Teacher Training Toolkit

Topic Subtopic Source

Entrepre-neurship

Defining Entre-preneurship

Gedeon, S. (2010) What is Entrepreneurship? Entrepreneurial Practice Review. Volume 1, Issue 3. Summer 2010.pp 16-35. URL: http://www.entryerson.com/epr/index.php/jep/article/view/60

Description: It is widely acknowledged that the field of entrepreneurship lacks a single unified and accepted definition for the term “entrepreneurship”. This article analyzes the different theoretical roots of entrepreneurship. This article started as the author’s own quest to make sense of the entrepreneurship literature. It is hoped that the proposed lexicon will contribute to a shared foundational terminology for the field of entrepreneurship that will make sense to both academics and practitioner entrepreneurs.

Sarasvathy, S. D. (2001) What Makes Entrepreneurs Entrepreneurial? University of Washington. URL: http://www.effectuation.org/sites/default/files/documents/what-makes-entrepreneurs-entrepreneurial-sarasvathy.pdf.

Description: What are the characteristics, habits, and behaviors of the species entrepreneur? Is there such a thing as "entrepreneurial thinking"? Is there a learnable and teachable "core" to entrepreneurship? This case examines the problem-solving process of 30 entrepreneurs. Careful analysis reveals a distinct thought process: "effectual reasoning." Thinking entrepreneurially, as opposed to managerially or strategically, means believing in a yet-to-be-made future that can be shaped by human action and realizing that, to the extent that such action can control the future, one need not expend energy trying to predict it..

Eckhardt, Jonathan T. Shane Scott (2003) Opportunities and Entrepreneurship A. Journal of Management June 2003

vol. 29 no. 3. pp: 333-349. URL: http://jom.sagepub.com/content/29/3/333

Description: This article extends and elaborates the perspective on entrepreneurship articulated by Shane and Venkataraman (2000) and Venkataraman (1997) by explaining in more detail the role of opportunities in the entrepreneurial process.

Entrepreneurial behavior

Dew, N., Sarasvathy, S. D. (2006) The Entrepreneurial Method How Expert Entrepreneurs Create New Markets. University of Virginia Darden School Foundation, Charlottesville, VA, USA. URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1278394 http://wp.stolaf.edu/cila/files/2013/09/The-Entreprenurial-Method.pdf

Desciption: This note reflects a new focus on "effectuation," the logic behind entrepreneurial expertise, which consists of tacit as well as learnable and teachable aspects of experience that are related to high performance in specific domains. Instead of taking either traits or circumstances as inputs and trying to explain variance in performance, the expertise lens focuses on understanding commonalties across a variety of experts in a single domain, given high levels of performance. Effectuation matters, not merely because expert entrepreneurs prefer an effectual logic over a causal one, but because of the details it offers of a comprehensive alternative frams for tackling entrepreneurial problems.

Ernst & Young (2011) Nature or Nurture? Decoding the DNA of the Entrepreneur. URL: http://www.ey.com/Publication/vwLUAssets/Nature-or-nurture/$FILE/Nature-or-nurture.pdf

Description: Creative, innovative individuals may possess copious excellent ideas, but it takes leadership and business discipline to turn them into successful ventures. The aim of this report is to provide some insights into the minds of today’s most successful entrepreneurial leaders and discern what makes them successful. We conclude with a model that we feel describes the core of an entrepreneurial leader, which represents both the intrinsic and extrinsic characteristics of their mindset and abilities.

Entrepre-neurship and

Bygrave, W.D., Zacharakis, A. (2007) Entrepreneurship. Wiley; 1 edition. ISBN-10: 0471755451

Description: [From Amazon] How do you come up with a good idea for a business? What are the unique marketing

new venture creation

challenges that you'll face? How do you acquire the necessary financing? Written by one of the biggest names in the field, this book will arm readers with the knowledge to turn inspiration into results. It explores the trials and tribulations of entrepreneurship so that readers will have the necessary tools to start their own businesses. Critical steps are explained in an engaging style that helps make complex issues easy to understand. * Integrates case studies throughout the chapters to show readers how the information is applied in the real world. * Outlines successes as well as failures to paint a realistic picture of the difficulties involved in starting a business. * Discusses how to recognize opportunities and formulate a winning strategy. * Explains how to create a business plan and build pro forma financial statements. * Covers how to acquire equity financing and getting access to funds.

