ENTREPRENEURSHIP

1. ENTREPRENEURSHIP

2. Overall objectives • At the end of the workshop participants will be able to: • Identify practical aspects of institutional activities associated with stimulating entrepreneurial initiatives • Examine the features of universities considered as particularly entrepreneurial, as well as the associated organizational structures, strategies, and management capabilities. • Assess the extent to which their own institutions exhibit entrepreneurial features

3. Exercises • Participants are expected to do the following exercises before the workshop: • Highlight the core activities of their institution’s strategic plan • Outline the activities in your University which you classify as entrepreneurial and explain how they fit into its strategic plan • Lists the various levels of management within your institutions and how they can be organized to stimulate entrepreneurship. • Suggest various strategies to be adopted to make your University more entrepreneurial

4. SESSION ONE ENTREPRENEURSHIP IN HIGHER EDUCATION

5. Objectives • At the end of this session participants should be able to: • Explain the concept of entrepreneurship • Discuss creativity, innovation and entrepreneurship and their applications to the Higher Educational setting • Explain entrepreneurial activities in higher educational institutions • Examine the various levels of institutional management and how they stimulate entrepreneurship.

6. Introduction • The current environment within which universities operate is fraught with high levels of uncertainty and complexity. Behind this lies the need for a diversified income base due to dwindling funding from government. • The conventional role of the university as the originator and transmitter of knowledge has been questioned in the new globalized context where competition, massification, productivity, quality and efficiency have become the order of the day.

7. Introduction (contd) • Integrating a university’s vision and mission for economic and social development urges universities to transform traditional teaching and research activities and move towards entrepreneurial universities by being more engaged, productive, and innovative.

8. Source: (Gibb, 2012)

9. (Gibb & Haskins, 2013)

10. Response • Recognition that universities need to be more flexible, more adaptable • Strong leadership and an environment that encourage the development and display of entrepreneurial behaviours and actions

11. Entrepreneurship • There is no one definition for entrepreneurship but there are many attempts to show the shades and colors of the spectrum of entrepreneurship across human endeavors and the learning and knowledge transfer platforms. • ……..Five blind men who were asked to describe the elephant………..rope, wall, snake etc.

13. Definition of Entrepreneurship Etrepreneurshiprefers to an individual’s ability to turnideasintoaction. It includes • creativity, • innovation and • risktaking, • as well as the ability to plan and manage projects in order to achieve objectives. This • supports everyone in day-to-day life at home and in society, • makesemployees more aware of the context of theirwork and better able to seize opportunities, • and provides a foundation for entrepreneurs establishing a social or commercial activity (2006 Recommendation on Key Competences for Lifelong Learning)

14. Entrepreneurial expertise is the ability and capacity to do and make something out of nothing. • Entrepreneurship is a mind set change. It is also a culture that can be taught, imbibed and cultivated.

15. Entrepreneurship (contd) • Entrepreneurship can operate in any realm of human endeavor. • In higher education, it includes the development and implementation of an innovative academic or co-curricular program or a new and sustainable way of delivering a programme (Example, UCC’s distance education programme started about 15 years ago now boost of over 45, 000 students dotted around the whole country, sandwich programmes). • In this case, the “educational product” is the “sustainable enterprise that generates value.

16. Entrepreneurship (contd) • The “value” of the enterprise will have different meanings and qualities for different people and different entities in higher education: • Student; credentials, opportunity to enter into another profession, higher earnings in future (Makerere University, Student). • Institution; programme outcomes, economic needs of society, reputation of programmes (Havard University, Law programme) • Faculty/Staff members, tenure, promotion, reputation, innate satisfaction, professional development (OBAFEMI AWOLOWO UNIVERSITY Professor)

17. The entrepreneurial process

18. Entrepreneurship is knowledge based and is promoted by encouraging people to think outside the box.

20. Creativity • Creativity involves notions of novelty and originality combined with notions of utility and value. • Creativity involves first imagining something (to cause to come into existence) and then doing something with this imagination (creating something that is new and useful to you). (Jackson, 2002, p. 1)

21. Types of creative behavior • Three types of creative behavior • Creation; act of pure invention, that is making something out of nothing • Synthesis; creative act of joining two previously unrelated things, e.g bringing together the telephone and the computer • Modification; this occurs when a thing or process is improved or gains new application e.g. a change in design etc.

