volume 5, ISBN-10: 0080451527, Elsevier Science.
Hannan, M., Leitch, C., Hazlett, S. (2006). Measuring the impact of entrepre-
neurship education: A cognitive approach to evaluation. Int J Contin Eng Educ Life-
Long Learn 16: 400-419.
Hartshorn, C. (2004). Combining Creativity and Technical Skills: An Entrepreneurial

Learning Agenda for Universities. Annual Review of Progress in Entrepreneurship
Research, Volume 2: 2002-2003. D. S. Watkins. Brussels, European Foundation for
Management Development: 258-277.
Heinonen, J. (2007). An entrepreneurial-directed approach to teaching corporate

entrepreneurship at university level. Education + Training 49: 310-324.
Heinonen, J., Poikkijoki, S. (2006). An entrepreneurial-directed approach to entre-

preneurship education: mission impossible? Journal of Management Development
25: 80-94.
Hisrich, R. D. and R. W. Smilor (1988). «The University and Business Incubation:

Technology Transfer through Entrepreneurial Development.» Journal of Technology
Transfer 13(1): 14-19.
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re. International Journal of Entrepreneurial Behaviour & Research 5: 110-125.
Kauser, S., Oakey, R. & During Wim (2005), New Technology-Based Firms in the
New Millennium Vol IV, Pergamon/Elsevier Science.
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entrepreneurship program: 8599-8606.
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trends, and challenges. Entrepreneurship Theory and Practice 29: 577-597.
Mäki, K. and P. Sinervo (2003). University-Enterprise Co-operation in Technology

Centres. Annual Review of Progress in Entrepreneurship Research, 2000/2001.
D. S. Watkins. Brussels, European Foundation for Management Development:
290-305.
128
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III.4
McQuen, D. (1990). Entrepreneurship in technical universities: A comparison
between ETH (Eidgenossische Technische Hochschule) Switzerland, and CTH
(Chalmers Tekniska Hogskola), Sweden. Building European Ventures: Proceedings
of the Second EFER Forum. S. Birley. Amsterdam, Elsevier: 86-104.
Myers, D. D. and D. J. Hobbs (1986). Technical Entrepreneurs - Are They Diffe-

rent? Frontiers of Entrepreneurship Research, 1986. R. Ronstadt, J. A. Hornaday,
R. Peterson and K. H. Vesper. Wellesley, Mass., Center for Entrepreneurial Studies,
Babson College: 659-676.
Nichols, S. P., Armstrong, N. E. (2003). Engineering Entrepreneurship: Does entre-

preneurship have a role in engineering education? IEEE Antennas and Propagation
Magazine 45: 134-138.
Nurmi, P., Paasio, K. (2007). Entrepreneurship in Finnish universities. Education +

Training 49: 56-65.
Ochs, J. B., Watkins, T. W., Snyder, D. (2003). Lessons learned in building cross-
disciplinary partnerships in entrepreneurship education through Integrated Product
Development (IPD): 7823-7833.
Okudan, G. E., Rzasa, S. E. (2006). A project-based approach to entrepreneurial

leadership education. Technovation 26: 195-210.
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the evidence. International Small Business Journal 25: 479-510.
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logy licensing with firms that go public: a resource-based view of academic entre-
preneurship. Journal of Business Venturing 20(3): 291-311.
Preston, J. T. (2002/2003). Success Factors in Technology-Based Entrepreneurship:

an MIT Perspective. International Journal of Entrepreneurship Education 1(2):
277-294.
Rasmussen, E. A., Sorheim, R. (2006). Action-based entrepreneurship education.

Technovation 26: 185-194.
Reitan, B. and S. J. Waago (1995). Fostering Technical Entrepreneurship in Re-

search Communities: Granting Scholarships to Would-be Entrepreneurs. Frontiers

of Entrepreneurship Research 1995: Proceedings of the Fifteenth Annual Entrepre-
neurship Research Conference. W. D. Bygrave, B. J. Bird, S. Birley et al. Wellesley,
Mass., Babson College-Kauffman Foundation Center for Entrepreneurial Studies.
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Beyond. New York, Oxford University Press.
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neurs. IEEE Transactions on Engineering Management EM-18(3): 100-109.
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West Yorkshire universities’ partnership and Business Start-Up@Leeds Met. Edu-
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Experiments to Elicit Technical Company Formations in the Ozarks Region. Austin,
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programmes in UK higher education institutions: challenges and considerations.
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129
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III.5
Souitaris, V., Zerbinati, S., Al-Laham, A. (2007). Do entrepreneurship programmes
raise entrepreneurial intention of science and engineering students? The effect of
learning, inspiration and resources. Journal of Business Venturing 22: 566-591.
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tion in an entrepreneurship programme. Int J Contin Eng Educ Life-Long Learn 16:
380-391.
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gement 3(2): 65-70.
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cation: promoting authentic entrepreneurial learning. Int J Technol Manage 28:
685-701.
Weihe, H. J. (1992). Entrepreneurship-training as an integral part of an engineering