Barringer, B.R., Ireland, R.D. (2006) Entrepreneurship: Successfully Launching New Ventures. Prentice Hall. ISBN-10: 0130618551

Description: [From Amazon] This lively book, containing many real-life examples, makes a thoughtful, practical guide to the process of launching new ventures. It begins by introducing a model of the entrepreneurial process, and follows the model throughout the book. Emphasis is placed on the beginnings of the entrepreneurial process -- particularly opportunity recognition and feasibility analysis. A four part organization makes the journey toward understanding the entrepreneur process both enjoyable and productive. The four parts, which collectively contain 15 chapters, are: The Decision to Become an Entrepreneur, Developing Successful Business Ideas, Moving From an Idea to an Entrepreneurial Firm, and Managing and Growing an Entrepreneurial Firm. For venture capitalists, investor groups, or business incubators (for-profit and not-for-profit) to distribute to their client companies; and of particular help to technology companies.

Katz, J. Green, R. P. (2006) Entrepreneurial Small Business. McGraw-Hill/Irwin. ISBN-10: 0073257958

Description: [From Amazon] Entrepreneurial Small Business has one clear advantage: it's the book about the types of businesses your students might actually start, not about becoming the next Michael Dell. Entrepreneurial Small Business accomplishes this goal by focusing on the practical applications and "how to" skills that have immediate relevance for students. Traditional beliefs and models in small business are discussed, as well as the latest findings and best practices

from academic and consulting arenas. Each chapter includes Skill Modules, chapter-opening scenarios highlighting real small businesses, weblinks for enhancing student research, and extensive end-of-chapter material aimed at helping students put principles into practice. In addition, several unique chapters include "Paths to Part-Time Entrepreneurship" and "Cash: Lifeblood of the Business," which provide students with a clear vision of small business as it really is today.

Timmons, J. A.; Spinelli, S. (2008) New Venture Creation: Entrepreneurship for the 21st Century. McGraw-Hill/Irwin; 8 edition. ISBN-10: 0073381551

Description: [From McGraw-Hill] Timmons & Spinelli's, New Venture Creation: Entrepreneurship For The 21st Century, 6/e is a perforated paperback text that covers the process of getting a new venture started, growing the venture, successfully harvesting it and starting again. Through text, case studies, and hands-on exercises, the book guides students in discovering the concepts of entrepreneurship and the competencies, skills, know-how and experience that are sufficient to pursue different entrepreneurial opportunities. The authors recognize that there is no substitute for actually starting a company, but believe that it is possible to expose students to many of the vital issues and immerse them in key learning experiences.

Gold, S. K. (2012) Entrepreneur's Notebook: Practical Advice for Starting a New Business Venture. CreateSpace Independent Publishing Platform; (New Edition) edition. ISBN-10: 1480080047

Description: [From Amazon] Entrepreneur's Notebook propels you on a whirlwind tour of the start-up process. It is an invaluable reference for new and experienced entrepreneurs that includes chapters on a wide range of topics, from entrepreneurial team building to business plans to financing. This excellent book provides an incredible amount of practical information that will help you make smarter decisions and avoid costly mistakes. The author, Steven K. Gold, is an accomplished entrepreneur who has co-founded and led five early-stage ventures. As an investor and mentor, he also advises many entrepreneurs and young companies. He earned his B.S.E. in Entrepreneurial Management from the Wharton School of the University of Pennsylvania, and his M.D. from Brown University Medical School.

Kawasaki, Guy (2004) The Art the Start, The Time-tested, Battle-hardened Guide for Anyone Starting Anything.

Portfolio Hardcover; 1st edition

Description: [From Amazon] In The Art of the Start, Guy Kawasaki brings two decades of experience as one of business’s most original and irreverent strategists to offer the essential guide for anyone starting anything, from a multinational corporation to a church group. At Apple in the 1980s, he helped lead one of the great companies of the century, turning ordinary consumers into evangelists. As founder and CEO of Garage Technology Ventures, a venture capital firm, he has field-tested his ideas with dozens of newly hatched companies. And as the author of bestselling business books and articles, he has advised thousands of people who are making their startup dreams real. From raising money to hiring the right people, from defining your positioning to creating a brand, from creating buzz to buzzing the competition, from managing a board to fostering a community, this book will guide you through an adventure that’s more art than science—the art of the start.

