OECD Presentation Berlin 100613 Final

7/27/2019 OECD Presentation Berlin 100613 Final

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AN ASSESSMENT OF SUPPORT FOR

GRADUATE ENTREPRENEURSHIP IN

HIGHER EDUCATION IN EASTERN

GERMANY

10 June 2013

Dr. Jonathan Potter

[email protected]

David Halabisky

[email protected]

Local Economic and Employment Development (LEED) ProgrammeOrganisation for Economic Co-operation and Development


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The Entrepreneurial University

The Guiding Framework

The OECD project in Germany

Objectives Methods

Results

Recommendations for Germany

Presentation structure


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1. Promotes the development of entrepreneurial mind sets andbehaviours among students:

Offers teaching to prepare students to act entrepreneurially

Supports business creation by students

51% of young people (aged 15-24) desire to be self-employed within thenext 5 years but only 34% have taken part in a course or activity aboutentrepreneurship (Flash Eurobarometer , 2013).

2. Acts as a flexible, responsive organisation that actsentrepreneurially itself and contributes to local development:

Has an entrepreneurial culture, leadership and incentives

Supports knowledge exchange with local businesses and the communityand commercialises university research

Supports internationalisation through mobility and education

Evaluates its progress

The Entrepreneurial University


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The Guiding Framework

1. Leadership andgovernance

2. Organisationalcapacity,

people and

incentives

3. Entrepreneurship

development

in teaching and

learning

4. Pathways for

entrepreneurs

5. University Business /external

relationships forknowledgeexchange

6. Theentrepreneurialuniversity as an

international

institution

7. Measuring theimpact of the

entrepreneurialuniversity

TheEntrepreneurial

University


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1. Assess current practices in support for entrepreneurship inhigher education, including:

Contents of entrepreneurship teaching and training programmes.

Practical business support offerings and linkages with external businessdevelopment services and financial institutions.

Governance of entrepreneurship skills provision.

2. Develop recommendations and international learning modelsat different levels:

Actions for higher education institutions to improve entrepreneurshipteaching and start-up support offerings.

Policy measures that can be promoted by governments and developmentagencies at national and regional levels.

The OECD project in Germany: Objectives


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International expert review team visits to six universities: Fachhochschule Brandenburg

Technical University Ilmenau

University of Applied Sciences Schmalkalden

University of Leipzig Burg Giebichenstein University of Art and Design Halle

Martin-Luther-University Halle-Wittenberg

HEI leaders survey

Good practice exchange workshops

The OECD Project in Germany: Method


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Survey results: students taking

entrepreneurship education

0

5

10

15

20

25

30

35

40

0 1-9 10-19 20-29 30-49 50-69 70-100

Proportionofun

iversities(%)

Proportion of students taking entrepreneurship education (%)n = 39

Fewer than 20% of students take entrepreneurship education in the

majority of universities despite the wide-ranging benefits.


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Survey results: most common teaching

methods

0 10 20 30 40 50 60 70 80

Use of social mediaCase studies about enterprise failure

Self-learning exercises using multimedia

Case studies on companies in the region

Visits to companies

Learning formats to develop prototypes

Learning formats to develop business modelsCase studies

Business games and simulations

Entreprenuers as guest speakers in classes

Learning formats for generating business ideas

Experience reports by start-ups

Problem-based learningBusiness plan writing

% of universities identifying each method is in their top 3 most-usedn = 38

Entrepreneurship teaching remains focused on business planwriting.


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Survey results: start-up support

services offered

Extensive start-up support services are available but largely focuson the pre start-up stage.

0 10 20 30 40 50 60 70 80 90 100

Post start-up support

Support prototype development

Mentoring by experienced entrepreneurs

Access to infrastructure

Access to research results

Assitance finding co-founders

Assistance with applications for public funding

Assistance with patents and intellectual property

Access to start-up networks

Contact with investors

Assistance with preparing business plans

Assistance with start-up competitions

Referral to external support

% of universitiesn = 35


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Survey results: Collaboration in

delivering start-up support

Entrepreneurs and alumni could be used more widely in delivering

start-up support services.

n = 36

0 10 20 30 40 50 60 70 80 90 100

Managers of large enterprises

Alumni of your University

Banks

Other local support organisations

Entrepreneurs

Venture capitalists, business angels

Technology park(s), incubator(s)

Chamber(s) of trade/commerce/industry

Local administration/development agency

Business consultants, tax advisors, lawyers

Other universities

% of universities


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1. Entrepreneurship is widely supported by university leaders: Increasingly visible in university plans and strategies (e.g. FH

Brandenburg).

2. Universities are using a variety of approaches to engage

students: Outreach and communications strategies that effectively use online tools

and social media (e.g. auftakt at TU Ilmenau).

Case study findings: Strengths


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3. Use of international good practice teaching methods thatprovide students with real experiences is growing:

Cutting-edge teaching that aims to develop entrepreneurial mind setsand behaviours (e.g. SMILE at University of Leipzig).

4. Universities are well-connected with externalentrepreneurship support organisations and networks:

Targeted support is offered to meet the needs of student entrepreneurs(e.g. DesignHauseHalle at Burg Giebichenstein University of Art and

Design). Facilitate access to local business networks and start-up financing

(e.g. Univations Grnderservice at Martin Luther University Halle-Wittenberg)

Case study findings: Strengths


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1. Role models and successful student entrepreneurs have lowvisibility.

2. Best-practice teaching methods have yet to be widely adopted.

3. There are few incentives and rewards for students, professors

and staff to be active in entrepreneurship activities.4. Alumni are not used widely in entrepreneurship teaching and

business start-up support (i.e. coaching and mentoring).

5. Relatively low levels of commercialisation and spin-offactivities.

6. Reliance on public funding from Federal and stategovernments and the European Union.

Challenges in university support for

entrepreneurship in Germany


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1. Showcase and celebrate entrepreneurship and success oncampus:

Promote local success stories and successful student entrepreneurs

Showcase role models at events and incorporate them into teaching,coaching and mentoring.

2. Provide incentives for students, professors and otheruniversity staff to get involved in entrepreneurship:

Reward entrepreneurship activities

Provide universities with appropriate incentives.



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3. Improve the quality of entrepreneurship teaching: Put less emphasis on business plans in entrepreneurship teaching

Involve alumni in case studies and projects

Provide training for teachers.

4. Develop two-levels of entrepreneurship support:

Provide wide-reaching basic entrepreneurship teaching and experiencesto a large proportion of students

A second layer of more intensive support is needed to help those

students with potential to grow.


OECD Presentation Berlin 100613 Final

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