Educational escape rooms (EERs) are increasingly used in education as learning innovations for non-digital and game-based learning (GBL) since EERs positively influence student motivation. They are common in educational fields where skills developments are vital such as STEM subjects and healthcare. However, EERs are marginally implemented in entrepreneurship education (EE) because there is a lack of evaluated design elements to guide the creation of EER in this context, which hampers their wider adoption. Therefore, in this study, we evaluated design elements for EERs in EE. We are particularly concerned with experiential EE since EERs are well suited for experiential learning. We used a research-through-design approach and created an EER based on 11 design elements derived from the literature on social cognitive theory, entrepreneurship competence, and gamification. We created and evaluated the EER in two cycles with two diverse groups of students at a university of applied sciences in the Netherlands. We contribute to the literature and practice of experiential EE by presenting evaluated design elements for EERs. We show which design elements work well and which do not. We also present a comprehensively designed EER that educational professionals can implement in their experiential EE programs.
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The CDIO network works with the extended CDIO syllabus version 2.0 (Crawley et. al., 2011), in which two learning goal sections were added: leadership and entrepreneurship. This paper focuses on entrepreneurship and uses a case study of the Eye on Entrepreneurs (EoE) initiative in the Netherlands to reflect on the similarities and differences between the CDIO learning goals in entrepreneurship and the unconventional approach of EoE in teaching (engineering) students entrepreneurship in practice. Eye on Entrepreneurs (EoE) offers a student an intense learning experience in an informal but authentic learning context. What are the perceived strengths of their approach when it comes to effectively teaching entrepreneurship? When translating this back to the formal learning context of a university, how does this relate to the CDIO framework and syllabus especially? And what would this mean for the lecturer's competencies? Based on a case study discussion with practitioners an answer to these questions was sought. Both stakeholders from the (entrepreneurial) professional field (including talented students) and (entrepreneurship-) educators in general and from the CDIO-network were involved. The results show that what translates back to formal education is for teachers to be open minded, give space to manoeuvre and make mistakes, and have reciprocal dialogue and reflection with students when teaching entrepreneurship. Their main role should be to recognize talents and stimulate them to take initiative, show empathy and take risks in creativity. LinkedIn: https://www.linkedin.com/in/suzannececiliabrink/
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In the nineties of the last century, a lot of (ICT) incubators started in the Netherlands, many private (GorillaPark, Ant Factory, Lost Boys and Newconomy), some public, such as Twinning. Most of them stopped early this century or gone bankrupt. From 2005 university incubators like YesDelft!, Erasmus MC Incubator, UtrechtInc, Biopartner and ACE opened their doors to students which operate alongside the curriculum. Afterwards also incubators of colleges aroused, often integrated with education. Enterprize of the The Hague University of Applied Science was one of the first ones. In recent years, all kinds of private initiatives arises, called Accelerators (Rock Start and Start-Up Boot Camp). The primary purpose of an incubator is to create successful entrepreneurs, for different reasons. Much research has been done to the success rate of companies through incubators. It is assumed that the entrepreneur of a successful business should have learned a lot in this initial period. In the emerged entrepreneurial education it is therefore assumed that incubators also should be a good tool for students to quickly and efficiently learn. But is that so? As a successful serial entrepreneur, I started more than ten incubators. Most of them were a tool for regional development, cluster development or for further investments (private equity). Now he wanders if an incubator can also be a tool for teaching. He has been given the opportunity to researche this at the The Hague university for applied sciences; “What is the (added) value for entrepreneurship education of an incubator?” This paper is a preamble to that research and a call for participation.
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The European creative visual industry is undergoing rapid technological development, demanding solid initiatives to maintain a competitive position in the marketplace. AVENUE, a pan-European network of Centres of Vocational Excellence, addresses this need through a collaboration of five independent significant ecosystems, each with a smart specialisation. AVENUE will conduct qualified industry-relevant research to assess, analyse, and conclude on the immediate need for professional training and educational development. The primary objective of AVENUE is to present opportunities for immediate professional and vocational training, while innovating teaching and learning methods in formal education, to empower students and professionals in content creation, entrepreneurship, and innovation, while supporting sustainability and healthy working environments. AVENUE will result in a systematised upgrade of workforce to address the demand for new skills arising from rapid technological development. Additionally, it will transform the formal education within the five participating VETs, making them able to transition from traditional artistic education to delivering skills, mindsets and technological competencies demanded by a commercial market. AVENUE facilitates mobility, networking and introduces a wide range of training formats that enable effective training within and across the five ecosystems. A significant portion of the online training is Open Access, allowing professionals from across Europe to upgrade their skills in various processes and disciplines. The result of AVENUE will be a deep-rooted partnership between five strong ecosystems, collaborating to elevate the European industry. More than 2000 professionals, employees, students, and young talents will benefit from relevant and immediate upgrading of competencies and skills, ensuring that the five European ecosystems remain at the forefront of innovation and competitiveness in the creative visual industry.
The BECEE initiative represents a transformative collaboration between four leading European HEIs—Hanze University of Applied Sciences (HUAS), Zurich University of Applied Sciences (ZHAW), South East Technological University (SETU), and Universiteti "Aleksandër Moisiu" Durrës (UAMD). Our consortium embodies the essence of BECEE and the EIT Knowledge Triangle Model because it also comprises of 4 industry partners (KPN, Eindhoven, The Netherlands, Innofuse, Zurich, Switzerland, Dungarvan Enterprise Centre, South East, Ireland, and Linda Laboratory, Durrës, Albania) bringing together partners from education, research, and business who are equally committed to collaborate on innovation action plans to fostering balanced collaborative entrepreneurship ecosystems in our respective regions. This consortium, therefore, is strategically designed to pool diverse strengths, creating a synergetic force for innovation and entrepreneurship that transcends the capabilities of any single organisation.
In order to achieve much-needed transitions in energy and health, systemic changes are required that are firmly based on the principles of regard for others and community values, while at the same time operating in market conditions. Social entrepreneurship and community entrepreneurship (SCE) hold the promise to catalyze such transitions, as they combine bottom-up social initiatives with a focus on financially viable business models. SCE requires a facilitating ecosystem in order to be able to fully realize its potential. As yet it is unclear in which way the entrepreneurial ecosystem for social and community entrepreneurship facilitates or hinders the flourishing and scaling of such entrepreneurship. It is also unclear how exactly entrepreneurs and stakeholders influence their ecosystem to become more facilitative. This research programme addresses these questions. Conceptually it integrates entrepreneurial ecosystem frameworks with upcoming theories on civic wealth creation, collaborative governance, participative learning and collective action frameworks.This multidisciplinary research project capitalizes on a unique consortium: the Dutch City Deal ‘Impact Ondernemen’. In this collaborative research, we enhance and expand current data collection efforts and adopt a living-lab setting centered on nine local and regional cases for collaborative learning through experimenting with innovative financial and business models. We develop meaningful, participatory design and evaluation methods and state-of-the-art digital tools to increase the effectiveness of impact measurement and management. Educational modules for professionals are developed to boost the abovementioned transition. The project’s learnings on mechanisms and processes can easily be adapted and translated to a broad range of impact areas.
