To match with university values do we need a :

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What Outcomes do we want from Entrepreneurship
Education and Why?

• To match with university values do we need a
• Change in the focus?
• Change in the concept?

2
The Focus

• Global pressures and uncertainty and complexity
• leads to
• Focus on entrepreneurship capacity for all
• leads to
• Focus on whole stakeholder environment
• leads to
• Focus on design of entrepreneurial organisations

3
Bringing Forward the Future? Sources
of uncertainty and Complexity and the need for
Entrepreneurial response

Global Pressures
The State/Society
Entrepreneurial Organisation
repositioning University?
repositioning
Individual repositioning
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Opens up

• Debate on what should be the major thrust of
  entrepreneurship education for all
• Debate on what constitutes the kind of
  entrepreneurship culture we want to create
• Debate on the concept of Institutions v
  Organisations and their impact on the way that
  entrepreneurship develops in society and on the
  way that markets work

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Really Understanding Entrepreneurial Institutions!

• ENTREPRENEURIAL
• Ways of doing
• Ways of thinking
• Ways of communicating
• Ways of organising
• Ways of seeing things
• Ways of learning

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Contrasting Metaphors
What kind of institutional culture?
The mainstream culture?
Enterprise/small business?
order
untidiness formal
informal accountability
trust information
judgement
demarcation
overlap planning
intuition corporate strategy
strategic awareness control
autonomy
standards
personal observation transparency
ambiguity functionalism
holistic systems
feel
position
ownership performance appraisal
customer/network exposure
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Change of Concept

• Educational Models
• The Revealed Preference Model
• (Entrepreneurship as it is taught)

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Heroic Heart
New Venture Arm
Functional arms
Business Plan Gut
Frank N. Stein
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Summary - the traditional entrepreneurship
education model?

• Business model
• Business focus
• Business plan at the centre
• Functional organisation of knowledge
• Entrepreneur hero
• Explicit knowledge v tacit knowledge
• Know about rather than through or for
• Limited pedagogy little focus behaviours
• Information loaded decision making
• Analytical v creative

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An Alternative Entrepreneurship model

• Focused upon Personal Development

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Entrepreneurial Values
Holistic Management Arm
Strategically Intuitive Gut
Appropriate Org. Devt. (Know How)
Entrepreneurial Organisation Design and
Development
Ideas Harvesting and Evaluation
Project Management
You or Me?
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Summary - The Educational Challenge

• Feelings and emotional intelligence
• Way of life
• Values culture
• Community of practice
• Behaviour development
• Know who
• Organisation development
• Entrepreneurial organisation design
• Wide contexts

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Defining Entrepreneurial Capacities
Those Capacities that constitute the basic
necessary conditions for the pursuit of
effective entrepreneurial behaviour individually,
organisationally and societally in an
increasingly uncertain and complex environment.
Enabling individuals from all walks of life to
cope with, enjoy, and be unafraid to create,
uncertainty and complexity in their lives
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A. Key entrepreneurial behaviours, skills and
attitudes developed
C. Key entrepreneurial values inculcated and
Emotional response calculated
B. Students feel the life-world of the
entrepreneur
T E M P L A T E
D. Motivation towards an entrepreneurial
lifestyle and occupation has been built
E. Students grasp the key generic
entrepreneurship competencies in practice
G. Students grasp key how tos of developing
holistically managed sustainable
entrepreneurial organisations
F. Students understand the process (stages) of
setting up an organisation
H. Students understand the relationships they
need to develop with key stakeholders
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The Basic Frame?
CONTEXT Why and Where

ORGANISATION AND MANAGEMENT DEVLOPMENT
PERSONAL DEVELOPMENT
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CONTEXT(Why and Where)

• Globalisation and the sources of complexity and
  uncertainty (international, societal,
  organisational, personal) vision the Why!
• Effects in all kinds of work, community and home
  contexts (the Where!).Sources of Uncertainty and
  complexity requiring entrepreneurial response

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PERSONAL DEVELOPMENT

• Entrepreneurial behaviours, skills, attributes
• Emotional intelligence and Entrepreneurial values
• Capacity for acquisition of tacit knowledge
  (community of practice)
• Vision of way of life
• Motivation to entrepreneurial lifestyle

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ORGANISATION AND MANAGEMENT DEVELOPMENT

• Designing entrepreneurial organisations in
  different contexts
• Holistic and Project management (developing
  organisation and people capacity on a need to
  know basis)
• Strategic awareness management
• Relationship Management (building know who
  networks including role of business planning)
• The Start up Process (in particular ideas
  harvesting and evaluation)

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Key Questions we need to be asking of the System

• Can we agree on the concept of entrepreneurship,
  in particular must the context be business?
• What outcomes are existing programmes offering
  against a template of outcomes
• Are they truly being delivered?
• How well are they being delivered and where is
  there scope for improvement?
• How (well) are the outcomes being assessed?

