A Brief Review of Our Agile Teaching Formats in Entrepreneurship Education

Abstract

Companies are confronted with increasingly demanding environments, including globalization, technologization, intergenerationality, and crises such as the coronavirus pandemic. To accept uncertainties as a challenge and to recognize opportunities for development, well-educated and resilient founders are needed who can foster innovation and sustainable development within society and the economy. The majority of today’s entrepreneurs have an academic background. Hence, institutions for higher education need to provide comprehensive educational offerings and support initiatives to train and sensitize future entrepreneurs. Therefore, since 2013, agile teaching formats have been developed in our project at a Bavarian university of applied sciences. In two stages, we founded a limited company for hands-on experimentation with entrepreneurship and also conceptualized an elective course and an annual founders’ night. Based on a theoretical model and continuous teaching evaluations, we adjusted the individual modules to suit the target group. The objective is to promote the acquisition of key competencies and exert a positive influence on the startup quotient in the region. There are six startups by students who can be traced back to our project. This indicates that a target-group-oriented educational program encourages motivation and awareness of entrepreneurial thinking and action among students.

The Role of Entrepreneurship Education in Higher Education Institutions

“…The alumni will form strong partnerships with their alma mater, which subsequently increases awareness about the institution, opportunities for expert coaching and experiential learning, and demand for studies. 41…”

Sistema de gestión inteligente para universidades con visión Startups: una revisión bibliográfica.

“…Que puedan integrar equipos de trabajo y generar proyectos y desarrollos tecnológicos y científicos, que aporten a cadenas productivas más efectivas (Kadeeva, Volumen 26 N°2 agosto 2022 2022), (Fischer, Rosilius, Schmitt, & Bräutigam, 2022).…”

Comparative analyses of the educational methods in the leading business development masters programmes in Hungary

“…The first pillar of our research focuses on the different forms of practice-oriented and experiential teaching methods. Many argue that entrepreneurship education should inherently be practice-oriented and experience based (Fayolle 2013;Lei et al 2021), although methods of channelling practice into the curriculum are diverse (Fischer et al, 2021) and not equally widespread among business schools. In the changing conditions of the environment, cooperation with enterprises in university programmes is increasing, to deliver personalized education (Paravizo et al 2019), open access to knowledge (Himmetoglu et al 2020), to establish teaching communities (Hasitschka et al 2017), develop practice-based skills through the newly developed method of education -dual education (Fenyves et al 2020)and utilize virtual reality simulations in industry (Mourtzis et al 2018).…”