Science-based Entrepreneurship Education (SBEE) has gained increasing attention for facilitating knowledge circulation and innovation. Traditionally, entrepreneurship education was primarily associated with business schools and, to a lesser extent, technical universities. However, recent developments highlight the growing importance of integrating entrepreneurship education within science faculties, particularly in the context of European scientific research infrastructures. This shift recognizes the potential of fundamental science to contribute to societal challenges through commercial and societal valorization.
The NEXTGEN-TECH-ED project focuses on the didactical design of science and technology entrepreneurship education. It examines how such education can foster knowledge circulation within innovation ecosystems, benefiting students, researchers, and practitioners. It investigates the impact of entrepreneurship education on the development of entrepreneurial innovation ecosystems and science hubs through case studies in various academic environments, including Vrije Universiteit Amsterdam, the University of Twente, R&D&I projects, and the ATTRACT Academy programs.
The project explores how European Scientific Research Infrastructures (ERI) can function as entrepreneurial actors and learning hubs within innovation ecosystems. These ecosystems include start-ups, established companies, incubators, and governmental organizations, all of which play a role in optimizing the potential of scientific research to address societal challenges. In addition, the project seeks to develop a theoretically novel method that is also relevant to educators and policymakers.
The study addresses two key issues. It aims to identify didactical design principles based on current initiatives in SBEE within ERIs, and it examines ways to optimize the output of these programs, particularly in terms of technology transfer from universities to innovation ecosystems.
To achieve that, the project involved three main studies. The first study was a qualitative assessment of ATTRACT phase 2 R&D&I Ventures, focusing on entrepreneurial self-efficacy and the factors that influence scientists’ confidence in their entrepreneurial abilities. The second study analyzed the challenges associated with commercialization by conducting interviews with R&D&I project leaders to identify obstacles in the process. The third study aimed to identify design principles for SBEE by gathering insights from educators at the 3E 2024 Conference and organizing virtual sessions to validate these principles.
“By equipping scientists with entrepreneurial skills, we bridge the gap between fundamental research and real-world impact, unlocking new pathways for innovation and societal progress,
commented Marie Louise Blankestijn, Associate Professor at Vrije Universiteit Amsterdam and coordinator of NEXTGEN-TECH-ED.
The findings highlighted the importance of entrepreneurial self-efficacy in the commercialization of scientific innovations. Education and training were found to be essential in building this self-efficacy among scientists. Moreover, the project underscored the need for more authentic interactions within the innovation ecosystem and the development of stronger support structures to facilitate commercialization.
It is expected that the project, coordinated by Vrije Universiteit Amsterdam in partnership with the University of Twente, inform future educational programs and policies to improve the commercialization success of scientific research.
Here you can watch a video of the NEXTGEN-TECH-ED project:
For additional information about the project, visit here.
Science-based Entrepreneurship Education (SBEE) has gained increasing attention for facilitating knowledge circulation and innovation. Traditionally, entrepreneurship education was primarily associated with business schools and, to a lesser extent, technical universities. However, recent developments highlight the growing importance of integrating entrepreneurship education within science faculties, particularly in the context of European scientific research infrastructures. This shift […]
