Designing a sustainability-driven entrepreneurship curriculum as a social learning process: A case study from an international knowledge alliance project

Činčera, Jan; Biberhofer, Petra; Binka, Bohuslav; Boman, Johan; Mindt, Lisa; Rieckmann, Marco

doi:10.1016/j.jclepro.2017.05.051

Cited by 51 publications

(32 citation statements)

References 36 publications

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“…This means that the ways that entrepreneurs understand and incorporate sustainability into their business are influenced to a large extent by the university incubator environment. We also agree with several authors (Wright & Horst, 2013;Cincera et al, 2018) that universities play a fundamental role in the formation of a generation with a sustainable conscience.…”

Section: Introductionsupporting

confidence: 92%

“…The categories were decided a priori from the literature and a posteriori from the data. In this sense, the categories sought to identify mainly the conception of sustainability entrepreneurship and their drivers (Gast;Gundolf, & Cesinger, 2017), the entrepreneurs' reach of the initiatives (Kuchinke, 2010), whether and how they altered the organizational design (Parrish, 2010;Markman et al, 2016), which sustainability dimensions were considered (Sachs, 1986;Söderbaum, 2008), and the university's role in promoting sustainable entrepreneurship (Cincera et al, 2018). After successive revisions, six thematic axes were selected: a) project selection among the incubators, b) the sources and nature of the incubators' socio-environmental concern, c) the meaning of sustainability for these entrepreneurs, d) how they put these principles into action in their business plans, e) the difficulties and challenges in meeting socio-environmental goals in their companies, f) the incubator's role in fostering sustainable businesses.…”

Section: Methodsmentioning

confidence: 99%

“…In this context, Lans et al (2014) argued that entrepreneurial education oriented towards sustainability plays an important role for the sustainable development of society. There is a challenge for the projection of sustainability-oriented entrepreneurship curricula as part of a social learning process (Cincera et al, 2018).…”

Section: Entrepreneurial Education and Sustainabilitymentioning

confidence: 99%

“…If there is a movement for universities to assume their role in fostering sustainability (UNESCO, 2001;Wright, 2010), both by reviewing pedagogic projects and curricula and in campus management itself, university incubators cannot shirk their participation in this process. If innovation and entrepreneurship have been questioned for their ability to provide answers to socio-environmental problems (Hall, Daneke, & Lenox, 2010), the setting may be even less promising for future generations of entrepreneurs springing from university campuses if those responsible for education do not assume the role of relevant actor (Cincera et al, 2018). A promising start could be both the establishment of the sustainable criteria for approval of the start-ups and a full guideline during his development as a business.…”

Section: However What Is the Incubator's Role In Fostering Sustainabmentioning

confidence: 99%

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Education for Sustainability Beyond the Classroom: Companies Born in University Incubators

2018

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The objective of this article was to understand the sense of developing a business which incorporates sustainability principles, and debating the role of the university in fostering socio-environmental practices among the new generation of entrepreneurs, with a focus on Brazilian experiences. The intention was to fill a gap in the literature, which focuses its efforts on the analysis of the education for sustainability in formal business courses and not on the incubation spaces at universities. This qualitative research investigated companies in incubator programs at four Brazilian university business incubators regarding the attention to the way the business project is selected in the incubators; the sources and nature of the incubators' socio-environmental concerns, the meaning of sustainability for these entrepreneurs, the way they put these principles into action in their business plans, the difficulties and challenges they face in meeting socio-environmental goals in their companies, and the inductor incubator's role in fostering sustainable businesses. The results shows that the actions of these young entrepreneurs externalize, more than anything, a concern with developing products and services which reduce environmental damage. Despite this being a laudable effort, it gives little indication that this generation of entrepreneurs is reviewing traditional management presuppositions or proposing new business formats regarding sustainability. Beyond this, the results also show that the investment in education for sustainability at university incubators seemed to be almost nonexistent, which has consequences for generations of born and raised companies in this academic environment.

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Section: Introductionsupporting

confidence: 92%

Section: Methodsmentioning

confidence: 99%

Section: Entrepreneurial Education and Sustainabilitymentioning

confidence: 99%

Section: However What Is the Incubator's Role In Fostering Sustainabmentioning

confidence: 99%

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Education for Sustainability Beyond the Classroom: Companies Born in University Incubators

2018

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“…Entrepreneurship interests which have started to appear on the students would need to be supported by the readiness of the process of entrepreneurial learning at the classroom by teachers (Brendle et al, 2018;Cincera et al, 2018). Nevertheless, the reality is more educators teaching the theory without approaching the field implementation (Mani, 2018), so, it has a bad impact on the formation of personality and character of student's entrepreneurship in higher education.…”

Section: Introductionmentioning

confidence: 99%

How Is the Student’s Personality in Implementing Science and Technology for Entrepreneurship Learning with a Production-Based Learning Approach in Higher Education?

Yuliana¹,

Hidayat²

2019

J. Eng. Appl. Sci.

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The abilities to survive and job opportunities for graduates of higher education are now very limited because of the transformation of workers who replaced by many machines and information technology. This study aims to explore and describe the student's personality in the implementation of science and technology for entrepreneurship with a production-based learning approach to higher education. The personality of the students is very determining the direction of success in the future, especially how students think and manage reviews their mindset. Implementation of entrepreneurship education and training in higher education, gradually changing the student's mindset from graduation for seeking work turned into graduation for creating jobs. In entrepreneurship, learning is not only a given theory but also there are skills and practices of entrepreneurship through the approach of the production-based learning in higher education. Method of research used was descriptive quantitative and field observation in depth to 46 students. The personality of the students who are associated with the entrepreneurial character is analyzed from ten aspects roommates are divided into three playing parts, including, communication skills (speaking skills, speaking qualities, speaking content, sense of humor), added value (reliable have been more potential) and teamwork with others (willing to go together). Based on the results of the descriptive statistical analysis with SPSS 17.0, it shows that the personality condition of students in the implementation of science and technology for entrepreneurship with the production-based learning approaches in higher education ware very good. Therefore, it concludes that the personality of students who have the character of entrepreneurship in the development of education and entrepreneurship training in higher education is needed, so, it is expected that the graduates of higher education are able to create jobs.

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COVID‐19 Disruptions to SDG 4 in Higher Education Institutions

Velázquez¹

2022

The Wiley Handbook of Sustainability in Higher Education Learning and Teaching

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Designing a sustainability-driven entrepreneurship curriculum as a social learning process: A case study from an international knowledge alliance project

Cited by 51 publications

References 36 publications

Education for Sustainability Beyond the Classroom: Companies Born in University Incubators

Education for Sustainability Beyond the Classroom: Companies Born in University Incubators

How Is the Student’s Personality in Implementing Science and Technology for Entrepreneurship Learning with a Production-Based Learning Approach in Higher Education?

COVID‐19 Disruptions to SDG 4 in Higher Education Institutions

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