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Chapter 16: Entrepreneurship Education at Universities in German-Speaking Countries: Empirical Findings and Proposals for the Design of University-wide Concepts
16 Entrepreneurship education at universities in German-speaking countries: empirical findings and proposals for the design of university-wide concepts1 Norbert Kailer 1 Introduction: the importance of university-wide concepts The European Union (EU) wants to boost entrepreneurship as part of its strategy to transform its economy and to build up its future economic and competitive strength. The European Community’s Lisbon Strategy aims to foster economic dynamism while helping to create more and better jobs. Some of the most important priorities of the EU’s enterprise policy are creating entrepreneurial mindsets through education and learning, as well as promoting entrepreneurship through the encouragement of business creation and the supporting of small and medium enterprises (SMEs) during their start-up and development phase. Entrepreneurship is considered to be a core competence for growth, employment and personal fulfillment (EC/Enterprise Directorate-General, 2004; EC, 2006a; 2006b). Entrepreneurship Education (EE) therefore is considered to be a crucial measure in fostering entrepreneurship (EC/Enterprise and Industry Directorate, 2008; EU Commission/DG Enterprise and Industry, 2008a; 2008b; 2008c). It is expected of graduates that they will found enterprises with high growth orientation which will have sustained success (Josten et al., 2008; EC 2002a; 2002b). The ‘International Survey on Collegiate Entrepreneurship’ (ISCE 2006) (Fueglistaller et al., 2006) as well as its successor study, the ‘Global University Entrepreneurial Spirit Students Survey’ (GUESSS) both underline the high potential for undergraduate and graduate students to start or succeed a business (Fueglistaller et al., 2009). Entrepreneurship Education (EE) has long been established in the Anglo-American area (Cone, 2005; Katz,...
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