By also developing the theory base of entrepreneurship and innovation, also by studying and developing the underlying philosophies of entrepreneurship and innovation.

By incorporating experienced entrepreneurs and business people.

By extending courses to experienced entrepreneurs, to develop an additional knowledge process and cycle.

Interesting discussion! Following

By introducing and teaching strategic foresight, given the link between the future and radical innovation.

By teaching true learning, given the link between knowledge and creativity and entrepreneurship.

In that sense, advanced education and the quality of education have an indirect impact.

In Brazil, we use several methodologies to teach entrepreneurship and innovation, the students' ideas and motivations are great. The biggest problem is funding to encourage startups, incubators and accelerators

An Entrepreneurship cell where programs promoting entrepreneurial spirit among the students can be initiated. Business plan competitions can be held. An Incubation centre for ideas where angel investors can also participate will really help

Entrepreneurship is one of the key competences, and its' basic definition is ''turns ideas into action''. Each learning outcome/teaching goal that enables students to ''turn ideas into action'' is a part of ent. learning.

Apart from theoretical knowledge, a dire need of comprehensive knowledge and practical approach is desired.

China is trying with dedicated experimental classes where students use the elements of design thinking and rapid prototyping. The courses are taught by industry experts and they also encourage using real life problems to motivate students.

I am living a new experience in my university. In partnership with an association, we launched a competition among 7 teams of student in entreprise creation. The association gives us professionnel coaches and we, at the university, we give the academic side. A competition will be held in june and just 2 teams will be kept. These teams will participate in a national than an international competition.

It can be developed in universities through proper funding, employing competent teachers to be in charge and as well making sure it is more practically based.

Interesting question.

As many respondents mention, university teachers need to study, research on entrepreneurship, innovation and support it. Nothing can be achieved if it is not approved.

In Greece emphasis is paid on innovation and creativity.

Es una vieja discusión . Se desarrolla el emprendimiento cuando sea Política de Estado que integre, : UNiversidad, Empresas, Políticas educativas e innovación y productividad,

It's an old argument. Entrepreneurship is developed when it is State Policy that integrates,: UNiversity, Companies, Educational policies and innovation and productivity,

We have a center for entrepreneurship at my university in the Harmon College of Business and Professional Studies. They teach students how to become entrepreneurs and set up their own businesses or sell new ideas.

We train our students to identify viable business ideas and prepare a business plan. We plan to establish a business incubation center and facilitate new start ups. Teaching entrepreneurship should be done using practical approaches, games and interactive learning.

It is very important to link together the academy with the business sector. Integrating both, student will learn how to discover opportunities to develop ventures, detecting a unmet needs that allow the development of products and services. Also, it is essential to have a team of professors who have developed ventures, since from an experiential perspective they will be able to transfer their good and bad experiences when it comes to entrepreneurship. Finally, spaces must be created for the promotion of entrepreneurship, such as entrepreneurship and innovation fairs, where students show their developments to the community and they can receive feedback.

We have developed this type of activities and now it is transversal in our University. If someone likes, I can share the publication material as good practice, which is in Spanish.

Best regards.

By creating incubation centers and developing a culture of entrepreneurship.

The above discussion shows that the methods of teaching entrepreneurship and innovation are very different. In one, usually at earlier stages of the education process, the key issue is to transfer knowledge of doing business, the conditions for establishing and developing a company in a specific country, starting a startup, writing a business plan, developing a marketing strategy, conducting a SWOT analysis, financial analysis, running advertising campaigns, multi-faceted enterprise management, etc. On the other hand, at the university level, at the advanced level, as part of entrepreneurship education, the education process is carried out according to concepts based on practical classes, the key issue is for students to develop business development concepts, write a business plan and set up a specific business, startup, etc.

In the context of the above considerations, the following key questions arise:

- What types of entrepreneurship and innovation teaching methods are used at your universities?

- What type of entrepreneurship and innovation teaching method do you consider the most effective?

What do you think about this topic?

What is your opinion on this topic?

Please reply

I invite you to discussion

Thank you very much

Hi,

Different approaches can be applied for teaching entrepreneurship and innovation: pragmatic, interactive, experiential learning...

