Education for entrepreneurship and innovation: “Management capabilities for sustainable growth and success”

Abstract

Entrepreneurship and innovation education has derived from established university curriculum and the context is set of concepts and tools used in the corporate world. The challenge of transforming a start-up company into a business success needs different capabilities. It goes beyond the development of an idea and writing-up a comprehensive business plan. This study analysed over 200 technology-driven companies which have been created under the formal requirement of a business plan competition since 1996. The objective was to identify drivers for innovation and success. From the results, an agenda of entrepreneurial and innovation education was derived and is discussed.

Innovation education programs: toward a conceptual framework

“…More precisely, we define IEPs as any pedagogical program or process of training for innovation capabilities and skills, which involve personal, technical and organizational qualities; designed to empower both innovators and non-innovators with the tools necessary to undertake innovative activities (Lewrick et al, 2010). We provide an analytical review scheme from the scholarly EEP work of Maritz and Brown (2013) as a guiding reproducible procedure (Transfield et al, 2003).…”

“…Objectives of IEPs may be defined into general groupings: pedagogical, social and economic (Fayolle, 2010;Matlay, 2009). Pedagogical IEP goals help potential innovators learn about innovation and innovation management (Lewrick et al, 2010). Social goals may include innovations in sustainable ventures and activities, and economic goals may include innovation as a critical source of competitive advantage, enhancing capabilities for sustainable growth, economic activity and the wealth of nations (Crossan and Apaydin, 2010;O'Connor, 2013).…”

“…Due to the extant nature of innovation, content may vary substantially between programs (Lewrick et al, 2010). Such typology of innovation is identified across process, product and relational innovations (Zhaou, 2005;Ortt and van der Duin, 2008 (2003) identified content around the innovation process, topics included: systems design, systems theory and engineering, knowledge management, innovation management, socio-technical systems design, strategic planning, quality function deployment, project portfolio management, project teams and workgroups, enterprise modeling, product design and creativity and ideas generation.…”

“…As such, we employed a transparent and reproducible procedure (Transfield et al, 2003) from the entrepreneurship discipline Gregson, 2013); more specifically, entrepreneurship education programs (EEPs) (Maritz and Brown, 2013;Fayolle, 2010;Edwards and Muir, 2012;Matlay, 2009;Rae, 2010). We identified substantial synergies between the innovation and entrepreneurship literature (Lewrick et al, 2010;Crossan and Apaydin, 2010;Shane, 2012), and found using an explicit algorithm, as opposed to a heuristic, to perform a search and critical appraisal of the literature most appropriate (Transfield et al, 2003). As a result, we used the EEP framework of Maritz and Brown (2013) as a base upon which to implement reproducible procedure.…”

Model konstruksi kognitif metaphora kewirausahaan: pendekatan konseptual

“…Dari perspektif ekonomi inovasi merupakan kata kunci dalam proses entrepreneurial, dalam menciptakan keunggulan kompetitif, dengan meningkatkan kapabilitas untuk pertumbuhan bisnis secara berkelanjutan, aktivitas ekonomi dan kesejahteraan negara (O'Connor 2013;Crossan dan Apaydin, 2010). Dalam perspektif sosial, inovasi merupakan konstruk yang menjelaskan proses kewirausahaan, yang dihubungkan dengan penjajakan, evaluasi, eksploitasi dalam proses start-up business, berkreasi, dan tumbuh sebagai dinamisme entrepreneurial (Shane, 2000;Lewrick et al, 2010). Hal ini sebagai proses kognitif yang dibahas dalam program pendidikan sebagai alat untuk mengembangkan sikap entrepreneurial, keterampilan dan kualitas personal yang dirancang untuk memperbaiki kekuatan individual yang dibutuhkan sebagai alat untuk menginisiasi bisnis baru (Fayolle, A. Gailly, B. and Lassas-Clerc, N, 2006;Maritz and Brown 2013).Sehingga hubungan inovasi dan kewirausahaan merupakan sinergi antara ilmu sosial, psikologi dan ekonomi, hal ini juga yang membedakan antara inovasi dalam pendidikan kewirausahaan dengan inovasi pada program pelatihan (Maritz and Donovan 2013).…”