education at the Fachhochschule Lüneburg. IntEnt92- Internationalizing Entrepre-
neurship Education. H. Klandt and D. Müller-Böling. Dortmund, FGF Köln-Dortmund.
Wolfe, H., (2003). Issues in teaching entrepreneurship to heterogeneous groups of

students, Proceedings of the American Society for Engineering: 10285-10291.
130
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ANNEX IV
Literature Search Relevant to European Entrepreneurship
Education in Higher Education
131
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IV.2
Literature Search Relevant to European
Entrepreneurship Education in Higher
Education (HE)
Albert, P. and D. Watkins (2000). The New Entrepreneurship Education is sprea-
ding through Europe...but too slowly? EFMD Forum (January).
Alvarez, J. L. (1993). The Diffusion and Institutionalization of Entrepreneurship

Education in the Eighties. Entrepreneurship Research: Global Perspectives: Pro-
ceedings of the Second Annual Global Conference on Entrepreneurship Research,
London, UK, 9-11 March 1992. S. Birley, I. C. Macmillan and S. Subramony. Ams-
terdam, North Holland: 3-25.
Botham, R. and C. Mason (2007). Good Practice in Enterprise Development in UK

Higher Education, National Council for Graduate Entrepreneurship.
Boyle, Thomas J. (2007). A new model of entrepreneurship education: implica-

tions for Central and Eastern European universities. Industry and Higher Educa-
tion 21: 9-19.
Brush, C. G., I. M. Duhaime, et al. (2003). Doctoral Education in the Field of Entre-
preneurship. Journal of Management 29(3): 309-331.
Casar, J. R. (2000). Encouraging students’ attitude of innovation in research uni-

versities. European Journal of Engineering Education 25: 115-121.
EFMD (2006). Embedding Entrepreneurship Education in Europe: Evaluating

Effective Policy and Practice at the Institutional, Regional and National Levels.
Proceedings of the 36th Annual EISB (Entrepreneurship, Innovation and Small
Business) Conference, Southampton Solent University, September 2006 (on CD).
Etzkowitz, H. (2003). The European entrepreneurial university. Industry and Higher

Education 17: 325-335.
Etzkowitz, H., Webster, A., Gebhardt, C., Terra B. R. C. (2000). The future of the
university and the university of the future: evolution of ivory tower to entrepre-
ANNEX IV - Literature Search Relevant to Entrepreneurship Education in HE
neurial paradigm. Research Policy 29: 313-330.
Fayolle, A., Ed. (2007). Handbook of Research in Entrepreneurship Education.

Volume 1: A General Perspective. Cheltenham, Edward Elgar.
Fayolle, A., Ed. (2007). Handbook of Research in Entrepreneurship Education.

Volume 2: Contextual Perspectives. Cheltenham, Edward Elgar.
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Issues and Newness. Cheltenham, Edward Elgar.
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Business Venturing 16(2): 101-117.
Gartner, W. B. and K. H. Vesper (1994). Experiments in entrepreneurship educa-

tion: Successes and failures. Journal of Business Venturing 9(3): 179-187.
Gibb, A. A. (1996). Entrepreneurship and small business management: Can we

afford to neglect them in the twenty-first century business school? British Journal
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132
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IV.3
Gibb, A. A. (2002). In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ para-
digm for learning: creative destruction, new values, new ways of doing things and
new combinations of knowledge. International Journal of Management Reviews
4(3): 233-269.
Gibb, A. A. (2005). Towards the Entrepreneurial University; Entrepreneurship Edu-

cation as a Lever of Change. Policy Paper 3. National Council for Graduate Entre-
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Green, P.G and Rice, M.P. (2007). Entrepreneurship Education. Cheltenham, Ed-
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Hartshorn, C. and P. Hannon (2002). Paradoxes in Entrepreneurship Education:

