Teaching Entrepreneurship

1. Front Matter

   Pages i-x

   PDF

2. Teaching Entrepreneurship: An Introduction

   Pages 1-4

3. Entrepreneurship: From Opportunity to Action: The Entrepreneurial Process

   • P. Dreisler

   Pages 5-13

4. Teaching Entrepreneurship and Business Planning at Tallinn University of Technology

   • U. Venesaar

   Pages 15-21

5. Entrepreneurship Training for Innovative Start-Ups: The KTC Case

   • P. Milius, J. Sarkiene

   Pages 23-33

6. Advancing Business Planning: From Planning to Entrepreneurial Learning

   • P. Kyrö, M. Niemi

   Pages 35-52

7. Entrepreneurship Education in Context: A Case Study of the University of Twente

   • P. van der Sijde, A. Ridder

   Pages 53-61

8. Entrepreneurship Training by Action Learning in a University Context: The Case of ROXI

   • C. Diensberg

   Pages 63-75

9. Entrepreneurship Incubators at HAMK University of Applied Sciences

   • H. Hannula, S. Pajari-Stylman

   Pages 77-89

10. The Entrepreneurship Path Model: Promoting Entrepreneurship in Kainuu

    • P. Malinen, P. Partanen

    Pages 91-97

11. Master Program in Entrepreneurship and Technology Management in Estonia

    • J. Andrijevskaja, T. Mets

    Pages 99-107

12. Using Kolb’s Learning Cycle to Teach Negotiation Skills

    • J. Rosiński, J. Klich

    Pages 109-115

13. Entrepreneurial Learning and Virtual Learning Environment

    • P. Kyrö, T. Kauppi, M. Nurminen

    Pages 117-133

“Entrepreneurship that is something you learn in practice”. “Entreprene- ship is learning by doing”. This is often heard when you tell others that you teach entrepreneurship, but maybe entrepreneurship is more “doing by learning”. Nevertheless, in entrepreneurship practice and theory are int- woven. For this reason the Learning Cycle introduced by Kolb (1984) is an often used teaching approach. According to this Learning Cycle there are four phases (“cycle”) that are connected: 1. Concrete experience (“doing”, “experiencing”) 2. Reflection (“reflecting on the experience”) 3. Conceptualization (“learning from the experience”) 4. Experimentation (“bring what you learned into practice”) In teaching you can enter this cycle at any stage, depending on the students. And that brings us to the different types of students. Based on Hills et al. (1998) a plethora of student groups can be distinguished (of course this list is not exhaustive), e.g: Ph.D. students, who do a doctoral programme in Entrepreneurship; the emphasis is on theory/science. DBA students, who do a doctoral programme that is, in comparison to the Ph.D. more practice oriented. MBA students, who take entrepreneurship as one of the courses in their programme. Most of the time MBA students are mature students, who after some work experience return to the university; the programme is practice oriented.

• Action Learning
• Entrepreneurs
• Entrepreneurship
• Europe
• Master
• Promotion
• Start-up
• Training/Teaching case studies
• business
• education
• learning
• management
• teaching
• university
• learning and instruction

• Dutch Institute for Knowledge Intensive Entrepreneurship, University of Twente, PL Enschede, Netherlands

  Peter Sijde, Annemarie Ridder, Gerben Blaauw

• Fak. Wirtschafts- u. Sozialwissenschaft Lehrst. für Konjunktur und Wachstum, Universität Rostock, Rostock, Germany

  Christoph Diensberg

Policies and ethics