В Российских университетах на экономических и управленческих направлениях подготовки открытию и ведению бизнеса уделяется пристальное внимание. Для студентов иных направлений во многих университетах централизованно внедрён и читается курс технологического предпринимательства. Обширна грантовая поддержка студентов, желающих открыть и развивать бизнес. Например, грант Студенческий стартап выдаётся на год. Он больше годовой зарплаты профессора в университетах большинства регионов России. При желании студента и ответственном отношении к подаче заявки этот грант получают почти гарантированно. Есть и другие, в том числе гораздо большие гранты по развитию бизнеса. В целом этот процесс в большей степени сдерживается инертностью студентов, а не возможностями, предоставляемыми университетами и государством.

As both an academic in critical theory and with over twenty years of practical business start up experience, I strongly believe the challenges of starting and running a business are not within the science of starting and running a business.

The 'science' is endlessly studied in business schools, and influences university level curricula, but to my mind it fails to prepare students for the challenges which are in direct proportion to what remains unknown in the context of any individual business venture.

What is required to meet the unknown is the capacity to respond appropriately to phenomena as they emerge, as they morph from identity to identity. This is a capacity to reconcile what may still only reside in the imagination with a material reality as it unfolds and is experienced. This is not a capacity generally taught at university level in business schools.

In my interactions with various university incubators and entrepreneurship-focused NGOs, I've identified two primary dimensions in which these entrepreneurial institutions play a crucial role. Firstly, the sensitization of students towards entrepreneurship stands out as a vital aspect. Universities should orchestrate diverse workshops catering to varying levels of awareness, spanning from foundational theoretical concepts to a practical understanding of real-world entrepreneurship. It's imperative to instill in students the understanding that entrepreneurship not only impacts the economy but also shapes their future well-being. This involves educating them about their local and potentially international ecosystems and bringing in relatable storytellers who simplify complex concepts for better comprehension (Only the ones that keep things simple, reachable, and understandable, like you know to not complicate things).

The second dimension involves the transition from awareness to action, a challenging yet pivotal phase. It's essential to recognize that only a fraction, perhaps 10% or less, of sensitized individuals may actively engage in practical workshops encouraging tangible entrepreneurial steps. Universities must acknowledge the diverse backgrounds of potential entrepreneurs (AKA students) and equip them with essential skills within budget constraints. These skills encompass both hard and soft aspects, including startup accounting, digital marketing, collaborative tools, techniques for effective brainstorming, conducting needs assessments to understand clients, and navigating avenues for funding.

While the process is intricate and extended, it underscores the significant role universities play in immersing students and motivating them to pursue entrepreneurial paths over traditional employment. Though seemingly modest, these efforts contribute substantially to steering students toward fulfilling entrepreneurial careers.

For further clarification or assistance in unraveling the complexities of this process, feel free to reach out. Amna Younis