Chalk and Talk or Chalk and Cheese? Competing Perspectives of Small Business
and Entrepreneurship: 25th ISBA National Small Firms Policy and Research Confe-
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Henkel, M. (2007). Universities and the Europe of Knowledge: Ideas, Institu-

tions and Policy. Entrepreneurship in European Union Higher Education Policy,
1955-1987. Higher Education Quarterly 61: 103-105.
Henry, C., F. Hill, et al. (2003). Entrepreneurship Education and Training. Aldershot,
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search – a European perspective. Journal of Small Business and Enterprise Deve-
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ties and the Development of Regional Societies: A Spatial View of the Europe of
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Entrepreneurship: Their Role in the Europe of Knowledge. Higher Education Ma-
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ment and Policy: Volume 17 Issue 3 – Special Issue on Entrepreneurship Com-
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Contexts for Entrepreneurialism in Higher Education Institutions. Higher Educa-
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trepreneurial University. Higher Education Management and Policy 18: 76-103.
Julien, P.-A., L. Raymond, et al. (2004). The Network Enterprise: Ten Years of
Experience at the Bombardier Chair, 1993-2003. Annual Review of Progress in
Entrepreneurship Research, Volume 2: 2002-2003. D. S. Watkins. Brussels, Euro-
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Karanassios, N., Pazarskis, M., Mitsopoulos, K., Christodoulou, P. (2006). EU stra-

tegies to encourage youth entrepreneurship: Evidence from higher education in
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Klandt, H. (2004). Entrepreneurship Education and Research in German-Speaking

Europe. Academy of Management Learning and Education 3(2): 293-301.
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IV.4
Koch, L. T. (2002/2003). Theory and Practice of Entrepreneurship Education: A
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Kourilsky, M. L. and W. B. Walstad (2002). The Early Environment and Schooling

Experiences of High-Technology Entrepreneurs: Insights for Entrepreneurship
Education. International Journal of Entrepreneurship Education 1(1): 87-106.
Kuratko, D. F. (2005). The Emergence of Entrepreneurship Education: Develo-

pment, Trends, and Challenges. Entrepreneurship Theory and Practice 29(5):
577-598.
Kyrö, P. (2006). A theoretical framework for planning, conducting and evaluating

entrepreneurship education, 36th EISB (European Entrepreneurship, Innovation
and Small Business) Conference, Southampton Business School (Southampton
Solent University) and the EFMD, September.
Margarita, T. (2004). KfW and the promotion of entrepreneurship training in Ger-

many. Higher Education in Europe 29: 233-236.
Mircea, M. (2004). «Learning to do» as a pillar of education and its links to entre-
preneurial studies in higher education: European contexts and approaches. Higher
Education in Europe 29: 221-231.
Morris, J. and D. Watkins (1982). UK Government support for entrepreneurship

training and development. Small Business Research: the Development of Entre-
preneurs. T. Webb, T. Quince and D. Watkins. Aldershot, Gower.
Özbilgin, M. F. and A. Malach-Pines, Eds. (2007). Career Choice in Management

and Entrepreneurship: A Research Companion Cheltenham, Edward Elgar.
Schmude, J. (2001). Gründungsforschung und Unternehmerausbildung an Hochs-

chulen (Entrepreneurship research and education at university level in Germany).
Internationales Gewerbearchiv: Zeitschrift für Klein- und Mittelunternehmen 49:
89.
van der Veen, M. and I. Wakkee (2004). Understanding the Entrepreneurial

Process. Annual Review of Progress in Entrepreneurship Research, Volume 2:
2002-2003. D. S. Watkins. Brussels, European Foundation for Management Deve-
lopment: 114-152.
Verhaegen, P. (2007). Changing the Paradigm of General Management Program-

mes: from Managerial into Entrepreneurial, EFMD Annual Deans and Directors
Meeting, IESE, Barcelona, 25 –26 January
Vesper, K. H. (1977). Entrepreneurship Education - A Bicentennial Compendium.

Milwaukee, Wisconsin, Society for Entrepreneurship Research and Application.
Vesper, K. H. and W. B. Gartner (1997). Measuring progress in entrepreneurship

education. Journal of Business Venturing 12(5): 403-421.
Vesper, K. H. and W. B. Gartner (1999). University Entrepreneurship Programs.

Los Angeles, University of Southern California.
Vesper, K., W. E. McMullan, et al. (1989). Entrepreneurship Education – More

Than an Adjustment to Management Education. International Small Business
Journal 8(1): 61-65.
Watkins, D. and G. Stone (1999). Entrepreneurship Education in UK HEIs: Origins,

Development and Trends. Industry and Higher Education 13 (Special Issue: Entre-
preneurship - an Objective for Education)(6): 382-389.
134
Maquette wp1.indd 134 15/12/08 15:28:25

IV.5
Watkins, D. S., Ed. (2003). Annual Review of Progress in Entrepreneurship Re-
search, Volume 1: 2000-2001. Brussels, European Foundation for Management
Development.
Watkins, D. S., Ed. (2004). Annual Review of Progress in Entrepreneurship Re-

search, Volume 2: 2002-2003. Brussels, European Foundation for Management
Development.
Wilson, F., J. Kickul, et al. (2007). Gender, Entrepreneurial Self-Efficacy, and Entre-
preneurial Career Intentions: Implications for Entrepreneurship Education. Entre-
preneurship Theory and Practice 31(3): 387-406.
135
Maquette wp1.indd 135 15/12/08 15:28:25

