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Better Learning in University Education 2011 (BLUE 11)

For the Master programme in

Business Creation and Entrepreneurship in Biomedicine

(M2BCE) GIBBS

(Göteborg International Bioscience Business School)

At the Sahlgrenska Academy

University of Gothenburg

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Basic facts Name of the programme: Master Programme in Business Creation and Entrepreneurship in Biomedicine (M2BCE) (also named GIBBS) Responsible programme leader/director of studies: Boo Edgar, Dr Med Sci, (Clin Pharm) Assoc. Prof, University of Gothenburg, Chalmers University of Technology and University of Tromsö. Number of higher education credits: 120 hec

Level (first/second cycle): Second Cycle

Title of qualification: Master in Medicine Year started in present form: 2008 (2005 at Chalmers University of Technology) Main participating departments:

• At the University of Gothenburg; o At the Sahlgrenska Academy; Institute of Medicine, Institute of Clinical Science,

Institute of Biomedicine, and to lesser degree Institute of Neuroscience and Physiology, Institute of Health and Care Sciences

o At the School of Business, Economy and Law; Law • At the Chalmers University of Technology;

o Management of Organisational Renewal and Entrepreneurship (MORE)

Rate of study (full-time/part-time): Full time Campus/distance: Campus Activity based higher education credits: 60 hec (Venture formation) Programme is conducted entirely/partially/not in English: The programme is in English Admission to the programme (every semester/every autumn/every spring/other): Every autumn Allocation of full-time studies academic year (2011): 9 Approximate allocation of funds to the programme/year:

• Before overhead; Direct funding 710 KSEK, Indirect Funding; Faculty contribution for this part 250 KSEK, Eligible Courses for students outside the programme; 250 KSEK and other sources SNAHE, 150 KSEK, In Kind contribution approx. 350 KSEK,

• For the venture creation year VINNOVA 700 KSEK, private donations approx. 200 KSEK, VGR approx. 250 KSEK (as loan) Innovationsbron approx. 150 KSEK (as loan)

Coordination, if any, with other programmes: Entrepreneurship and Business Design at Chalmers University of Technology, Intellectual Capital Management and Knowledge Based Entrepreneurship at School of Business, Economics and Law Relevant web-links (programme syllabus, course syllabuses etc.): For the programme: http://www.utbildning.gu.se/education/courses-and-programmes/program_detail/?programid=M2BCE For individual courses. See attachment Programme and courses..pdf  

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Comments to the basic information: Advanced entrepreneurship education is at the nexus of the widely recognized paradox: that a high degree of R&D expenditure does not generate an equivalent amount of business and economic value. Research-intensive universities reside a special opportunity to increase the utilization of research investments while also providing advanced entrepreneurship education. Not many universities today take advantage of this prospect to combine innovation and advanced entrepreneurship education. Most universities around the world teach traditional courses in entrepreneurship. Many also utilize case-pedagogy, provide internships or help students start their own companies as means of enhancing educational qualities. Few universities, however, link together high-potential inventions stemming from academic and industrial research with advanced second and third level education. As an approach to build an “entrepreneurial ecosystem” so well described in Silicon Valley and Boston Chalmers and University of Gothenburg and a handful of other universities have pioneered an approach linking action-based master-level education with R&D utilization. Over the past century, the continuous creation of new ventures and enterprises created by entrepreneurs is considered to be a fundamental reason for global economic growth. Therefore, understanding the entrepreneurial process is critical to understanding individual and collective success in the economy. Since 1997 in Gothenburg, entrepreneurship education has grown dramatically as reflected in the increased student enrollment, formal entrepreneurship centers, and business plan competitions as in Venture Cup, programs, and academic leadership. Today, universities are increasingly acting as agents of innovation, entrepreneurship and venture creation plus education and research in entrepreneurship. In addition to theoretical and tacit knowledge dimensions, entrepreneurs are often guided by an additional types of know-how. This is a form of tacit knowledge often referred to a ‘narrative knowledge’ or ‘experiential knowledge’ and are then tought in an action based education, where the platform calls for additional competencies, typically from outside the academic or clinical world. To have an action based entrepreneurship education dedicated to life science is rare. Generally entrepreneurial education is considered to be taught at Business Schools, but at the University of Gothenburg, an early the decision made 2005 to cooperate and start a education in this field together with Chalmers University of Technology. The basis was the Chalmers School of entrepreneurship, which have had an eight-year period to build curricula and experience. After three admission solely via the Chalmers applications, a decision was made in February 2008 to place this as part of the international programmes at the Sahlgrenska Academy; as a programme of it’s own, on it’s own merits. The education, should besides topics in biomedicine, should according to Gibbs 2005 “involve behaviors, skills and attributes …. applied individually to create, cope with and enjoy change and innovation involving higher levels of uncertainty and complexity as a means of achieving personal fulfillment”. Such an education is not only rare but in a health science in particular, where most educations are directed towards a licensure the concept of entrepreneurial freedom in particular changes the role of all teachers to that in all earlier learning paradigms but the entrepreneurial competencies and managerial as well as technical-functional competencies only become useful when the entrepreneurial competence is unlocked. The aims with Göteborg International Business School (GIBBS) and this programme, a two-year international master programme, are to educate future leaders for advanced business development within biomedicine and learn how to create venture, by doing it, based on research from the public and private sector. In that process, the education started 2005, and the education is now a shared responsibility between the two Universities in Gothenburg and utilized as a model for cooperation with the support for Gothenburg Schools of entrepreneurship, appointed by the Swedish national Board for Higher Education in their and the Swedish Governments wish to improve the education in innovation and entrepreneurship to a world leading education According to the reviewers the performance covered among all; the strategy and embeddedness, the infrastructure, the curricula and pedagogy and the outreach. The reviewers comment on the interplay between research, teachers training, curriculum and pedagogy, but the embeddedness for this kind of education needs to be part of a ‘ecosystem’ for the bioscience to support and part-take in the entrepreneurial education. Usually an education in entrepreneurship is placed within a business school but that is not a tradition in Gothenburg. The need for the ‘ecosystem’, the interdisciplinary dimension of an education within entrepreneurship, also generates specific "cultural" challenges in an academic environment, and more so at/in a life science faculty. Although the Sahlgrenska Academy is used to tacit knowledge and action based education

