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.
Torgeir Aadland and Lise Aaboen
Roger Sørheim, Torgeir Aadland and Dag Håkon Haneberg
The purpose of the present chapter is to investigate which kinds of ventures students start, both in and from a venture creation program (VCP), as well as how their ventures perform and create value over time. This investigation is based on a unique dataset containing full annual financial records and complementary data for all new ventures started by students who graduated from a VCP in Norway between 2005 and 2017. Based on analysis of the extensive material, this chapter contributes rich insight on how student ventures contribute to venture creation from universities. The chapter shows how students and graduates who work on their own personal ideas and opportunities provide positive financial outcomes more quickly, while those who work on ideas and opportunities from external sources employ more people and are more likely to raise capital to fund longer development processes.
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.