Entrenching the enterprise message through innovative incubators

Asserting pedagogical principles towards assisted academic practice

Authors

DOI:

https://doi.org/10.56433/jpaap.v11i3.591

Keywords:

enterprise education, incubation, ecosystem, industry engagement, professional development

Abstract

Enterprise Education (EE) continues to inspire institutions and champion creativity amongst staff and students. As the taught and researched fields advance, EE activity is now increasingly facilitated and developed within central university-based incubators, where expertise and knowledge meet ambitious ideas and aspirations across subject disciplines. With this combining of expertise and knowledge from within the university environment, key skills and outcomes are evident which move typical forms of EE within classroom contexts beyond pedagogical considerations of content and assessment strategy. This paper investigates the role of incubators with a case study of recently developed incubation spaces at a Scottish university, involving 10 academics, 3 departments, and over 500 students across all academic levels. Reflecting on an academic year of activity, ranging from formal sessions, mentoring and student-focussed events, to engaging with external partners through national programmes, this case study highlights several key themes. Themes of realised attributes, encountered behaviours, and contexts (A-B-C), which appreciate immediate and responsive qualities within the HE sector result in outlined principles. These principles encourage the duties and responsibilities conducive to innovative incubator-specific Assisted Academic Practice (AAP). This marks differences between EE educators and AAP individuals within active incubation spaces. Emphasising the need for consistent enterprising engagement with regional and national partners, seeking alignment with best practice frameworks, and confirming industry recognition, AAP individuals and groups entrench the enterprise message from the university through phases of design, development, and destination. This paper outlines fresh understandings for university educators and incubator professionals, in centralising EE within staff development and ongoing academic practices.

Author Biography

Robert James Crammond, University of the West of Scotland

Dr Crammond is senior lecturer (associate professor) in enterprise and management with a distinct teaching and research interest in enterprise and entrepreneurship education, reflecting on relevant stakeholders and the university context.

He is an internationally-published researcher and author, and teaches a number of modules across many disciplines. These include: entrepreneurship and innovation, organisational stakeholders and managing business relationships, business and management, leadership, human resource management, organisational development, and business and managerial research skills.

Dr Crammond is a Senior Fellow (SFHEA) of Advance HE, and Certified Management and Business Educator (CMBE) with the Chartered Association of Business Schools (CABS). At the University of the West of Scotland (UWS), Crammond is the module and CPD leader of the biggest entrepreneurship course at the university, Enterprise Creation. He is also an academic team lead for Knowledge Transfer Partnerships (KTPs), and co-lead of the UWS Enterprise and Entrepreneurship Research Group. He is also a visiting professor at CBS International Business School, Cologne, Germany.

A thematic lead (Enterprise Education & Policy) in UWS's 'Transformative Enterprise Research Group' (TERG), Dr Crammond publishes in many academic journals concerning enterprise, management, and higher education, Crammond has also authored two books: Advancing Entrepreneurship Education in Universities: Concepts and Practices for Teaching and Support in 2020 (Palgrave Macmillan) and Entrepreneurship and Universities: Pedagogical Perspectives and Philosophies in 2023 (Palgrave Macmillan).

Dr Crammond is an associate editor with the Baltic Journal of Management and Journal of Intellectual Capital. He is also an editorial board member with International Journal of Intellectual Property Management and International Journal of Management Education.

In supporting academic development, Dr Crammond supervises undergraduate, postgraduate, and doctoral-level theses, is the academic lead for the UWS Business Student Society, is the writing retreat coordinator for early career researchers (ECR), academic representative on the School of Business & Creative Industries' school board, and is an occasional internal examiner & viva chair for viva voce examinations.

He holds several external roles in academia, including external examiner positions with the University of Aberdeen, and the University of the Highlands and Islands. He is also a research supervisor with the University of Stirling.

Crammond has written for several higher education and business-specific publications, including: Advance HE, Chartered Association of Business Schools (CABS), the Entrepreneurial Mindset Network, the European Financial Review, the Higher Education Policy Institute (HEPI), Scottish Credit and Qualifications Framework (SCQF), the Small Business Charter, The Conversation, The Herald, and Wonkhe.