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with several disciplines involved, the interdisciplinary used in this education, is not always rewarded by academia. These cultural issues are also related to the scientific and academic legitimacy of entrepreneurship and sometimes results from prejudice against fields that are perceived as new or too applied to be academic. In turn the concept of the ecosystem or wish towards more utilisation of the life science research this creates an additional challenge to be present simultaneously in several the research areas with different research principles. Universities are often far from being entrepreneurial and business schools are rather oriented towards large established firms as teaching or research objects and not health or life science topics. In particular this is valid in life-science areas. The pedagogy in GIBBS is an action-based model building on teaching through entrepreneurship, using conations, (actions), cognitions (thoughts) and affections (feelings), where the education interplays with the rest of the system, idea flow, support, network etc., why the education and the creation of ventures is part of and contribute to the ecosystem in biomedicine. The action base is however changed over the 16-month time period as shown below. On the x- axis the number of months into the programme are given and the y-axis gives the percentage of tacit knowledge contribution. The driving factors for education in biomedical entrepreneurship via GIBBS are:

• The lack of availability of o Managers o Entrepreneurs o Understanding of the knowledge economy

• The need to transform more ideas to business

And all of these contribute to build a stronger ‘development’ of the region in this field. In the recent published strategic document for the Life science in Western Sweden a few more activities was stressed as, improved support for life science entrepreneurship, retraining of industry competencies, and use of the education to build international networks. Bridging academia, the health care sector and industry, GIBBS is building “social capital”, or a “knowledge platform” in the biomedical cluster, through the master level has hands‐on experience from business development of real‐life innovation projects during the second year of education. The program has an alternative application process based on a three-step approach. As described earlier an entrepreneurial education is dependent on the individual as well as the collectivism for the education. The educations by it self teach how students are able to detect evaluate and capture attractive value-creation opportunities. Education is therefore a core element of the development of entrepreneurial spirit, attitudes and initiatives. It has been documented at Leuven and at Chalmers, that the application process would be required to be able to better select already upfront the students with the right entrepreneurial aptitudes. There seems to be several factors that can be associated a priori with entrepreneurial aptitudes: individual characteristics (independence, result-orientation, for achievement, search for autonomy, etc.); and external factors that can stimulate the apparition of entrepreneurial skills (socio-cultural environment, family context, professional experience, education, etc.). The first step in the application is the notion via studera.nu, and the remaining two steps follow the process to

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catch the student with the right aptitude, drive and desire to create ventures from research.