We still use the following Chinese proverb :

"tell me I'll forget. show me I'll remember. involve me I'll understand"

Involving students in entrepreneurial and innovative processes is much better for them in order to understand such complex processes.

I Think it should taught as creativity

We have a center for entrepreneurship at my university (ptuk). They teach students how to become entrepreneurs and able to develop their skills and create new ideas in order to contribute to establish own business.

I think experts from the field may be invited to do presentations on real life situations. Only classroom teaching devoid of experts' presentation may not be enough.

I have been teaching entrepreneurship courses at Azm university (Lebanon) since 2016. We use various student-centered and active learning teaching methods. Here are some of the teaching methods I use while teaching introduction to entrepreneurship course:

- Have the students apply the theory given (following an entrepreneurship textbook) in multi-part group project where each team identify a real business opportunity and work throughout the course to develop various business development elements like feasibility analysis, industry and competitor analysis, business model canvas, and a business plan presentation.

-Facilitate workshop-style sessions where I divide class into groups and let them work together to complete some activities like developing their business model canvas

-Invite local entrepreneurs as guest speaker in class to share their stories and motivate the students and then ask the students to provide feedback and discuss key lessons learned.

-Encourage (and support) students to participate in local and national business idea competitions even after they complete the course

I found the most effective teaching methods is the group project where work together on their own business ideas and applying the theory they learned in class.

The good way is adopt the methodology of "lean startup ": going outside the university to observe the society, understand the "job to be done" of people and test minimum viable products (mvp) on the ground and create real businesses...

There are a lot of methodologies related with Teaching Entrepreneurship and Innovation. However, I think that we have to think "Out of the BOX" and try new ways to impact the learning process. In this regard, one of the best ways, I think, to impact the intention as well as the competencies of students is to share the expertise and knowledge of Business man and entrepreneurs regarding their entrepreneurship process and fails and then apply it in classroom with play roles, online simulations or another pedagogic dynamics between students. In other words, the students or potential entrepreneurs must feel and develop the fail of failure as well as the management of Risk.

Dear Colleagues and Friends from RG,

In recent years, the importance of technology, innovation and information as important production factors in modern emerging economies is growing, more and more new micro-enterprises and startups are using new information technologies ICT, Industry 4.0 and others. Technological companies and innovative startups constitute in the economically developed countries a significant branch of the entire host and generate an increasing share in the manufactured Gross Domestic Product. Therefore, the importance of activating entrepreneurship is growing, which is especially important during periods of economic slowdown, and thus also for 2020 and subsequent years. One of the important areas of entrepreneurship and innovation activation is teaching entrepreneurship and innovation in schools and colleges. A lot of ideas have already been created for effective teaching and improvement of entrepreneurship and innovation skills of pupils and students. In some concepts, the establishment of entrepreneurship and innovation incubators that work in close correlation with taught classes or are fully integrated with these classes is indicated as the most effective methods of teaching and improving students 'and students' skills in the field of entrepreneurship and innovation.

Do you agree with me on the above matter?

In view of the above, I am asking you the following questions:

- In your opinion, should a good method of learning entrepreneurship and innovation be teaching in the business incubator formula?

- Should academic entrepreneurship incubators cooperate with teachers and lecturers conducting entrepreneurship and innovation classes?

- Is it possible to apply the method of entrepreneurship learning and innovation at your university by teaching in the entrepreneurship incubator formula?

- What do you think about this topic?

- What is your opinion on this topic?

Please reply.

I invite you to discussion and scientific cooperation.

Thank you very much.

Best wishes.

Dariusz Prokopowicz

By incorporating political skills:

Article How Does the Entrepreneurship Education Influence the Studen...

Presently, entrepreneurship and innovation have been developed In most higher institution in Nigeria but the problem now is that the approach to the training is inadequate in most institution, also the time allocated to it is not enough to achieve something reasonable, the best approach to it is to introduce a training or vocations that will be beneficial and marketable to the students even after graduation, and most importantly a qualified personnel that have been making waves in the business should be the person to train the students so as to share life experience with .

The courses which will encourage entrepreneurship and innovation should focus on societal needs, solving real life problems and provision of functional education. instead of teaching in absence of practicals, training should be based on the ability levels of students as well as their interests.

