The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda

Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of entrepreneurial outcomes, analyzing 159 published articles from 2004 to 2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Reconfirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely underdescribe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasized directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mind-set, focus on the impact indicators related to the intention-to-behavior transition, and exploring the reasons for some contradictory findings in impact studies including person-, context-, and pedagogical model-specific moderator

Michael Beer: It\u27s not the seed, it\u27s the soil

Michael Beer of the Harvard Business School is mainly known for his work on organizational change, strategic human resource management, and for the development of approaches/methods for strategic renewal. After a first career as an organizational researcher at Corning Glass works, he has remained a scholar- practitioner, with a burning interest in doing research which is both useful for theory and practice. Beer is interested in how organizational systems learn and change and ultimately in understanding what over time creates organizational system effectiveness. A major problem, he and his colleagues argue, is that management usually does not address changes in a systemic way. The result is a much lower success rate of organizational change initiatives. The employees of the organization often know how it can be improved, but because "truth cannot speak to power", management only rarely gets to know what the organization thinks. They are therefore restricted from making a systemic analysis and do not get to know how they can address change in a systemic manner. A substantial part of Beer\u27s research has been focused on how to make such situations better. Together with a set of colleagues from aspirational CEOs of major corporations Beer and colleagues formed both an international consultancy firm - TruePoint, as well as a network of research centers - the Center for Higher Ambition Leadership

Encouraging Entrepreneurial Competence Development in Italian University Students: Insights from the “Contamination Lab” Cases

This chapter aims to contribute to the debate related to entrepreneurship education (EE) within Italian universities. Specifically, it investigates the strategic role of the Italian Contamination Labs (CLabs) created inside some public universities and financed by the MIUR (Italian Ministry of University and Research) as innovative laboratories aimed at developing an entrepreneurial mindset, creativity, and innovation among the university students enrolled in the different degree programs. Through a cross-case study comparison of four Italian CLabs starting in North and South Italy from 2017, it presents the learning approaches and EE methodologies adopted to create an entrepreneurial awareness, mindset, and capability in students with different educational background. Findings demonstrate the crucial role of knowledge contamination in a permanent laboratory where business idea presentation, open innovation challenge, contamination workshop on specialized topics, enterprise projects, and business games are important vehicles for generating future student entrepreneurs and the achievement of the universities’ third mission aim. Implications for practices are delineated in terms of general recommendations that university should adopt according to the Quadruple Helix paradigm