See also http://www.entrepreneur.chalmers.se/gibbs/images//gibbs-admission-2011.pdf During the duration of the programme the recruitment and outcome has been as follows: GIBBS06 GIBBS07 GIBBS09 GIBBS10 GIBBS11 GIBBS12 Total Students entered/admitted 12/15 11/15 8/9 15/15 6/91 13/15 65

Students at Sahlgrenska 4 3 7

International students 0 2 1 12 22 52 11

Master exams 12 11 8 15 6 52 Business plans 5 5 3 7 4 24 Technical reports 5 4 3 5 2 20 Market analysis 5 5 3 5 2 20 Publications 1 2 3 Patent applications 2 3 5 10

2 =all at SA In particular for the SA the applications and admitted students have varied over the years. The graph below shows the cumulative number of students in the programme the autumn semester from 2008 to 2011.

1 The reduction of students for the class of 2011 is explained by changing administrative routines at the universities which

• Student profile: • Academic merits • Internal drive • Critical thinking and creativity

• Ability to function in teams and establish relationships

• Right attitude and willingness

2nd step Written applications

3rd step Interviews and tests

Admitted Students

• Bachelor degree • Curriculum Vitae • Complete application form (10 questions focused on entrepreneurship and personality)

• Interviews with management

• Case exercise • Personality tests

+

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The different courses in the programme are given below

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First Year

First Semester Second Semester

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Mandatory Mandatory Mandatory Mandatory Elective

Bioscience Intellectual Property Strategies (7.5 hec)

MED 983

Biomedicine for Business Creation and Entrepreneurs (7.5 hec) MED 980

Ethics in Bioscience Business Creation (7.5

hec) MED990

Design of Technological Innovations and Markets (7.5 hec) MED 984

Idea Evaluation and Feasibility Studies (7.5 hec) MED 982

Elective course* (7.5 hec)

Biotechnology based Entrepreneurship (15 hec)MED 981

• *=at Sahlgrenska Academy Project Management MED993 • yellow marking=co-studies with ICM,CSE and GIBBS Chalmers • light orange marking =co- studies with CSE, GIBBS and MEI + elective course

from University of Gothenburg

Second Year

First Semester Second Semester

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Mandatory Mandatory Mandatory Mandatory

Strategy and marketing for knowledge based biomedicine (7.5 hec) MED 987

Master Thesis (30 hec) MED 986 New venture creation (7.5 hec) MED

988

Valuation and entrepreneurial financing (7.5 hec) MED989

Entrepreneurial leadership and Marketing (part 1; 3.5 hec) MED 991

Entrepreneurial leadership and Marketing (part 2; 4 hec) MED 992

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During the two years the students

• Construct knowledge-based business • Construct, and use tools to design innovations • Communicate, reflect, and manage group dynamics and responsible • Consider citizenship and entrepreneurship for sustainable development; and • Create and manage start-up ventures

The important factor therefore becomes the projects and the relation with idea providers the students how motivated they are, the content of the education and fund for the action-based education. In particular the organisation and operations are significant to place the role of the school in the right circumstances. The process for the encubated projects have been developed to follow a perspective described above. The project flow process have changed and further evolved since 2008. An academic course for project feasibility analysis, that draws around 25-30 new projects per year have been in operation since spring 2008. About half of the project ideas are from the bioscience area. The majority of them are still from academia but an increasing number are from industrial sources. In total nearly 100 ideas have been evaluated since 2008. Since the start almost 300 students have taken this course in project development and opportunity analysis. Since two years Chalmers Innovation, Innovation office West and Semmelweis University utilize some of these students as summer interns in their process of evaluating innovation ideas already between semesters. Project ideas have originated from the health care system in Western Sweden, the University Hospital in Linkoping, the universities in Gothenburg, Oslo, Uppsala and Örebro, Chalmers, from pharmaceutical industry in the UK as well as from local entrepreneurs in the region. The outcome of the preincubation (during the project year in GIBBS) seems to be independent of the origin of the projects, but a university relation increases the potential for verification and further grants. The students from Sahlgrenska have been involved in projects from University of Gothenburg (3) and University of Örebro(1). During the project year the students are urged to participate in Venture Cup as part of their ability to present business ideas in public. Last year one of the GIBBS projects won the second price in the national final. External entrepreneurs, board members and elumni, coach the students during the project year. They have also dedicated hand-ins to the project boards. During this year they also have two public presentations of their business idea with the basic idea to achieve public opposition on their work. In total the GIBBS projects have received about 9.5 MSEK in support for further evaluation and verification. The contribution from the universities and the fund structures has increased significantly, but the support from GöteborgBIO and VINNOVA to the preincubation and the practical work with projects is still vital. The contributions in kind from the network of industrialists and elumni around the school are also important. As part of the education, students will take part in what is described as a school project, which culminates in a common goal decided upon by the class. This project provides the students with the opportunity to widen their perspectives on intellectual property and entrepreneurial activities in other educational, geographical, societal, etc. regions while at the same time acting as ambassadors for their particular school. The details of the goal of the school project will be decided by the students in conjunction with the faculty, and is intended to constitute an opportunity for the students to further their learning process by developing entrepreneurial skills within a social entrepreneurship context. The class as a whole undertakes the school project. Since the start the school 52 student’s have been examined (June 2011), about 50% is engaged in their encubation projects or other early start up’s in the bioscience area. In relation to other experience this is significantly higher portion than from other higher educations. (CSE, ICM, Handels).

