1 Joining Forces: US and European Best Practices in Promoting Entrepreneurship Education November 14 th , 2010 Columbus, Ohio, USA Presented by: Dana T. Redford, PhD
Jan 01, 2016
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Joining Forces: US and European Best Practices in Promoting Entrepreneurship Education
November 14th, 2010
Columbus, Ohio, USA
Presented by: Dana T. Redford, PhD
Dana Thacher Redford, PhD
Post Doc Visiting Scholar &
International Development
Assistant Professor of Management
Consultant to EU Presidency
EU Project Coordinator
Associate and Strategic Consultant
Director, American Chamber of Commerce
International Entrepreneur
Lead Market Research Consultants
Previously, in Houston, Texas, Market Research Manager of
• Entrepreneurship & Intrapreneurship• Internationalization & Corporate Strategy • Government Affairs
• More than 95% of businesses in most countries are small (<100 employees)
• In most countries, more than half of all employees work in small businesses
• In many countries more than half of gross domestic product comes from small businesses
• They tend to be more flexible and responsive to customers
• They are more innovative than large businesses
Background on Entrepreneurship
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Entrepreneurship as a Strategy
• Strategies for Entrepreneurs– Competing with BIG Business– Complementing BIG Business– Cooperating with BIG Business
• Strategies for Big Business– Tool for Accelerating Innovation
• Strategies for Public Policy
The Strategy for 21st Century in the US & EU
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What is Entrepreneurship?
A process
Not a person
About BIG companies that happen to be small
Not about small business
Important to BIG business
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Entrepreneurship
The pursuit of Opportunity beyond the Resources you currently control
Harvard Business School Working Definition
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Cultural Environmental Factors
WhatPeople
Think About Entrepreneurs
WhatPeople
Think About Entrepreneurs
BusinessNorms andBehavior
BusinessNorms andBehavior
Cultural Traditions,
Preferences, and
Behaviors
Cultural Traditions,
Preferences, and
Behaviors
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Theoretical & Empirical Research Model
Higher Education
Semi-Governmental Agencies
Economic Development Offices
National EntitiesRegional EntitiesLocal Entities
Researchers Professors Business Plan CompetitionsTechnology Transfer Offices
Administrators Teachers Parents
Chambers of CommerceTrade Associations
Venture CapitalistsFriends, Family & FoolsBanksBusiness Angels
Mentor/Counselors AccountantsLawyersConsultantsIncubators Technological Parks
JournalsTelevisionInternetRadio BroadcastersReporters
Self-EmployedSmall Business Owners Entrepreneurs
Foundations Agencies
Cross-Industry AssociationsEntrepreneur Associations Labor Unions
Regulatory Bodies Transnational Entities
Entrepreneurship Support & Promotion Infrastructure
Government
Grade-School & Secondary Education
CommunityOrganizations
(Public)
The Media
EntrepreneurshipSupport & Promotion
Funding Sources
Business Associations
Community Organizations
(Private)
Service ProvidersEntrepreneurs
Think Tank Associations
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The Role of Entrepreneurship Education
1. Show Entrepreneurship as a possible career choice
2. Advocate the mindset and type of creativity employed in entrepreneurial endeavors
3. Give students the technical and business skill-set necessary to have a successful entrepreneurial career
4. Assume the responsibility as educators to advancing the body of knowledge associated with the entrepreneurial phenomenon. Their findings should not only be disseminated to students but also to policy-makers and the public at large
Source: Redford, 2007
Entrepreneurship Education & Training
• Public policy solution to solve the deficit of entrepreneurship in Europe– Oslo Agenda for Entrepreneurship – Various European Commission report – Organizations for Economic Cooperation and
Development (OECD)
• Look at public policy models from other countries
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Research into Dutch Public Policy
• From 2006 to 2012, €97 million• 75,000 students, 4,400 teachers
in over 500 schools • Stimulate the creation of entrepreneurship
centers that join several universities • Holland Program on Entrepreneurship (HOPE)
– HOPE = Erasmus U Rotterdam,
TU Delft, U Leiden, mayor
companies, 100+ entrepreneurs
• Accompany national develop with monitoring and research
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Dutch Model for Entrepreneurship Education
The Dutch Model
2000 Upcoming awareness
2005 Partnership Leren Ondernemen An initiative of 2 ministries:
– Ministry of Economic affairs– Ministry of Education
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Dutch Model Continues
2007 Stimulating projects on EE
Primary and secondary schools - € 5 million
Higher education - €12 million
(Centers of Entrepreneurship)
2008 Developing an Actionprogramme: More structure, quality: organizing joined efforts
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Dutch Model Today
2009 Actionprogramme Education and Enterprise € 33 million (2009-2012)
Versus Other countries or regions?
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Range in Europe – Grade & High School
The Netherlands
(16.3 million pop.)
500 schools
75,000 students
Portugal (10.5 million pop.)
98 schools & ~ 4,700 students
22Source: Redford, 2009 & 2010
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Research into American Public Policy
Has existed in the United States since 1982
Vision: • An organization recognized as the national leader in
advocating entrepreneurship education as a lifelong learning process.
Mission: • The Consortium Champions Entrepreneurship Education
and Provides Advocacy, Leadership, Networking, Technical Assistance, and Resources nationally across all levels and disciplines of education, promoting Quality Practices and Programs.
Website:• http://www.entre-ed.org/
The Consortium for Entrepreneurship Education
Creation of Best Practices in Portugal
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Centro de Educação do Empreendedorismo em Portugal
• Policy Advocacy & Development• IMPLEMENTATION OF NATIONAL
RESEARCH• Training of Teachers
• Don’t reinvent the wheel – take good practices from other countries and organizations
Global Best Practices
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One of Eight Good Practices in Entrepreneurship Education inthe OECD in 2010
Masters – Entrepreneurship, Leadership and Opportunity Recognition
Researching Student Attitudes
• Track Students Attitudes towards Entrepreneurship – 81.2% want to work for others and only 16.1%
want to create their own business
• Track Students Attitudes related to Risk and Obstacles– 49.9% of the respondents point to the
bureaucracy of governmental entities and fears going bankrupt (58%)
27Source: Redford, 2009
Researcher Career Choices & Education
• During 2005/2006 only 826, or 0.2%, of students at the post-secondary level participated in an entrepreneurship class in Portugal
• Only 14.8% of students believe that the Portuguese educational system develops a state of mind that encourages the creation of new firms
• 63.7% of students believe in the possibility of owning their own business in the future
• After graduation only 16.1% want to create their own business whereas 81.2% want to work for others
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Learning about Obstacles for Students
Starting Early in the Educational Cycle & Educating for the Future63.7% of students believe in the possibility of owning their own business in the future
Risk Taking Need for a Discussion of Risk49.9% of respondents point to the bureaucracy of governmental entities and fear going bankrupt (58%)
Practical Experiences in ClassExperiential learning practices for class assignments
Further Policy Considerations
• Youth Employment and Entrepreneurship
• Regional and Socio-Economic Differences
• Gender Consideration in Entrepreneurship
• Prominence of the Public Sector in the Mindset of Post-Secondary Students
• Advancing Entrepreneurship Education as part of the EU’s Lisbon Strategy
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Conclusions: Policy Development
Benchmarking and Evaluation
• Educational System and Entrepreneurship Promotion
• Capacity Building of Entrepreneurship Education
• Post-Secondary, Secondary and Primary Education – Entrepreneurship Offerings
• Students Attitudes towards Entrepreneurship
• Students Attitudes related to Risk and Obstacles