ANNEX V
Entrepreneurship Programmes in European Universities
136
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ANNEX V - Entrepreneurship Programmes in European Universities V.2
137
Institution Country Description Activities Website
Joint initiative of the Vienna

Promotes the commercial
University of Technology
TU/WU Entrepreneurship use of scientific research in
(TU Wien) and the Vienna
Centre Vienna Austria start-ups as well as in inno- http://www.ecvienna.at/
University of Economics and
(EC Vienna) vation projects of established
companies
(WU Wien)
Executes research and edu-

Part of the seven depart- cation in four areas, namely:
ments which are effective Health care and social profit
http://www.feb.ugent.be/
Universiteit Gent Belgium within the Economy and Bu- management, Corporate
ManEco/ENG/index.asp
siness Management Faculty social responsibility, Strategy
of the University and organising, and Innova-
tion and Entrepreneurship
Organises and coordina-

tes educational, research,
Academic subunit of the
development and tutorial http://www.evk.ut.ee/index.
University of Tartu Estonia Faculty of Economics and
activities in the field of entre- aw/set_lang_id=2
preneurship and innovation
processes
15/12/08 15:28:26
138
The ideas of entrepreneurial

pedagogy are actively used
and applied in the program-
Offering both a Master’s pro-
me. Main research topics
gramme and a doctoral pro-
cover: http://www.jyu.fi/econ/en/
gramme, entrepreneurship
Jyväkylän Finland Family Business disciplines/entrep/fb/struc-
makes a vital contribution to
Regional entrepreneurship ture
learning in both entre- and
(Rural studies as a new
intrapreneurial capabilities.
focus)
Networking and inter-firm
cooperation
Insa Lyon France Technical University Teaching and research www.insa-lyon.fr
Institute for Entrepre-

Humboldt Universität Zu neurship/ Innovation-mana-
Germany Teaching and research http://enim.wiwi.hu-berlin.de/
Berlin gement sponsored by SAP
AG
Center for Entrepreneurial

Provides research in the
and Financial Studies – a joint
fields of Entrepreneurship http://www.cefs.de/
institute of the KfW-Chair in
Technische Universität Mün- and Finance and fosters
Germany Entrepreneurial Finance and
chen interdisciplinary cooperation http://www.unternehmer-
the Chair in Financial Mana-
in Entrepreneurship research tum.de/index_flash.html
gement and Capital Markets,
at TUM
part of the Business School
15/12/08 15:28:26
139
Master of Arts Entrepre- Part of the Faculty Econo- http://www.entrepre-

Universität Hamburg Germany
neurship mics and Social Sciences neurship-hamburg.de/
Deals with applied research

in the fields of innovation,
human resources develop-
Hanseatic Institute for En-
ment, evaluation, concepts
trepreneurship and Regional http://www.hie-ro.de/index.
Universität Rostock Germany and strategies of learning
Development at the Univer- en.html
regions and entrepreneurial
sity of Rostock (HIE-RO)
education. The geographic is
mostly focused on the Baltic
Sea Region
Takes care of research, trai-

http://www.unibg.it/struttura/
Università degli studi di ning and experiments based
Italy Entrepreneurial lab en_struttura.asp?cerca=en_
Bergamo around the theme of entre-
elab_intro
preneurship
http://www.eng.
unibo.it/PortaleEn/
Focuses mainly on students’ Academic+programmes/Tea-
Università di Bologna Italy Course in Entrepreneurship ability to prepare, discuss chings/dettaglio.htm?AnnoA
and read a business plan ccademico=2007&IdCompon
enteAF=151016&CodDocent
e=040764&CodMateria=42
15/12/08 15:28:26
140
Assists and supports innova-

tive and technology-oriented
SMEs, start-up and spin-off
companies in Kaunas region
and Lithuania. KTC’s services
include business and tech-
Kaunas University of Tech- KTU regional Science Park http://www.ktc.lt/
Lithuania nology transfer consultancy,
nology (KTC) index,gb,4079.html
technical-administrative ser-
vices, organisation of works-
hops and training courses
for entrepreneurs, access
to laboratories of Kaunas
University of Technology
Stimulates students and

researchers from TU Delft to
become entrepreneurs or en-
gage in entrepreneurial activi-
ty. This means that students http://www.tudelft.nl/live/
are provided with courses pagina.jsp?id=536ff203-
TU Delft Netherlands Centre for Entrepreneurship
about entrepreneurship, such 9d16-40a6-b5e5-
as finance, product develop- e92ce11725cc&lang=en
ment and marketing. Support
is also given to researchers
in transferring their knowled-
ge to the market
15/12/08 15:28:26
141
Aims to further develop the