Osterwalder &Y. Pigneur (2009) Business Model Generation: A Handbook for Visionaries, Game Changers and Challengers,OSF,1st ed.

Description: [From Amazon] Co-created by 470 "Business Model Canvas" practitioners from 45 countries, the book features a beautiful, highly visual, 4-color design that takes powerful strategic ideas and tools, and makes them easy to implement in your organization. It explains the most common Business Model patterns, based on concepts from leading business thinkers, and helps you reinterpret them for your own context. You will learn how to systematically understand, design, and implement a game-changing business model--or analyze and renovate an old one. Along the way, you'll understand at a much deeper level your customers, distribution channels, partners, revenue streams, costs, and your core value proposition.

Entrepreneurial University

Defining Entrepreneurial University

Gibb, A. (2009) Towards the Entrepreneurial University. Entrepreneurship Education as a Lever for Change. A National Council for Graduate Entrepreneurship (NCGE) report presenting and shaping the environment for graduate entrepreneurship in higher education, UK. URL: http://ncee.org.uk/wp-content/uploads/2014/06/towards_the_entrepreneurial_university.pdf

Desciption: The 'Entrepreneurial University' is an exciting concept which defines those universities providing

opportunities, practices, cultures and environments conducive to actively encouraging and embracing student and graduate entrepreneurship. This paper, commissioned by NCGE from Emeritus Professor Allan Gibb OBE, NCGE's Academic Adviser, presents an argument for adopting alternative models more acceptable within a broad higher education context. Professor Gibb's stimulating and challenging propositions offer a way forward for all universities by providing a range of practical steps to engage higher education in delivering clear, explicit and desirable entrepreneurship outcomes.

Etzkowitz, Henry (2004) The evolution of the entrepreneurial university. International Journal of Technology and Globalisation, Volume 1, Number 1/2004. pp 64-77. URL: http://inderscience.metapress.com/content/vfp58meacn34axnm/

Description: A second academic revolution, integrating a mission for economic and social development is transforming the traditional teaching and research university into an entrepreneurial university. The Triple Helix thesis postulates that the interaction among university-industry-government is the key to improving the conditions for innovation in a knowledge-based society. More than the development of new products in firms, innovation is the creation of new arrangements among the institutional spheres that foster the conditions for innovation. Invention of organisational innovations, new social arrangements and new channels for interaction becomes as important as the creation of physical devices in speeding the pace of innovation. This paper draws for data on interviews conducted by the author in the USA, Sweden, Brazil, Italy, Portugal and Denmark.

Change in University

Gibb, A., Haskins, G., Hannon P. Robertson, I. (2009/2012) Leading the Entrepreneurial University. Meeting the Entrepreneurial Development Needs of Higher Education Institutions. NCGE, UK. URL: http://ncee.org.uk/wp-content/uploads/2014/06/EULP-LEADERS-PAPER.pdf

Desciption: This paper focuses on the leadership challenge facing staff of universities across the world in moving their institutions to a more entrepreneurial mode. Based upon an extensive literature review, the paper has an action and innovation focus in that it constitutes part of the preparation for the development of the Entrepreneurial University Leaders Programme which was launched in 2010 at Oxford University’s Saїd Business School for senior university

academic and professional staff. This paper demonstrates the thinking and concepts behind the programme and is used as key background material.

Herrmann, K., Hannon, P., Cox, J., Ternouth, P. (2008) Developing Entrepreneurial Graduates - Putting Entrepreneurship at the Centre of Higher Education, Council for Industry and Higher Education, NCEE, NESTA, UK. URL: http://ncee.org.uk/wp-content/uploads/2014/06/developing_entrepreneurial_graduates.1.pdf

Description: Governments across the globe are seeking to develop entrepreneurial economies where competitiveness and growth can thrive and innovation and creativity can drive new ways to improve the social and economic well-being of their people. Developing entrepreneurial graduates is therefore essential to our future success. Universities and other Higher Education Institutions (HEIs) are ideally placed to expose students to environments which foster entrepreneurial mindsets. The ‘Developing Entrepreneurial Graduates’ report offers a framework to help every HEI to create an enabling environment as part of a cross-campus approach.

Gibb, A. (2012) Exploring the Synergistic Potential in Entrepreneurial University Development: Towards the Building of a Strategic Framework, Annals of Innovation & Entrepreneurship 2012, Vol 3. URL: http://www.innovationandentrepreneurship.net/index.php/aie/article/view/16742/pdf.

