Entrepreneurship and Innovation Education

Frameworks and Tools
 
 
Standards Information Network (Verlag)
  • 1. Auflage
  • |
  • erschienen am 7. Januar 2021
  • |
  • 224 Seiten
 
E-Book | PDF mit Adobe-DRM | Systemvoraussetzungen
978-1-119-80412-3 (ISBN)
 
This book is a compilation of tools, techniques and frameworksfor use in the field of entrepreneurship and innovation (E&I)education. Developed and honed over the past two decades,these teaching approaches are combined with well-versedpractical insight.As professors know all too well, the human brain cannot articulatemore than three or four dimensions of a problem without the aidof what could be referred to as checklists for thinking :frameworks (visual or otherwise) that help students think in termsof multiple variables affecting a problem.Entrepreneurship and Innovation Education provides a toolboxof more than 50 frameworks for analyzing entrepreneurship andinnovation problems, and for enabling effective decision-making.It is a useful guide for professors and students alike who arelooking for an overview of available tools, methods andapproaches to actively learn how to go from the visionary idea tothe market.
1. Auflage
  • Englisch
  • USA
John Wiley & Sons Inc
  • Für Beruf und Forschung
  • 8,51 MB
978-1-119-80412-3 (9781119804123)
weitere Ausgaben werden ermittelt
Marcos Lima holds a PhD in Information and CommunicationTechnologies from the Federal University of Bahia, Brazil. Hecurrently teaches at SKEMA Business School in France. Over thelast 20 years he has taught primarily in the fields of innovationand marketing. He has extensive expertise in active learningmethods, having previously co-authored the books, Teaching withCases and Reussir mes etudes de cas, both of which makeconsiderable use of the framework-based approach.
Introduction ix

Chapter 1. E&I Education: An Overview 1

1.1. Defining entrepreneurship and innovation 1

1.2. Innovation and entrepreneurship education 4

1.3. Can entrepreneurship be taught? Towards a framework of E&I education 8

1.3.1. The French case 17

1.3.2. Enablers of entrepreneurship and innovation education 18

1.3.3. Perspectives for the European ecosystem 22

1.4. Collaborative Interactivity learning principles 23

Chapter 2. From Idea to Vision 29

2.1. Self-knowledge: follow thy passion 32

2.2. Knowledge of the business field 33

2.3. Relationship networks 35

2.4. Other factors contributing to the development of the vision 37

2.5. Teaching the visionary theory 38

2.5.1. Reflecting about the visionary model 38

2.5.2. Creating an authentic context 39

2.5.3. Making it more interactive 39

2.5.4. Collaborating 40

Chapter 3. From Vision to Business Plan 41

3.1. Executive summary 42

3.2. Context: vision development 43

3.3. Literature review 44

3.4. Market analysis 46

3.4.1. Opportunities and threats in the macro-environment: PESTEL-C 47

3.4.2. Meso-environment: STP framework 49

3.5. Marketing plan 52

3.6. Organizational strengths and weaknesses 55

3.7. Other sources of competitive strengths and weaknesses 57

3.8. Strategy and development plan: the TOWS matrix 58

3.9. Financial objectives 61

3.10. Conclusions and perspectives 61

3.11. Appendices and References 62

3.12. Teaching business planning 62

3.12.1. Reflecting about the frameworks in a business plan 63

3.12.2. Creating and authentic business plan environment 63

3.12.3. Using technology to make it more interactive and collaborative 64

Chapter 4. From Business Plan to Business Model 67

4.1. Business models and business model artifacts 69

4.2. Claimed benefits and criticism of the BMC 71

4.3. Value flow in the Business Model Canvas 74

4.3.1. Delivering and capturing value: the right side of the canvas 77

4.3.2. Creating value and controlling costs: the left side of the canvas 78

4.3.3. Color-coding multiple-sided business models 79

4.4. Sources of business model innovation 81

4.4.1. Tidd's innovation wheel 81

4.4.2. Christensen's disruptive innovation 82

4.5. Visualizing business model innovation 85

4.6. Business modeling and the principle of effectuation 88

4.7. Testing business model innovations 91

4.8. Teaching business model innovation 92

4.8.1. Reflecting about the Business Model Canvas 93

4.8.2. Creating and authentic business model environment 94

4.8.3. Using technology to make it more interactive and collaborative 95

Chapter 5. From Business Model Design to Design Thinking and Lean Startup 97

5.1. New product development: the traditional stage-gate approach 98

5.2. Customer development 101

5.3. Design thinking 106

5.4. Lean startup 111

5.5. Teaching Design Thinking and Lean Startup 114

5.5.1. Creating an authentic sprint environment 115

5.5.2. Reflecting about the simplified design sprint framework 116

5.5.3. Using technology to make it more interactive and collaborative 118

Chapter 6. Scaling Up: The Challenges of Knowledge Management 121

6.1. An overview of management systems 122

6.2. The 7S framework for organizational analysis 125

6.3. Towards a framework for innovative knowledge management 127

6.4. Applying Terra's framework: best practices from leading companies 128

6.4.1. Senior management vision and strategy 128

6.4.2. Culture, structure and human resource policies 129

6.4.3. Information systems and performance measurement systems 130

6.4.4. Learning with the external environment 133

6.5. Knowledge management in the ecosystem: Quintuple Helix and stakeholder maps 134

6.6. Teaching and learning knowledge management 136

Chapter 7. Epilogue: Insights from Twenty Years of Teaching E&I 141

7.1. Learning by reflecting about authentic situations 142

7.2. Learning by collaboration 142

7.3. Learning by interacting through technology 143

7.4. Learning by exploring the ecosystem 144

7.5. From idea to market: innovative business development frameworks 145

Appendices 149

Appendix 1. List of Tools and Frameworks Used in the Book 151

Appendix 2. Framework for Evaluating the Effectiveness of Entrepreneurship Teaching 155

Appendix 3. Sources of Secondary Data 159

Appendix 4. Franco-Russian Research Project on the Perceived Relevance of Design Thinking Education 161

References 167

Index 181

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