Kennispark Twente – a area into a knowledge-inten-
http://www.utwente.nl/en/
partnership between the Uni- sive region. The University
matrix/for_entrepreneurs.
versity of Twente (UT), the of Twente is known as the
html
University of Twente Netherlands province of Overijssel and entrepreneurial university
the municipality of Enschede given the tremendous num-
http://www.kennispark.nl/
(representing the Network ber of spin-off companies –
kennisparkuk/
City) established by graduates and
university staff
The programme’s main focus

Innovation and Entrepre- is the commercialisation of http://www.uio.no/studier/
University of Oslo Norway
neurship (master’s - 2 years) scientific research and new program/inent-master/
technology
Aims at promoting entre-

preneurship among the
University’s scientific staff
and encouraging them to
create businesses within the
Centre of Innovation, Tech-
University. Provides active
nology Transfer and Univer- http://www.cittru.uj.edu.pl/
Jagiellonian University Poland support to technology trans-
sity Development – Unit of ang/wiadomosci.html
fer, contacting the business
the Jagiellonian University
environment and promoting
scientific projects eligible for
commercialisation
(mainly in the field of bio-
technology)
15/12/08 15:28:26
142
The PhD and postgraduate

course is primarily intended
http://www.chalmers.se/tme/
for faculty and doctoral stu-
Chalmers University of Tech- Innovation and entrepre- EN/education/postgraduate-
Sweden dents in science and engi-
nology neurship education/postgraduate-cour-
neering, and in the medical/
ses/innovation
pharmaceutical/ biomedical
academic fields
Offers scientists and en-

gineers a curriculum de-
signed to give them new
knowledge about the field
of management, to help
them build new networks
Double Master in Mana-
École Polytechnique Fedé- with future managers, and http://master.epfl.ch/
Switzerland gement of Technology and
rale de Lausanne a stronger and more flexible page62883.html
Entrepreneurship
career path. This is one of
the very few programmes
worldwide in which students
are required to enter with a
first Master’s in science or
engineering
Supports research and enter-

prise, develops education for
and about entrepreneurship,
Research & Enterprise Deve- http://www.bris.ac.uk/re-
Bristol University UK knowledge transfer, the
lopment search/
exploitation of research and
know-how, and works with
partners to transfer skills
15/12/08 15:28:26
143
Provides entrepreneurs with

a package of accommoda-
tion, services and support
to help them convert their
business ideas into succes-
http://www.kingstoninnova-
Kingston Innovation Centre UK Not for Profit Company sful businesses. KIC acts as
tion.com/
a platform to bring entrepre-
neurs, inventors, business
angels, academia, profes-
sional advisors and support
organisations together
Aims to make Leeds Metro-

politan University the first
Leeds Metropolitan Univer- choice for students seeking http://www.leedsmet.ac.uk/
UK Institute for Enterprise
sity enterprise education across enterprise/index.htm
the whole range of academic
subjects
Delivers a range of under-

graduate and postgraduate
modules and Masters pro-
http://www.napier.ac.uk/
grammes. All stages of the
nubs/SchoolsandCentres/
Napier University UK Centre for Entrepreneurship entrepreneurial process are
Pages/CentreforEntrepre-
included. The aim is to pre-
neurship.aspx
pare the students for future
careers in intrapreneurship
and entrepreneurship
15/12/08 15:28:26
144
Supports students and

graduates of the University
College and other creative
entrepreneurs in the South
NICENT (Northern Ireland http://www.ucreative.ac.uk/
UK Creative Enterprise Initiative East region in the fields of
Centre for Entrepreneurship) index.cfm?articleid=9609
entrepreneurship, business
start-up (advice and facilities)
and with networking oppor-
tunities
Supports students and

graduates of the University
College and other creative
entrepreneurs in the South
University College for the http://www.ucreative.ac.uk/
UK Creative Enterprise Initiative East region in the fields of
Creative Arts index.cfm?articleid=9609
entrepreneurship, business
start-up (advice and facilities)
and with networking oppor-
tunities
15/12/08 15:28:26
145
Committed to the production

and dissemination of high
quality academic research in
entrepreneurship to en-
hance the intellectual capital
of the Centre, inform the
development of teaching http://www.abdn.ac.uk/busi-
University of Aberdeen UK Centre for Entrepreneurship
and learning materials and ness/cent/index.shtml
approaches and enhance
the national and internatio-
nal reputation of the Centre
in terms of peer esteem
and research assessment
evaluation
Provides the starting point