 

Dr Robert James Crammond, University of the West of Scotland

BAcc (Hons), MSc, PG (Cert), PhD, SFHEA, CMBE, DipHE (SFEDI)

References

Advance HE. (2022a). Centralising enterprising skills development and emphasising course relevancy in universities through entrepreneurial personalities. https://www.advance-he.ac.uk/news-and-views/centralising-enterprising-skills-development-and-emphasising-course-relevancy

Advance HE. (2022b). Enhancing the enterprising university experience: reflections from an academic team-based approach. https://www.advance-he.ac.uk/news-and-views/enhancing-enterprising-university-experience-reflections-academic-team-based

Advance HE. (2023). The importance of university-based incubators and evidencing PSF-relevant enterprising attributes. https://www.advance-he.ac.uk/news-and-views/importance-university-based-incubators-and-evidencing-psf-relevant-enterprising

Beresford, R. and Beresford, K. (2010). The role of networks in supporting grassroots good practice in enterprise education. Research in Post-Compulsory Education, 15(3), 275–288. https://doi.org/10.1080/13596748.2010.503998

Blenker, P., Frederiksen, S. H., Korsgaard, S., Müller, S., Neergaard, H., and Thrane, C. (2012). Entrepreneurship as everyday practice: towards a personalized pedagogy of enterprise education. Industry and Higher Education, 26(6), 417–430. https://doi.org/10.5367/ihe.2012.0126

Chartered Association of Business Schools (CABS). (2022). The benefits of continuing professional development for business school academics. https://charteredabs.org/continuing-professional-development-within-the-business-school/

Clarke, A. P., Cornes, C. & Ferry, N. (2020). The use of self-reflection for enhanced enterprise education: a case study. Education+ Training, 62(5), 581-598. https://doi.org/10.1108/ET-03-2019-0050

Crammond, R. (2019). Progressing Enterprising Education within Universities: Asserting Principles of Stakeholder Engagement. Journal of Higher Education Service Science and Management (JoHESSM), 2(2), 1-10. https://joherd.com/journals/index.php/JoHESSM/article/view/30/22

Crammond, R. (2020). Advancing Entrepreneurship Education in Universities: Concepts and Practices for Teaching and Support. Springer Nature. https://link.springer.com/book/10.1007/978-3-030-35191-5

Crammond, R. (2022). The entrepreneurial university: processes & principles. Entrepreneurial Mindset Network eZINE, 5(3). Available at: https://entrepreneurial-mindset.network/ezine

Crammond, R. (2023a). Entrepreneurship and Universities: Pedagogical Perspectives and Philosophies. Springer Nature. https://link.springer.com/book/10.1007/978-3-031-18243-3

Crammond, R. (2023b). Developing intellectual property management skills and the entrepreneurial university element: an educator perspective. International Journal of Intellectual Property Management. http://dx.doi.org/10.1504/IJIPM.2023.10057335

Crammond, R. (2023c). Encouraging innovation: Universities are implementing impactful entrepreneurship education. Research Features, 148. https://researchfeatures.com/encouraging-innovation-universities-implementing-impactful-entrepreneurship-education/

Crammond, R., Omeihe, I., Murray, A. (2023). Re-evaluating Entrepreneurship Education Through a Team-Based Approach: Activities and Archetypes Within a Scottish University. In: Block, J.H., Halberstadt, J., Högsdal, N., Kuckertz, A., Neergaard, H. (eds) Progress in Entrepreneurship Education and Training. FGF Studies in Small Business and Entrepreneurship. Springer, Cham. https://doi.org/10.1007/978-3-031-28559-2_6

Crammond, R., Scuotto, V., Omeihe, K.O., Murray, A. (2022). Reframing University-Level Entrepreneurship Education Through Digitisation and Transformational Technologies: An Institutional Case Study. In: Hyams-Ssekasi, D., Agboma, F. (eds) Entrepreneurship and Change. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-07139-3_5

Culkin, N. (2013). Beyond being a student: An exploration of student and graduate start‐ups (SGSUs) operating from university incubators. Journal of Small Business and Enterprise Development, 20(3), 634-649. https://doi.org/10.1108/JSBED-05-2013-0072

European Commission (EC). (2015). Entrepreneurship Education: A Road to Success. A compilation of evidence on the impact of entrepreneurship education strategies and measures. Directorate-General for Internal Market, Industry, Entrepreneurship and SMEs. https://www.prois-nv.ro/docs/ENTREPRENEURSHIP_EDUCATION_Final%20report-EE-a%20road%20to%20success-final.pdf

Fayolle, A. (2005). Evaluation of entrepreneurship education: behaviour performing or intention increasing? International Journal of Entrepreneurship and Small Business, 2(1), 89–98. https://doi.org/10.1504/IJESB.2005.006072

Fetters, M., Greene, P. G. and Rice, M. P. (Eds.). (2010). The Development of University-Based Entrepreneurship Ecosystems: Global Practices. Cheltenham: Edward Elgar Publishing.