Description: This article aims to provide a framework for exploration of a strategic approach to entrepreneurial university development. It draws on earlier reviews by the author of the entrepreneurial concept and of the now considerable global literature on the theme of the entrepreneurial university, although there is a strong focus in this article on the UK. It also draws lessons from practice in exploring with several universities the potential for creating strategic synergy between existing activities in the institution not all of which would be labelled entrepreneurial in the conventional sense. Each of these key activities are briefly reviewed in turn and presented as a basis for action in drawing together a strategy

for the university.

Output of Entrepreneurial University

Study: Effects and impact of entrepreneurship programmes in higher education. (2012) Entrepreneurship Unit, Directorate-General for Enterprise and Industry, European Commission. URL: http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/files/education/effects_impact_high_edu_final_report_en.pdf

Description: The aim of this study is to assess the impact of entrepreneurship education on four dimensions: 1) the acquisition of the entrepreneurial competence 2) intentions towards entrepreneurship; 3) employability; and 4) impact on the society and on the economy. Results show that entrepreneurship education makes a difference. Those who went through entrepreneurial programmes and activities display more entrepreneurial attitudes and intentions, get a job earlier after finishing their studies, can innovate more even as employees in a firm, and start more companies.

Entrepreneurship in higher education, especially within non-business studies Final Report of the Expert Group (2008) Directorate-General for Enterprise and Industry, European Commission. URL: http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/entr_highed_en.pdf

Description: This Expert Report explores key issues regarding the teaching of entrepreneurship in higher education, identifies existing obstacles and proposes a range of solutions, taking into account the different levels of responsibility (public policy, institutions, educators and relevant stakeholders). The Report focuses primarily on learning about entrepreneurship as part of non-business disciplines, in particular within technical and scientific faculties and universities.

NIRAS Consultants, FOR A and ECON Pöyry (2008) Survey of Entrepreneurship in Higher Education in Europe. The European Commission, Directorate-General for Enterprise and industry. URL: Main Report: http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/highedsurvey_en.pdf Annex A: Tables: http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/highedsurvey_a_en.pdfAnnex B: Good Practice examples: http://ec.europa.eu/enterprise/policies/sme/files/support_measures/

training_education/highedsurvey_b_en.pdf

Description: The Commission launched a European survey on Higher Education Institutions (HEIs), with the aim of analysing the state of the teaching of entrepreneurship. The survey report provides a valuable contribution in better understanding strengths and weaknesses of the offer of entrepreneurship education in European HEIs. Results include also a description of successful examples, and an on-line benchmarking tool.

Entrepre-neurial Education

Role of teacher Jaana Seikkula-Leino, Elena Ruskovaara, Markku Ikavalko, Johanna Mattila, Tiina Rytkola, (2010) "Promoting entrepreneurship education: the role of the teacher?", Education + Training, Vol. 52 Iss: 2, pp.117 – 127 (URL: http://www.emeraldinsight.com/journals.htm?articleid=1852375)

Description: The aim of this paper is to show how entrepreneurship education focuses on the teacher's learning and reflection and how, according to the data, undeveloped reflections impede the development of entrepreneurship education.

Entrepreneurship Education: Enabling Teachers as a Critical Success Factor. (2011) Entrepreneurship Unit, Directorate-General for Enterprise and Industry, European Commission. URL: http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/files/education/teacher_education_for_entrepreneurship_final_report_en.pdf

Description: The report is a repository of information and good practice, for both policy makers and practitioners, on how to enable teachers to take on a new role in the classroom (as "facilitators" of learning), use innovative and entrepreneurial methods of teaching, help young people to develop entrepreneurial mindsets and skills.

Hynes, Briga (1996) Entrepreneurship education and training – introducing entrepreneurship into non-business disciplines. Journal of European Industrial Training, Vol. 20 Iss: 8, pp.10 – 17. URL: http://www.ingentaconnect.com/content/mcb/003/1996/00000020/00000008/art00002

Description: Entrepreneurs or the move towards self-employment is, and will continue to become, an increasingly important element of economic growth and development. It is now recognized that small firms in Ireland are "net

creators of jobs while the large firm sector is a net shedder of jobs". To ensure that a sustained increase in self-employment continues, it is critical that the correct infrastructure is in place to facilitate this development. One critical aspect of this infrastructure is the creation of an enterprise culture which will encourage and entice individuals to take the risk of starting a business. Examines one of the core components of an enterprise culture, which is education, and how the various educational programmes can incorporate entrepreneurship as a subject area which will foster the interest in enterprise. Focuses on how a process model for enterprise education can be used to target various student groups in an interdisciplinary manner, and emphasizes the need to teach entrepreneurship to non-business students, who in many instances are the originators of ideas, but unfortunately do not have the business knowledge to develop the idea further.