for aspiring entrepreneurs,
for students and staff from
the University of Bedfordshi-
re and also for local indivi-
duals and the wider business
http://www.beds.ac.uk/
Enterprise and Entrepre- community. The Knowledge
University of Bedfordshire UK knowledgehub/entrepre-
neurship Hub delivers enterprise edu-
neurship
cation and practical training
opportunities and promotes
the entrepreneurial culture
by creating networks and
supporting new venture
creation
15/12/08 15:28:26
146
Helps the university inven-

tors, innovators and entre-
http://www.enterprise.cam.
University of Cambridge UK Cambridge Enterprise preneurs make their ideas
ac.uk/index.php
and concepts more commer-
cially successful
Innovative programme that

has been designed specifi-
MSc Entrepreneurship (Fe- http://www.glam.ac.uk/
University of Glamorgan UK cally to focus upon the needs
male Entrepreneurs) coursedetails/685/502
and issues relating to female
entrepreneurs
The aim of this course is to http://www.gre.ac.uk/scho-

prepare students for entry ols/humanities/departments/
University of Greenwich UK Creative Entrepreneurship into the job market and the cccs/undergraduate/media_
business of the creative writing/courses/creative_en-
industries trepreneurship
It is a Research Centre in the

Management School at the
University of Sheffield and its
Centre for Regional Econo- focus is the areas of regional
http://www.shef.ac.uk/creed/
University of Sheffield UK mic and Enterprise Develo- development and entrepre-
index.html
pment neurship. The vision of the
Centre is to become a leader
in these areas of research
and education
15/12/08 15:28:26
147
The Centre was established

in April 2001. It continues
a tradition of twenty years
of entrepreneurship develo-
pment at the University of
Stirling.
University of Stirling UK Centre for Entrepreneurship The Centre for Entrepre- http://www.ent.stir.ac.uk/
neurship draws on the
expertise of staff from a
number of academic depart-
ments, and provides a focus
for academic research and
consultancy
The Enterprise team within

University Innovation Bangor
is dedicated to supporting
new ventures and techno- http://www.bangor.ac.uk/
Enterprise and New Busi-
University of Wales, Bangor UK logy emanating from the innovation/enterprise/index.
ness Ventures
University and to helping htm
student, staff and graduate
entrepreneurs who wish to
start their own businesses
15/12/08 15:28:27
ANNEX VI
Additional Interesting Entrepreneurship Initiatives
148
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VI.2
Additional Interesting Entrepreneurship
Initiatives
Business Plan Services
http://www.bizplans.co.uk/
A specialist business plan service in association with London Business School
aimed to provide a resource for business planning in the UK.
Business@School
www.business-at-school.de
Initiative of the Boston Consulting Group, it is a one-year project in Germany, Aus-
tria, Italy, Switzerland, and Singapore. The target group is secondary-school stu-
dents preparing for college entry. It entails personal involvement of coaches from
BCG and other companies.
Centre for Creative Business (CCB)

www.centreforcreativebusiness.org/
The Centre for Creative Business is a not-for-profit joint venture between London
Business School and University of the Arts London.
“CREA” programme
www.crea-iut.org
The “CREA” training programme is implemented in the Marketing and Manage-
ment Departments of several University Institutes of Technology (IUTs) in France.
The aim is to foster an enterprise culture among students and promote entrepre-
neurship. Students take an active part in setting up, developing or taking over a
business by helping the entrepreneur to implement his/her business plan. The ca-
ses are real, and a partnership is created comprising professionals (consultants,
accountants) and representatives of business creation networks acting at a local
level. Entrepreneurs provide the subject matter (with the help of their networks),
and partners assist the students throughout the programme.
ENPC Centre for Technology & Entrepreneurship (ENPC T&E Centre)

www.enpcmbaparis.com/faculty-research/Center_for_Technology_and_Entrepre-
neurship.php
The International School of Management launched, in January 2004, the ENPC
Centre for Technology & Entrepreneurship (ENPC T&E Centre). The ENPC T&E
Centre is directed by the School’s Dean and President, Dr Tawfik Jelassi, who is an
expert in the area of Information Technology and e-Business Strategy. The other
T&E faculty include experts from ENPC, IMD, Warwick Business School, NYU
Stern, GTI - Gestion Technology Innovation Lab (ESCP - EAP), and SPRU (Science
ANNEX VI - Additional Interesting Entrepreneurship Initiatives
and Policy Research Unit).