We teach entrepreneuship at the National Art Gallery in Malaysia in a combination of coacing and mentorship in a boot camp,,means every student is working on her/his idea and project and will be skilled by experienced staff in the fields where they lack required skills. We use the skill model 5+2 crucial skills, as described by me (article is available here on researchgate). After teaching almost 1,000 students we have still a success rate of above 75%, measured in own businesses that allow the students to make a living.

Best regards, Marco

The French PEPITE system dedicated to promoting student entrepreneurship within universities is both flexible and effective in terms of information, awareness, support and accommodation for projects. The PEPITE device allows students to obtain a special "student entrepreneur" status.

By shifting the way the mission of the university is seen

Dear Colleagues and Friends from RG, Currently (end of April 2020) in many countries as part of anti-pandemic procedures and systems and raised sanitary safety standards in connection with the development of the SARS-CoV-2 Coronavirus pandemic, stationary teaching classes at schools and universities have now been suspended and replaced by e- learning. Due to the suspension of stationary didactic classes in schools and colleges, classes are conducted remotely, through various new online media through specific forms of e-learning. The growing importance and development of e-learning is also correlated with the current acceleration of the digitization processes of the economy. On the other hand, teachers are currently looking for answers to the following research questions: Is currently one of the key problems in the development of education is to suspend stationary didactic classes in schools and colleges and replace these classes with e-learning? Are the didactic processes carried out in a limited or full scope due to the development of the SARS-CoV-2 coronavirus pandemic causing Covid-19 disease? How long can such a situation last that all education is implemented remotely through various new internet media? How will the current state of the SARS-CoV-2 Coronavirus pandemic affect learning outcomes? There are many questions that will be answered in the future. Certainly, the current SARS-CoV-2 Coronavirus pandemic will significantly accelerate the digitization of the economy, including teaching classes remotely via the Internet. In the field of remote teaching, another question arises: How to increase the efficiency of e-learning classes? How to teach entrepreneurship and innovation in the form of e-learning?

What is your opinion on this topic?

Please reply.

I invite you to discussion.

Thank you very much for participating in the discussion.

Greetings,

Dariusz Prokopowicz

I agree with Olivier Hueber

Dear Colleagues and Friends from RG, Thank you very much for participating in this discussion, for valuable tips, supplements, inspiring theses and new insights on the above issues. In view of the above, I would like to inspire and encourage joint discussion on the following issue: Currently, due to the SARS-CoV-2 coronavirus pandemic (causing Covid-19 disease), classes in many schools and colleges are conducted remotely, via the Internet in the form of e-learning, video conferencing, etc. This way, the classes are limited use of instruments for activating pupils and students for active participation in educational activities. Therefore, the goal of activating creativity, creating innovative solutions, and critical thinking of pupils and students should be that teachers should use different methods, didactic techniques, and different types of educational classes for individual and team work. However, the current pandemic SARS-CoV-2 coronavirus (causing Covid-19 disease) has replaced traditional teaching in the form of online e-learning, in which the possibilities for activating pupils and students to actively participate in didactic activities are significantly reduced. In view of the above, due to the Koronavirus pandemic, teaching classes are conducted in many countries currently only remotely via the Internet in the form of e-learning, video conferencing. During classes conducted remotely, via the Internet, it is not easy to effectively stimulate pupils and students to think critically and to be active during didactic classes. Conducting discussions, brainstorming, interactive seminars is possible through online classes conducted in the form of video conferences. On the other hand, didactic classes conducted remotely via the Internet do not provide a full range of activating teaching methods. This applies, among others, to teaching entrepreneurship and innovation.

Do you agree with my opinion?

What is your opinion on this topic?

I am asking for an answer and invite you to a discussion,

Thank you very much and best regards,

Dariusz Prokopowicz

I agree with Dijana Vučković

Entrepreneurship has traditionally been taught from a business administration perspective, where predicting the future is central and where the world is seen as linear with known inputs and outputs. The world of entrepreneurs is a quite different, usually highly uncertain environment, and therefore requires a different type of skill set

This article is very good, it talk about University entrepreneurship education: a design thinking approach to learning:

Article University entrepreneurship education: a design thinking app...

