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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 19: How to access the development of entrepreneurship education at university level: the case of Denmark

Kåre Moberg, Lene Vestergaard, Casper Jørgensen, Elisabeth Markussen and Sose Hakhverdyan

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


The Danish government has during the last decade been focusing on transforming the countryís universities into entrepreneurial institutions (Blenker et al., 2006; OECD, 2008). A large range of state-sponsored initiatives has been launched, all with a purpose of supporting various entrepreneurial activities, such as student incubators, tech transfer offices and entrepreneurship programmes (ibid.). This is much in line with what has happened in other European countries as the process has been driven by pan-European strategies from the EU level (Geuna, 1998; Kyvik, 2004; European Commission, 2011). The goal of these governmental strategies has been to adapt the Higher Educational sector to the changing needs of society and the economy (Etzkowitz et al., 2000). Universities today are requested to focus on the diffusion of knowledge and research findings as well as commercialization of new research. Universities are also, to a larger extent, expected to obtain their own funding by capitalizing on these activities, which is made possible by an increased autonomy for the universities (Etzkowitz et al., 2000; European Commission, 2011). The educational activities have proven to play an important role in this process (Gibb, 1987), but these are often less prioritized than more visible investments in infrastructure (Heinonen and Hytti, 2010; Nygaard, 2010). This is somewhat puzzling as the field of entrepreneurship is recognized to have its roots in educational activities (Brush et al., 2003).

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