22. Creativity Exercises

23. Connect the 9 points with 4 continuous lines

24. Add one line so the result will be 6 IX6 IX SIX

25. What do we see here?

26. What do you see?

27. Identify a word with 3 letters

28. Count the f characters FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIF IC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIF IC STUDY COMBINED WITH THE EXPERRIENCE OF MANY YEARS

29. or G E or G E Identify the name

31. Application of creativity and innovation to higher educational setting

32. Application of creativity and innovation to higher education (teaching and learning) • Source: Guinan 2015

33. University of Cape Coast (Ghana) • Distance education (over 45,000 students) • Education main programme in 1962 • Medicine • Optometry • Nursing • Communication Studies • Theatre Studies • Fisheries College • Law School etc. • Teaching Methodology • Problem based learning (Medical school) • Practice oriented teaching (Business school) • Internships

34. Application of creativity and innovation to higher education (research) • Source: (Jackson, 2013)

35. McGill University (Canada) Activities: • 1996 – Co-founded Exogen Neuroscience >> AegeraTherapeutics >> sold in 2011 • Licensed many antibodies, some transgenic mice to industry • Several patents on novel methods/technologies • Consultant to Pfizer • Net gains: • Access to technology, reagents, networks, and research funding that have provided significant benefits to many academic basic research program.

36. Application of creativity and innovation to higher education (Community engagement)

37. Oxford University, UK • Interdisciplinary research and teaching on global 21st Century issues • Oxford has a strong commitment to research and teaching on topics related to global 21st century issues and opportunities. • Interdisciplinarityand co-operation with faculty across the university and beyond. For instance: • Oxford Martin School is an interdisciplinary research community of over 300 scholars working to address the global challenges and opportunities of the 21st century (30 research areas).

38. Entrepreneurial activities in higher educational institutions

39. Levels of Management in higher education. Source: (University of Swinburne, 2016)

40. Central Administration • The senior leadership of the university – Rectors, Vice-Chancellors, Presidents and their teams – should for example, articulate the vision and strategy of institutional engagement with industry. Key questions include • How is the institution going to work with local business community? • Which industries are institutional priorities? • How can the institution serve as a catalyst for regional networking and cooperation? • What role should it play with relevant government agencies in charge of regional development? • What is the relative importance of growing start-up companies on campus?

41. Middle-Management • The middle-management of higher education includes leaders of academic units – Dean, Directors, Head of Schools, and Department Chairs. • As the institutional leaders that govern the direction of academic programs, areas of research specialization, degree programs and the curriculum. Key questions include: • What are the academic strengths of their academic units? • How can such strengths be tapped to promote technological development locally? • What relationships currently exist between academic staff in their units and the outside world, and how might these relationships be facilitated and enhanced? • How important is it for the unit to recruit researchers with industry experience? • What is the institutional culture regarding academic entrepreneurs? Are they supported and rewarded, or are they “punished” for these activities?

42. Academics • Academic leaders encompass the academic staff who are engaged in relevant research, education, training, and consulting initiatives that have an impact on technological innovation. • Such initiatives normally emerge from the bottom up, and out of the specific expertise and connections of faculty members. Their experience “on the ground” is indispensable for the institution. Key questions they can address include: • What are the institutional competencies and capabilities that need to be supported? • What organizational and administrative barriers exist that should be addressed? • What is the institutional climate and culture around entrepreneurship?

43. EXERCISE

44. Discuss how leadership at various levels of your institution promote, encourage, facilitate, and support entrepreneurship. Synthesize your experience in the framework below. • In the first column, identify key actors at each level of the organization, as well as relevant external agents. In the second column, list current initiatives at each level. In the third column, outline interventions that are needed to enhance the institution’s ability to promote entrepreneurial activity.

46. SESSION TWO ENTREPRENEURIAL UNIVERSITIES

47. Objectives • At the end of this session participants should be able to: • Explain the factors that influence entrepreneurial activities in Universities • Describe the content and processes of entrepreneurial universities • List the characteristics of entrepreneurial Universities

48. What is an Entrepreneurial University? • What does it mean to be an Entrepreneurial University? What are the defining characteristics? Are there already Entrepreneurial Universities from which lessons can be learnt?

49. What is an entrepreneurial University (EnUn) ? contd • Auniversity characterized by ”teaching, research and economic development of enterprise” (Etzkowitz, 2000) • The University “directly involved in the exploitation of research results, more intense collaborations with industry and involvement in regional economic development” (Sporn, 2001).

50. What is an entrepreneurial University (contd)? • EnUnseeks, “a substantial shift in organizational character so as to arrive at a more promising posture for the future”, i.e. a shift is required in the organisational level, a different posture and overall attitude of the whole organisation (Clark, 1998). • EnUn “as at the heart of any entrepreneurial culture, Entrepreneurial Universities have the ability to innovate, recognise and create opportunities, work in teams, take risks and respond to challenges”. (Kirby, 2002)