Yrittäjyyden edistämisen kiperät ja kriittiset kysymykset yliopistoissa

Sivistysyliopisto ja yrittäjyysyliopisto eivät ole vastakkaisia tavoitteita. Yrittäjyyden edistäminen yliopistoissa kestävästi edellyttää yliopistotoimijoilta kriittisyyttä ja refleksiivisyyttä. </p

Yrittäjyyden edistämisen kiperät ja kriittiset kysymykset yliopistoissa

Sivistysyliopisto ja yrittäjyysyliopisto eivät ole vastakkaisia tavoitteita. Yrittäjyyden edistäminen yliopistoissa kestävästi edellyttää yliopistotoimijoilta kriittisyyttä ja refleksiivisyyttä. Näkökulmateksti perustuu&nbsp;Suomen Akatemian projektiin numero 295&nbsp;960

Cooperation among competitors in the open-source arena: The case of OpenStack

Interorganizational interactions are often complex and paradoxical. In this research, we transcend two management paradoxes: (competition versus cooperation) and (open-source versus proprietary) technology development. We follow the OpenStack open-source ecosystem where competing firms cooperate in the joint-development of a cloud infrastructure for big data. We provide a narrative, complemented with social network visualizations, which depicts the evolution of cooperation and competition. Our findings suggest that development transparency and weak intellectual property rights (i.e., characteristics of open-source ecosystems) allow a focal firm to transfer information and resources more easily between multiple alliances

Identity work of academic teachers in an entrepreneurship training camp: a sensemaking approach

PurposeThis paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.Design/methodology/approachBy employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.FindingsIn collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness.Research limitations/implicationsLongitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.Practical implicationsUniversities need to offer arenas for teachers and other faculty to support identity work and sensemaking.Originality/valueThis study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.</div

Reframing the Case Method in Entrepreneurship Education: Cases from the Nordic Countries

Case method is widely used in business and entrepreneurship education. Different from the traditional textbook cases that are based on an analysis of history, live case method is receiving increased attention. We suggest that venture creation courses are a form of live case method where students can learn from their own venture creation processes. As extant entrepreneurship education research has mainly focused on students’ perspectives, we address the omission of sharing entrepreneurship educators’ perspectives by focusing on team teaching in a live case situation. Team teaching has not been previously addressed in entrepreneurship education research despite several benefits it can bring. This chapter presents benefits and challenges of interactive team teaching based on the literature and interviews with team teachers in a Finnish start-up course. The chapter targets entrepreneurship educators and scholars interested in and/or encouraged towards team teaching in higher education. We provide concrete advice for educators on how to enhance team teaching.</p