In collaboration with the HWR Berlin, Berlin School of Economics and Law, I have started a programme for entrepreneurship education by using gamification. We create an entrepreneurial business environment with specific tasks and challenges the students need to manage in an entrepreneurial manner. This approach is combined with feedback and coaching....

The above discussion inspired me to formulate the following question: Does the development of technology, including technological progress in the field of information technologies, ICT and Industry 4.0, contribute to the improvement of the methodology of teaching entrepreneurship?

What is your opinion on this topic?

Dariusz Prokopowicz

More with project based learning.

Dear Sule Akkoyunlu,

I fully agree that project-based teaching is an important part of the teaching process. Thank you very much for participating in the discussion.

Best wishes,

Dariusz Prokopowicz

As currently in many countries due to the SARS-CoV-2 (Covid-19) pandemic, education processes are usually conducted, mainly remotely, online via the Internet as part of e-learning, the following question arises in the context of this discussion: Is entrepreneurship education hindered by the currently used substitute remote formula, i.e. education in the form of e-learning usually carried out with the use of internet messengers and videoconferencing applications?

What's your opinion on this topic?

Best wishes,

Dariusz Prokopowicz

entrepreneurial universities...The area of entrepreneurial universities is also showing a broader research conversation in multidisciplinary fields... Guerrero, M., & Urbano, D. (2019). A research agenda for entrepreneurship and innovation: the role of entrepreneurial universities. In A Research Agenda for Entrepreneurship and Innovation. Edward Elgar Publishing.

learning approach as opposed to a teaching approach … Blenker, P., Dreisler, P., Færgemann, H. M., & Kjeldsen, J. (2013). A framework for developing entrepreneurship education in a university context. International Journal of Entrepreneurship and Small Business, 5(1), 45-63.

'teacher-centred' approach to 'student- centred' approach or from teaching to learning … Čapienė, A., & Ragauskaitė, A. (2017). Entrepreneurship education at university: innovative models and current trends. Research for rural development, 2, 284-291.

Introducing Entrepreneurship courses in the curriculum will not help students in becoming entrepreneurs. It should be experiential learning, integrate the various courses, makes them present their business idea, set up E-Cell/Entrepreneurship cell and provide real-time experience through industry experts, guest session from startup.

There are many ways to do it, again its question whether students are really interested or just for passing exams they attend the sessions.

...Entrepreneurship is taught at undergraduate and graduate programs through lectures (93% of universities), with the own limitations of the theoretical approach. Can entrepreneurship be taughtin the classroom or is just the repetition of knowledge? (Herrera & Ortiz, 2010). Besides lectures, entrepreneurship is taught through conferences and discussion groups with an 88%, followed by research groups with a 45%. Although the lecture is the primary approach, universities use other training strategies like having companies doing presentations in the classrooms (80%), business exhibitions (71%) and managerial games and competitions with other universities (50%). Other tools include visits to companies (80%). Entrepreneurship is promoted through exhibitions (75%),discussion groups and contests (Herrera & Ortiz, 2010)... Gutiérrez, J. G., & Baquero, J. E. G. (2017). New cross-proposal entrepreneurship and innovation in educational programs in third level (tertiary) education. Contaduría y Administración, 62(1), 239-261.

Different methods...case studies, business plan creation, problem-solving, simulation and games, team based or group discussions, guest speaker, seminars, individual and group projects, role play and lectures with latter being teacher centred while all the former are student centred. It was however, established that no one method can be used solely on its own, hence, the need for collective adoption under a given circumstance. Practically, all trainers, instructors and educators in the entrepreneurship field need to focus both on the design and implementation of entrepreneurship teaching and course programs based on the various aspects in terms of the teaching model(s) being adopted from the perspectives of providing answers to the questions of the why (purposes of the learning), what (contents), how (methods and pedagogies), for whom (audiences, participants), and for which outcomes (assessment) (Fayolle and Gailly, 2008).There are no enough models to conceptually drive the curriculum design and teaching methods of entrepreneurship education (Slattery and Danaher, 2015)... Samuel, A. B., & Rahman, M. M. (2018). Innovative teaching methods and entrepreneurship education: A review of literature. Journal of Research in Business, Economics and Management, 10(1), 1807-1813.