The ENPC T&E Centre has been specially designed for creative people with ori-
ginal ideas and a strong entrepreneurial spirit. The Centre organises a range of
educational activities in a dynamic environment that supports personal growth and
professional development. Through research and consulting projects, participants
have the opportunity to work as researchers and consultants on short-term profes-
sional projects (up to 6 weeks) between January and June. Under the supervision
of T&E faculty, projects are developed in partnership with start-ups and business
development units in areas such as biotechnology, artificial intelligence, computer
sciences, media, consulting services and nanotechnology.
European Enterprise Awards

http://ec.europa.eu/enterprise/entrepreneurship/smes/awards/index_en.htm
The European Commission Vice-President Günter Verheugen launched in Novem-
ber 2005 the European Enterprise Awards, which recognise and reward outstan-
ding initiatives that support entrepreneurship at the regional level.
149
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VI.3
The awards objectives are fourfold:
To identify and recognise successful activities and initiatives un-
dertaken to promote enterprise and entrepreneurship
To showcase and share examples of best entrepreneurship poli-
cies and practices
To create a higher awareness of the role entrepreneurs play in
society
To encourage and inspire potential entrepreneurs
Global Entrepreneurship Monitor (GEM)

http://www.gemconsortium.org/
GEM UK (www.london.edu/gem/global.html) is part of the GEM Global project, a
major survey-based study of entrepreneurial activity currently operating in more
than 41 countries across the world and coordinated through London Business
School and Babson College, Boston.
Conceived in 1999 as a not-for-profit international research consortium, GEM set
out with two objectives: to gather high quality international research evidence on
entrepreneurial activity and to make it readily available to as wide an audience as
possible.
Global Social Venture Competition (GSVC)

http://socialvc.net/index.cfm?&stopRedirect=1
The Global Social Venture Competition is a student-led business plan competi-
tion providing mentoring, exposure, and prizes for social ventures from around
the world. The mission of the GSVC is to catalyse the creation of social ventures,
educate future leaders and build awareness of social enterprises. The competition
supports the creation of real businesses that bring about positive social change in
a sustainable manner.
The GSVC is organised by the Haas School of Business at UC Berkeley in partnership
with Columbia Business School, London Business School, the Indian School of Bu-
siness and the Yale School of Management. The competition is also supported by
several Outreach Partners that include the University of Geneva (Switzerland),
Thammasat University (Thailand), ESSEC Business School (France), and a consor-
tium of business schools in Korea (Social Venture Competition Korea). Each year,
entrant teams from around the world compete for over $45,000 in cash and travel
prizes, while gaining valuable professional feedback on their ventures.
Since its inception in 1999, the GSVC has awarded more than a quarter of a million
dollars to emerging social ventures and has introduced early-stage social venture
entrepreneurs to the investment community. Nearly 25% of past GSVC entrants
are now operating companies.
Gründerskolen
http://www.grunderskolen.no
Study Plan for Norwegian Entrepreneurship School

This programme is in three phases. Phase one is the spring pre-course, phase
two is the internship with training in other countries and phase three is a two-day
seminar. During the spring course, students are expected to make a preliminary
business plan. The internship is an intensive three-month period conducted in USA
and Singapore where the student works in a start-up company while attending
classes. During this time, the students are trained to write and produce complete
business plans. The final phase is after the students have returned home from
their internships. They are given a project that is to be completed and presented at
a seminar. The students will have an opportunity to talk to venture capitalists and
others that can give them valuable advice for the future of their business plans.
TOP Programme
http://www.utwente.nl/top/
The TOP-programme (Temporary Entrepreneurial Position programme) was esta-
blished in 1984 by the University of Twente in/for the region of Twente. The ob-
jective of TOP was to encourage graduates of the university to start their own
150
Maquette wp1.indd 150 15/12/08 15:28:27

