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Handbook on the Entrepreneurial University

Handbook on the Entrepreneurial University

Elgar original reference

Edited by Alain Fayolle and Dana T. Redford

This insightful Handbook offers a lens through which to view entrepreneurship strategy for higher education institutions, as it becomes increasingly necessary for universities to consider changing their strategies, culture and practices to become more entrepreneurial.

Chapter 13: Global start-up internships as a source of experiential learning

Truls Erikson, Mari Saua Svalastog and Daniel Leunbach

Subjects: business and management, entrepreneurship, management education, management and universities, education, management and universities, management education


To prepare students for the realities of todayís ever-changing, hypercompetitive and global marketplace, new forms of academicñindustry collaborations need to be explored and developed. In fact, EU and national policies are gradually becoming more focused on the role of universities in job creation. This has led to increased focus on academicñindustry collaborations (Etzkowitz, 1998), and not least, entrepreneurship education. During the 1980s, the atmosphere for academic institutions changed as new disciplines such as biotechnology and ICT developed remarkably quickly (Iversen et al. 2007). The Bayh-Dole Act in the USA created debates in many Western countries, including Norway, and a comparable law was introduced in 2003. This law extended the societal role of Norwegian universities to include the ëThird Missioní. In practice, the law abolished professorsí long-held privilege regarding ownership of his or her inventions (ibid., p. 398), and it smoothed the progress of the Technology Transfer Offices. It was during these formative days that Gr¸nderskolen emerged, and the programmeís emergence can be seen in light of these Third Mission debates. As such, we consider Gr¸nderskolen as a response to these wider societal changes. The emphasis of Gr¸nderskolen is on international technology entrepreneurship, and the curriculum reflects the workload of a full semester. The programme, which is carefully designed around experiential learning, is, of course, experience-based as students work on real projects, not only as part of their course assignments, but also as part of a 12-week start-up internship abroad.

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