By Peter van der Sijde, Annemarie Ridder, Gerben Blaauw, Christoph Diensberg
This booklet deals a variety of examples for educating and studying entrepreneurship in academia. Readers achieve perception into the genuine paintings and event of entrepreneurship educators from universities and enterprise colleges throughout Europe, specifically from Northern Europe. The practice-oriented case experiences additionally spotlight the various, occasionally country-dependent contexts of training and the demanding situations for entrepreneurship schooling and advertising. additionally, various strategies for the issues entrepreneurship educators face in offering powerful studying environments are proven. hence, the case stories also are an inspiring textual content publication and instructing fabric.
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Additional resources for Teaching Entrepreneurship: Cases for Education and Training (Contributions to Management Science)
Sample text
Thus we can include some aspects of traditional business planning, such as market segmentation, in our modelling but still consider entrepreneurs’ competences and readiness as key factors in creating and developing the business idea and in evaluating its success. In other words, we can in some respects overcome the problems of normative and quantitative evaluation of traditional business planning. Based on the three zones and their individual and collective assessment, anticipating the risk involved in exploiting a business idea assumes new dimensions.
These provide three basic calculations: profit and loss account, cash flow forecast and balance sheet. In Phase 5 the calculations are evaluated as objective ratios, as individual subjective heuristic evaluation and also as the interplay between the heuristic evaluation and the calculations through optimization techniques. Moreover, it is easy to integrate external expertise into this phase. Since the language of the model is English and it is an Internet-based solution these experts can be wherever needed.
When implementation period of these programmes is over and new ones appear, the further pursuance of these initiatives is usually intermitted. Therefore, consultation services and training cycles are often unfinished. As a result, when forming entrepreneurship training programmes, it is essential to project their continuation after financial resources end up. Application of innovations to business is basically done as adaptation of necessary technologies, but not as creation of original knowledge or application of somewhere else created innovations.