VI.4
knowledge-based companies. Gradually the objective was extended to staff mem-
bers of the university, graduates from other universities and polytechnics, and peo-
ple from industry. During the first year the knowledge-based company is located
in the university. After the first year they have to move on (ideally to the Business
and Technology Centre-BTC and when they have grown too big for the BTC, they
should move to their own premises on the Business & Science Park).
Knowledge-based firms can be in the TOP-program for one year. Prerequisites for
entering the TOP-program are having a business idea that matches the interest of
staff-members in one of the research-groups of the university and having a consis-
tent business plan. In that case the TOP coaching committee lets the entrepreneur
enter the program.
TOP strives to stimulate graduates and researchers “to start their own knowled-
ge-intensive company.” Assistance in the ‘incubation-phase’ was considered to
be important. As the program developed in the 1980s, the University offered an
interest-free loan, office space and connection to a University research group. To
this are added advice and training in preparing a business plan, and developing ma-
nagement, marketing, and financing strategies.
The programme offers to potential/starting entrepreneurs a variety of different fa-
cilities without charge to keep the start-up and operating costs as low as possible
during the first critical year. One of the facilities, which is crucial for the TOP pro-
gramme, is to tap into the University’s knowledge potential in the field where the
business or product idea is based. By offering the entrepreneur a physical place
in a research group the knowledge is easily accessible. The TOP programme is a
tailor-made programme for the starting entrepreneur, and in this respect there may
be differences in the type of support provided that originate in the particular needs
of the specific entrepreneurs.
The TOP programme is carried out by Nikos (the Dutch Institute for Knowledge
Intensive Entrepreneurship) on behalf of the university so there is a direct link/
relationship with the university. The TOP program fits in with the strategy of the
University of Twente as being the entrepreneurial university, which fosters entre-
preneurship. This fostering of entrepreneurship is also apparent via the shares
the university holds in the BTC-Twente, the Business and Technology Centre, a
combination of an incubator and an innovation centre, located at the Business &
Science Park Enschede. The university also participates in the Foundation Business
& Science Park, and is shareholder in the Innofund, a regional venture capital fund
for high-tech companies (both start-ups and first-growth phase). Also, within the
university there are further relationships with the TOP program:
USE (University Student Enterprises): the university recently set
up a centre for student-entrepreneurs; such activities can be regar-
ded as “pre-TOP” activities.
Minor program in entrepreneurship: students can take a “minor”
in entrepreneurship (since 1999) and set up a company as part of

this minor study and receive credits for doing so. These activities
are also “pre-TOP” activities.
151
Maquette wp1.indd 151 15/12/08 15:28:27

EFMD is an international, not-for-profit, membership organisation, based in Brussels,
Belgium. With more than 680 member organisations from academia, business, public service
and consultancy in 79 countries, EFMD provides a unique forum for information, research,
networking and debate on innovation and best practice in management development.
EFMD: Boriana Marinova - Project Manager - boriana.marinova@efmd.org
ENQHEEI is a consortium of partners, which gathers companies, professional organisations,

chambers of commerce and industry as well as representatives of trade unions and associa-
tions of engineers and students.
ENQHEEI: René-François Bernard - Project Coordinator - info@enqheei.org
Maquette wp1.indd 152 15/12/08 15:28:27

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Best Practices & Pedagogical Methods

in Entrepreneurship Education in Europe

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The Quality of Entrepreneurship Programmes in Europe Project is a partnership of:

The document has been edited by Professor David Watkins, Southampton

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Main trends in European business schools.................................10

Map of entrepreneurship education in technical

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Examples of best practice..............................................................24

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The number of Entrepreneurship programmes in Europe has already grown signi-

Project Aims and Objectives

new or an existing organisation”1.

In other words, entrepreneurship refers to an individual’s ability to turn ideas into

Most importantly, entrepreneurship is closely linked to small and medium-sized

Obviously, there is a positive correlation between entrepreneurship and econo-

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However, there are different perceptions of entrepreneurship education. It is va-

The teaching of entrepreneurship3 includes two different elements:

In particular, at the level of tertiary education, entrepreneurship education usually

In particular, the increasing integration of Europe and the evolution of enterprises

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Significantly, the Commission has an important role to play in coordinating and

Specific entrepreneurship learning concepts can be identified as:

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Based on the survey results, initiatives to stimulate entrepreneurship can be clas-

Another feature of entrepreneurship education in Europe is that higher education

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However, specific courses, aimed at setting up a business, are more likely to be

Training the teachers

Training programmes and workshops for professors are nee-

Spin-outs from technical universities

Cross-border faculty collaboration & research

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Universities are important actors in promoting the transfer of knowledge within

enhance. Another important component of these structures is the possibility that

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Search of the World Wide Web

Once the different institutions were identified we proceeded to perform a careful

A preliminary analysis of the results obtained reveals some interesting findings.

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Some interesting initiatives are presented below and in Annex 6.

The value proposition of BEPART is the contribution to a more successful stimula-

Network-partners of BEPART are universities, a university-related science park and a

European Foundation for Entrepreneurship Research (EFER)

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EUROPEN’s mission is to support, co-ordinate and develop services adding value

International Journal of Entrepreneurship Education

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Junior Achievement – Young Enterprise Europe

JA-YE organisations teach enterprise, entrepreneurship, and ‘economic literacy’,

The Graduate Programme gives post-secondary students the opportunity to expe-

Survey on Entrepreneurship in Higher education in Europe

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Results from these two surveys will be complemented by a number of interviews

Venture Capital Investment Competition

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The ‘Belgian Euro Business Challenge’ organised by ‘Jeunes Entre-

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The ‘Commission for the promotion of entrepreneurship and business creation in