Entrepreneurial learning

Kyro, Paula (2008) A theoretical framework for teaching and learning entrepreneurship. International Journal of Business and Globalisation, Vol. 2, Nr 1, pp 39-55. URL: http://inderscience.metapress.com/content/n5842772472p1433/

Description: Recent research on entrepreneurship education has moved from content questions to the process of learning and teaching. This assumes that we actually have conceptual frameworks for combining learning to teaching. This paper presents a general framework that combines these aspects for fostering individual meta–competencies in planning, conducting and evaluating teaching interventions. It applies the taxonomy of individual difference constructs to the risk learning process and suggests that, besides cognition, we should also include affection and conation in enterprising and entrepreneurial learning. Thus it provides a new approach to plan, conduct and evaluate the outcomes and impact of entrepreneurship education.

Cope, J. (2005) ‘Toward a Dynamic Learning Perspective of Entrepreneurship’ Entrepreneurship Theory and Practice July pp 373-395. URL: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-6520.2005.00090.x/full

Desciption: This conceptual article introduces a dynamic learning perspective of entrepreneurship that builds upon existing “dominant” theoretical approaches to understanding entrepreneurial activity. As many aspects of entrepreneurial learning remain poorly understood, this article maps out and extends current boundaries of thinking

regarding how entrepreneurs learn. It presents key conclusions from emergent empirical and conceptual work on the subject and synthesizes a broad range of contributory adult, management, and individual learning literature to develop a robust and integrated thematic conceptualization of entrepreneurial learning. Three distinctive, interrelated elements of entrepreneurial learning are proposed—dynamic temporal phases, interrelated processes, and overarching characteristics. The article concludes by demonstrating how a “learning lens” can be applied to create further avenues for research in entrepreneurship from a learning perspective.

Holcomb, T.R., Ireland, R.D., Homes, jnr R.M., and Hitt, M.A. (2009) ‘Architecture of Entrepreneurial Learning: Exploring the Link Among Heuristics, Knowledge, and Action’ Entrepreneurship Theory and Practice Vol. 33 Issue 1 pp 167-102. URL: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-6520.2008.00285.x/full

Description: We extend existing theories of entrepreneurial learning and highlight the effects of heuristics under two different learning contexts: experiential learning and vicarious learning. Specifically, we argue that heuristics are consequential in explaining variations in learning. In some cases, heuristics can be highly adaptive and beneficial to the accumulation of knowledge. In others, they can distort judgments and bias learning. By considering linkages among heuristics, knowledge, and action, we seek to provide a more complete model of entrepreneurial learning that allows for examination of the influence of judgments on learning and to expose conditions that can benefit or limit effective action in an entrepreneurial setting.

Pittaway, L.and Cope, J. (2007) Simulating Entrepreneurial Learning: Assessing the utility of Entrepreneurial Learning Designs’ Management Learning. Volume 38 No. 2 pp.211-233. URL: http://mlq.sagepub.com/content/38/2/211.short

Description: Theorizing about entrepreneurial learning is examined in this article to determine key learning processes within this body of research. It explores how these processes might be simulated in a student-learning environment and highlights the role of emotional exposure, situated learning, action-orientation and discontinuity. An argument is made for experiential, work-based learning when seeking to simulate contexts similar to those in which entrepreneurs learn. A conceptual framework is introduced that highlights a course design based on the factors identified. In the analysis, formal course assessments are reviewed and narrative coding based on student reflections is evaluated. The article illustrates

that it is possible to simulate aspects of entrepreneurial learning, such as emotional exposure and situated learning, but not others. It also demonstrates a range of learning benefits linked to experiential learning. In conclusion, the article explains why entrepreneurship education can play an important role in encouraging management learning.