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Theme

Sub-theme

I. Student recruitment, follow-up and student support

A. Recruitment and applicants per place. Describe/specify and comment on: 1. Planning figures, number of applicants and number actually admitted to

the programme on the two most recent admission occasions and the size of the programme in relation to courses and programmes offered and labour market. The table below gives the planning data in relation to hst, students who applied, and finally was accepted to the program. In addition the first semester included Erasmus and student exchange from University of Tromsö. BCE was started due expressed need from the regional bioscience cluster to increase the number of available managers in the bio area. The table below show the summary of the applications and accepted for studies. The ‘official’ submitted data are somewhat different considering applicants. As described we are utilising alternative recruitment process described in the comment section, which might be one reason for the difference.

2. Planning figures, number of applicants and number actually admitted to

the programme on the two most recent occasions with regard to international students (for programmes given in English). See above

3. Recruitment efforts (broadened recruitment, marketing etc.). During the time period from September to April each year we make several efforts to increase the number of applicants for GIBBS. On a local level we participate in numerous career fairs in Gothenburg where we promote the different entrepreneurship educations at Chalmers and the University of Gothenburg, and GIBBS is one of them. In addition to the career fairs we also participate in Masters’ information days at the two universities. We are also participating in other relevant fairs outside the academia, such as Venture Cup events.    

Furthermore, we also arrange an Open House event where interested students are invited to listen to information about the educations and alumnus describing their experiences both from the education and the life after including examples of work possibilities after graduation. In Gothenburg, we also make presentations to BSc students in educations within bioscience such as dietist, physicians and bioengineering students. On a national level, we have had representatives traveling to other Swedish universities promoting our master educations to students currently enrolled in different BSc programs. In Lund and Stockholm, specific GIBBS posters have been spread at LTH, Lund University, KTH, and Stockholm University to promote GIBBS. Two years ago, personal mails were sent to selected students at KTH to inform them about the education. We have also approached study counselors all over Sweden responsible for educations within the bioscience field and sent information and material about GIBBS. To reach a global population of students we focus our efforts on web-based marketing with our own homepage as the main communication tool. The GIBBS homepage was created to brand and promote this international masters education as a masters education in the area of biomedicine and

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entrepreneurship. In addition to the GIBBS homepage we have created a blog portal for the entrepreneurship educations in Gothenburg where news about our students, alumnus and portfolio companies are published and shared through our different Facebook groups. In addition, our international students usually bring material if they go home and promote GIBBS at their former universities.

B. Student follow-up and student support. Describe/specify and comment on:

1. Average student completion rate on the programme (annual performance equivalents in relation to full-time equivalent students) in past year. Of the 4 students who started the programme 2008, together with 6 students on exchange from Norway, all have finalised their programme, i.e. 100%. Of the Norwegian students five have finalised their exam. Of the five students started 2009, one with an existing master exam got a job offer she could not refuse and an international student was late in the process was refused student VISA. Of the three remaining, the filing of the master thesis is in process. There is a notation though, as one course during the second semester is elective the numbers in the statistics may be different, though that the course have to be performed, according to the statistics, under the governance from the SA. As they are elective they could be taken elsewhere at the universities, and directed towards the special need of that student.

2. Follow-up of students on the programme (dropouts, retention). All students are followed closely in their progress after the exam. The student that dropped out due to work is still working. The non-VISA student has not been followed.