Fiet, J. O. (2000). The theoretical side of teaching entrepreneurship. Journal of Business Venturing, 16(1), 1–24. https://doi.org/10.1016/S0883-9026(99)00041-5

Fiet, J. O. (2001). The pedagogical side of entrepreneurship theory. Journal of Business Venturing, 16(2), 101–117. https://doi.org/10.1016/S0883-9026(99)00042-7

Fitzgerald, P. (2016). Embedding Employability into the Curriculum: An Enterprise Based Module for the Biosciences. Journal of Perspectives in Applied Academic Practice, 4(2), 33-39. https://doi.org/10.14297/jpaap.v4i2.205

Gimmon, E. (2014). Mentoring as a practical training in higher education of entrepreneurship. Education and Training, 56(8/9), 814–825. https://doi.org/10.1108/ET-02-2014-0006

Gorman, G., Hanlon, D. and King, W. (1997). Some research perspectives on entrepreneurship education, enterprise education and education for small business management: a ten-year literature review. International Small Business Journal, 15(3), 56–77. https://doi.org/10.1177/0266242697153004

Hassan, N. A. (2020). University business incubators as a tool for accelerating entrepreneurship: theoretical perspective. Review of Economics and Political Science. https://doi.org/10.1108/REPS-10-2019-0142

Henry, C., Hill, F. and Leitch, C. (2005). Entrepreneurship education and training: can entrepreneurship be taught? Part I’. Education and Training, 47(2), 98–111. https://doi.org/10.1108/00400910510586524

Higher Education Policy Institute (HEPI). (2022). The entrepreneurial university by design: a reflection on recent reporting and guidance. https://www.hepi.ac.uk/2022/12/15/the-entrepreneurial-university-by-design-a-reflection-on-recent-reporting-and-guidance/

Hytti, U. and O’Gorman, C. (2004). What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries. Education and Training, 46(1), 11–23. https://doi.org/10.1108/00400910410518188

Jones, C. (2011). Teaching Entrepreneurship to Undergraduates. Cheltenham: Edward Elgar Publishing Ltd. https://doi.org/10.4337/9781781002001

Jones, C. (2013). Teaching Entrepreneurship to Postgraduates. Cheltenham: Edward Elgar Publishing

McAdam, M., Galbraith, B., McAdam, R. & Humphreys, P. (2006). Business Processes and Networks in University Incubators: A Review and Research Agendas. Technology Analysis & Strategic Management, 18(5), 451-472. https://doi.org/10.1080/09537320601019578

McKinnon, S., Smith, A. MJ., Thomson, J. C. (2015). A Window to the World: Using Technology to Internationalise Entrepreneurship Education. Journal of Perspectives in Applied Academic Practice, 3(3), 15-23. https://doi.org/10.14297/jpaap.v3i3.178

Murray, A. and Crammond, R. (2020). Witnessing Entrepreneurial Perceptions and Proclivity in University Students: Developing a Process Model. Education + Training, 62(4), 459-481. https://doi.org/10.1108/ET-03-2019-0052

Pellegrini, M. & Johnson-Sheehan, R. (2021). The Evolution of University Business Incubators: Transnational Hubs for Entrepreneurship. Journal of Business and Technical Communication, 35(2), 185-218. https://doi.org/10.1177/1050651920979983

Penaluna, K., Penaluna, A., Usei, C. & Griffiths, D. (2015). Enterprise education needs enterprising educators: A case study on teacher training provision. Education+ Training, 57(8/9), 948-963. https://doi.org/10.1108/ET-03-2015-0016

Smith, S. (2016). Embedding Graduate Attributes into the Undergraduate Curriculum: Reflection and Actions. Journal of Perspectives in Applied Academic Practice, 4(2), 12-19. https://doi.org/10.14297/jpaap.v4i2.174

Vesper, K. H. and Gartner, W. B. (1997). Measuring progress in entrepreneurship education. Journal of Business Venturing, 12(5), 403–421. https://doi.org/10.1016/S0883-9026(97)00009-8

Downloads

Published

2023-12-23