Entrepreneurial teaching methods

Heinonen, Jarna, & Poikkijoki, Sari-Anne (2006) An entrepreneurial-directed approach to entrepreneurship education: mission impossible? Journal of Management Development, Vol. 25 No. 1, 2006, pp. 80-94. URL: www.emeraldinsight.com/0262-1711.htm

Description: The purpose of this paper is to explore the entrepreneurial-directed approach to entrepreneurship education by discussing different teaching techniques aimed at infusing entrepreneurial skills and behaviour among students in the university setting.

Peter Balan, Mike Metcalfe, (2012) "Identifying teaching methods that engage entrepreneurship students", Education + Training, Vol. 54 Iss: 5, pp.368 – 384 (URL: http://www.emeraldinsight.com/journals.htm?articleid=17038754)

Description: Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.

Palan, Peter & Metcalfe, Mike (2012) Identifying teaching methods that engage entrepreneurship students. Education + Training, Vol. 54, No 5, pp n368-384. URL: http://www.emeraldinsight.com/journals.htm?articleid=17038754&show=abstract

Description: Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.

Best practice Hytti, Ulla – O’Gorman, Colm (2004) What is ‘Enterprise Education’? An Analysis of the Objectives and Methods of

Enterprise Education Programmes in Four European Countries. Education + Training, Vol. 46, No. 1, p. 11-23. URL: http://eric.ed.gov/?id=EJ695818

Description: This paper explores what constitutes "enterprise education" in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise education programmes and initiatives. This conceptual schema is then used to categorise the objectives of 50 enterprise programmes from Austria, Finland, Ireland, and the UK. The paper reviews the teaching/learning methods used in these programmes. It discusses what factors are associated with "effective" enterprise education, illustrating the discussion with "best practice" from the programmes studied. The paper argues that in order to operate effective enterprise education programmes, policy makers and educators need a thorough understanding of the diverse and alternative aims and objectives of enterprise education interventions, of the alternative forms such interventions can take, and of the need to "train the trainers."

Pihkala, Timo; Ruskovaara, Elena; Seikkula-Leino, Jaana & Rytkölä, Tiina (2011) Entrepreneurship Education – What is Really Happening is Class Rooms? http://developmentcentre.lut.fi/files/muut/YKTT_2011_Lappeenranta_E_E.pdf

Description: The aim is to present results from a study of entrepreneurship education practices, and especially what and how often “an average Finnish teacher” utilizes various work methods and practices. Our data contains responses from 343 Finnish teachers working in basic and secondary schools. This article will offer information on entrepreneurship education practices and it points out many interesting themes. Not only the preliminary data can be used when steering the entrepreneurship education methods and practices in the future, but also it pinpoints the building of measurement tool for entrepreneurship education.

Siok San Tan, C. K. Frank Ng, (2006) "A problem-based learning approach to entrepreneurship education", Education + Training, Vol. 48 Iss: 6, pp.416 – 428 (URL: http://www.emeraldinsight.com/journals.htm?articleid=1567496

Description: While it is generally acknowledged that entrepreneurship can be taught, many differ in their opinions about the appropriate methodologies to teach and equip students with the requisite entrepreneurial skills. This paper presents a case to suggest that a problem-based learning (PBL) approach practised at the Republic Polytechnic in Singapore could

be an effective pedagogical approach for entrepreneurship education.

Entrepreneurship Education: A Guide for Educators (2013) Entrepreneurship and Social Economy Unit, Directorate-General for Enterprise and Industry, European Commission. URL: http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/files/education/entredu-manual-fv_en.pdf

Description: This guide aims to showcase a selection of examples of inspiring practice in training and supporting teachers for entrepreneurship education, following two transnational workshops (“Laboratories”) held in 2012.

Entrepreneurship Teaching & Promotion at and by Universities - 10 Cases (2007) Interreg III C Network Project BEPART URL: http://www.interreg4c.eu/uploads/media/pdf/2_Entrepreneurship_Teaching_Promotion_at_and_by_Universities_BEPAR.pdf

Desciption: Presentation of 10 cases on Entrepreneurship teaching and promotion in eight high education institutes in the Baltic Sea region.

Bo-Anders Jönsson (2005) A case study of successful e-learning: A web-based distance course in medical physics held for school teachers of the upper secondary level. Medical engineering & physics, Volume 27, Issue 7, September 2005, Pages 571–581. URL: http://www.sciencedirect.com/science/article/pii/S1350453305001074

Description: Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later

studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

Entrepreneurial Facilitation techniques

SEE DOCUMENT Entrepreneurial Teaching Methods v2.DOCX