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What implications have these outcomes for

• What we teach (the context and content)
• How we teach it (the pedagogy)
• Our own skills development
• The development of skills of others
• The structure, culture of our organisation

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Annex 1

• Expanding on the Template

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A. Practising Entrepreneurial BehavioursTo what
degree does the programme allow students to
practice

• opportunity seeking and grasping
• taking initiatives to make things happen
• solving problems creatively
• managing autonomously
• taking responsibility for, and ownership of,
  things
• seeing things through
• networking effectively to manage interdependence
• putting things together creatively
• using judgement to take calculated risks

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A. Developing Entrepreneurial Skills

• creative problem solving
• persuading
• negotiating
• selling
• proposing
• holistically managing business/projects/situations
  
• strategic thinking
• intuitive decision making under uncertainty
• networking

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A. Developing Entrepreneurial Attributes

• achievement orientation and ambition
• self confidence and self belief
• perseverance
• high internal locus of control (autonomy)
• action orientation
• preference for learning by doing
• hardworking
• determination
• creativity

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B. Creating empathy with the entrepreneurial way
of life To what degree does the programme help
students to feel and enjoy the world of

• living with uncertainty and complexity
• having to do everything under pressure
• coping with loneliness
• holistic management
• no sell, no income

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Way of Life (cont)

• no cash in hand no income
• building know who and trust relationships
• learning by doing, copying, making things up,
  problem solving
• managing interdependencies
• working flexibly and long hours

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C. Inculcating Key Entrepreneurial Valuesand
self reflection through emotional intelligence
To what degree does the programme seek to
inculcate and create empathy with values and
build

• strong sense of independence
• distrust of bureaucracy and its values
• self made/self belief
• strong sense of ownership
• belief that rewards come with own effort
• hard work brings its rewards
• believe can make things happen

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Entrepreneurial values/reflection (cont)

• strong action orientation
• belief in informal arrangements
• strong belief in the value of know-who and trust
• strong belief in freedom to take action
• belief in the individual and community not the
  state

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E. Generic Entrepreneurship CompetenciesTo what
degree does the programme build the capacity to

• find and appraise ideas
• see problems as opportunities
• identify key people to be influenced in any
  development
• build the know who
• learn from relationships
• assess organisation development needs
• know where to look for answers
• improve emotional self awareness, manage and
  read
• emotions and handle relationship
• constantly see oneself and the business through
  the eyes of stakeholders and particularly
  customers

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F. Understanding the Processes of
Organisation/Business Start and Associated
TasksTo what degree does the programme provide
students with the means to

• appraise any new business/organisation proposal
• understand the total process of starting an
  organisation/business from idea to survival and
  provide understanding of what challenges will
  arise at each stage
• engage in the community of practice as to how to
  handle the above

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G. Key Minimum Organisation/Business How TosTo
what degree does the programme help students to

• set up and manage a project from beginning to end
• see products and services as combinations of
  benefits
• develop a total service package
• cost and price a product/service
• identify and approach good customers/clients
• appraise and learn from competition/others
• monitor the environment with limited resource
• choose appropriate sales strategy and manage it

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Minimum How tos (cont)

• identify the appropriate scale of a
  organisation/business for sustainability (make a
  living)
• set standards for operations performance and
  manage them
• finance the organisation/business appropriately
  from different sources
• develop a business plan as a relationship
  communication instrument
• acquire appropriate systems to manage cash,
  payments, collections, any profits and costs
• select a good accountant/advisor
• manage, with minimum fuss, statutory requirements

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H. Managing RelationshipsHow does the programme
help students to

• identify key stakeholders
• understand the needs of all key stakeholders at
  the start up and survival stage
• know how to educate stakeholders
• know how to learn from them
• know how best to build and manage the
  relationship.
•  

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Annex 2

• Bringing forward the future
• The Pressures for Pursuit of Entrepreneurial
  Behaviour

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The Shared Influences behind the
International Entrepreneurial Climate

Global Pressures
Greater uncertainty
State/Society and complexity
Organisation repositioning - the need for
an repositioning
entrepreneurial response
Individual repositioning
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The Global pressures

• political realignment
• trading barriers removed
• information communication technology
• rapid product/technological obsolescence
• product/service differentiation/standards
• travel/transfer
• language/culture - uniformity/differentiation
• lifestyle choices
• massive international capital flows

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The Shifting role of the State and
Society? Public spending pressures
Self help philosophy Attempted empowerment
Inequality of income/wealth Privatisation
De-regulation
Markets in Public Services Subcontracting
out Business involvement in
Decentralisation? wider society contexts
Business methods adopted Decline of
religion Standards
setting/benchmarking Legitimising former
deviances Womens rights Pressure group society
Corporate social responsibility
Environmental concerns Trust in
Quangos/NGOs
Government Concerns Competitiveness -
Employment - Benchmarking - Alliances



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Organisation re-positioning
(In search of
flexibility?) Downsizing
Decentralisation Re-engineering /
De-layering Project management
Flexible teams International standards
Personal flexibility Refocusing
Spin outs/buy outs/in Subcontracting
out Supply chain
partnerships Mergers/alliances
International sourcing Capital mobility
Global personnel mobility Networking
Stakeholder
management? NGOs
Public sector business orientation Intrapreneur
ship Public sector
entrepreneurship Software - virtual reality
Intangible assets/knowledge base Licensing
Franchising


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Organisational Change (2) Growth of
SMEs Service White collar Second career
type Clusters Flexible Specialisation Network/
virtual reality Portfolio Life style Women
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The Individual (
as worker, entrepreneur, consumer, family
person) Work Coping with
Life contract employment
wide material choice part-time employment
managing credit geographical
mobility international standards in
choice occupational mobility
greater cultural diversity continuous learning
ownership of things job
uncertainty geographical
mobility/travel career uncertainty
convenience longer hours
the information/learning age wider
responsibility
pensions/security stress
single parenthood self
employment multiple
relationships portfolio jobs
holding family together life style
jobs de-skilled
marginalised