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Karoline Kaspersen and Lise Aaboen

This chapter focuses on feasibility studies for students of entrepreneurship at the European Organization for Nuclear Research (CERN) in Switzerland. It builds on observations of and interviews with knowledge transfer officers at CERN and participating students and course facilitators from the Norwegian University of Science and Technology (NTNU). The study shows that experiential learning is integral to the CERN Screening Week, a joint venture by CERN and NTNU. CERN finds the week valuable for screening, and it also contributes to the learning experiences of NTNU students. Furthermore, the CERN Screening Week benefits from being part of a feasibility study course where students learn the screening methods beforehand and use their experiences at CERN during the rest of the course. Our results provide several implications for educators.

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Lise Aaboen and Frida Lind

In order to contribute to research on the process aspect of entrepreneurial networks, the present chapter addresses how start-ups can overcome the loss of all their customer relationships through repositioning. The chapter is based on a qualitative case-study methodology and, from the case study, a pattern of repositioning is observed. Repositioning occurs through looking backwards and forwards. It is the combination of utilizing similar structural networking patterns as earlier, together with updated projections of the future, that enables the start-up firm to see opportunities for relationship initiation and repositioning in the present.

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Torgeir Aadland and Lise Aaboen

In this chapter, we develop a new typology for entrepreneurship education based on the literature in the field. The typology consist of six different approaches to entrepreneurship education, consisting of the objectives and learning activities. We separated the learning approaches into three different classes of student involvement: passive, participative (input/output focused) and self-driving (method focused). Furthermore, we separate the objectives into ‘student-centred impact’ and ‘contextual impact’, based on the influence from the education on external stakeholders. Compared to the ‘about’, ‘for’ and ‘through’ framework, our new typology allows for a more nuanced separation based on both the students’ learning activity and the educational impact in terms of time and external contact and influence. Compared to prior classification, which is somewhat teacher-centred, we move the focus to the students. The main implication from this chapter is that it enables cumulative research in the growing field of entrepreneurship education.

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Lise Aaboen, Hans Landström and Roger Sørheim

In this chapter we introduce the book. The chapters of the book provide examples of short initiatives from European research-based universities which show what activities they use, how they have developed and how they seek to contribute to the entrepreneurial activities at their universities. The contributing authors provide practical advice regarding how to organize similar initiatives. We conclude the chapter by presenting lessons learned and suggestions for future development of short entrepreneurship education initiatives.

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How to Become an Entrepreneur in a Week

The Value of 7-Day Entrepreneurship Courses

Edited by Lise Aaboen, Hans Landström and Roger Sørheim

Can you learn to be an entrepreneur in a week? The book focuses on short entrepreneurship education initiatives and includes eleven courses from European research-based universities. The book provides insights on best practice and lessons learned from experience for potential and current organizers of such initiatives.
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Lise Aaboen, Anna Dubois and Leena Aarikka-Stenroos

In the present chapter, we focus on how start-ups become embedded in the university and industry context(s) in order to suggest a research agenda for a more systemic approach to university and industry actors when studying start-up development in entrepreneurial universities. More specifically, the story should not end in business formation but an entrepreneurial university also has roles in the further development of start-ups originating both from the university and industry. We base our suggested research agenda on a case study of the automotive and transport cluster in Western Sweden, which is established as both an academic context and an industry context. We relied both on secondary data about the case as such as well as primary data about the relationship development patterns of the 9 start-ups in the cluster. We identified 5 different patterns of how start-ups become embedded. Arguing that the development and success of university-based start-ups have to be understood in terms of how they embed in their context(s) entails several important implications for further studies connected to additional details of the development patterns, the roles universities play in the networking and embedding of start-ups and the design of collaborative platforms for collaboration between various actors.

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Lise Aaboen, Kari Djupdal, Dag Håkon Haneberg, Vetle Slagsvold Øien, Torgeir Aadland and Roger Sørheim

Chapter 26 presents a study where human capital is used as a theoretical base to develop a set of hypotheses, which were tested on a population of 338 student founders (with a response rate of 36%) in a university student venture incubator. The empirical findings show that time and guidance are important elements in developing key venture-creation skills. The results suggest that incubators should be more patient and conscious of the role of time when developing key venture-creation skills. Short initiatives such as ‘hackathons’ are valuable as inspiration for those students who are interested in entrepreneurship, but such activities will not likely lead to more venture creation among students.