3. Methods for identifying students' needs for special support. The programme applies a special admission process as above. In that process the students’ need for other courses or special support are identified. In the courses particular the first autumn the hand in’s on topic, and the biweekly reflection papers. If it is noted that an individual have particular issues support are given. The elective course during the second semester could also be recommended to cover the lack of knowledge in a particular field.

II. Content and formulation

A. Content. Describe/specify and comment on:

1. Methods for ensuring the quality of course syllabuses, e.g. occurrence of regular revisions to course syllabuses.

During the first semester the students have, besides the reflection papers, regular meetings together with the course management to adjust alter and add to seminars and course content. In the end of the first semester a summary discussion with the students is held to reflect over the semester and potentially further adopt within the course syllabuses. At the moment a major revision is undergoing to change the master thesis year. Today the courses are mandatory and are not enough building of the individual student progression. Likewise the course content is adopted regularly to adjust knowledge in the field. This is done within the course objectives and syllabuses.

2. Methods for ensuring that the content of the programme meets the

qualitative targets of the Higher Education Ordinance (i.e. that the intended learning outcomes of the course syllabuses taken together fulfil the qualitative targets)

The SFS 2006:1053 gives the Higher Education Ordinance p57-59, to read as follows ‘For a Master's degree with a certain specialization specific requirements apply to each higher education institution itself within the requirements in this exam’ or in Swedish ‘För masterexamen med en viss inriktning skall också de preciserade krav gälla som varje högskola själv bestämmer

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inom ramen för kraven i denna examensbeskrivning’ The aim for the programme is written in the description and aim for program as:    The aim of this programme is that the student acquires the knowledge and skills necessary to facilitate, create and manage business and ventures based on biomedical science, medical needs and medical innovations. The aim is also to prepare students for research and studies at the third cycle. The thus far examined students have all dealt with ventures to be. From the seven students that could have taken their exam up to June 2011, they have been managing 4 different ventures to be. Of these one has of yet been incorporated. None of these students have yet started level 3 studies; although from the 52 examined from the GIBBS programme in total 2 have been admitted to doctoral studies. The programme syllabus matches SFS 2006:1053 when it describes what the students should accomplish in: Knowledge and understanding; Skills and abilities and Judgement and approach. For details see Appendix A In addition the Sahlgrenska Academy has stated that all education aims at promoting:

a sustainable development in order to ensure a healthy environment, economic and social welfare, and justice to coming generations enhanced awareness of gender issues, equality of opportunity and equal rights

When the SNAHE (HSV) reviewed of our programmes they had the following comments on pedagogy: Of the courses included in the application, about 50 per cent are focused on entrepreneurship. This probably reflects the fact that there are too few in the faculty with this specialisation. The students within the BCE –programme have more then 75 hec directed towards entrepreneurship as they besides the first semester courses and their master thesis study bio entrepreneurship and opportunity validation and have entrepreneurial management and new venture formations as other courses. Still there is a lack of faculty with entrepreneurial experience. Entrepreneurship education perspectives would have to be reconsidered and some new courses developed. Gothenburg University has a rich pedagogical milieu to utilise in the local education of lecturers, and we encourage them to include this resource in the work of developing their curriculum and making entrepreneurship education more entrepreneurial. This is in progress in cooperation with the University of Gothenburg platform for interactive learning (PIL). Their action-based approach and success in stimulating student ventures indicate a long-term dedication to curriculum development and the pedagogy, which fosters student-oriented entrepreneurial learning, are strengths of this application. Developed further to include a master thesis to include 60 hec inclusive supportive courses to gain in progression for the individual student. This change will take effect and start Autumn semester 2012. The sustainability is covered especially in the idea evaluation course, and then in particular closely followed in the master thesis.

B. Scientific/artistic quality. Describe/specify and comment on:

1. Methods for ensuring scientific/artistic quality. The programme outcome in terms of presentation business ideas has external reviewers and examiners to check the ability of the student to validate venture creation. Outside application for funding, of their ideas are applied for under grant applications, they work together with work with scientific ‘idea-providers’ (see above) to achieve these Grants. Applications have been submitted to VINNOVA, Innovations bron, ALM etc. The student teams also encouraged participating in Venture Cup to achieve further feedback on their Business concept and model. Spring 2010 a GIBBS team based on an idea from University of Gothenburg, won second price in the business plan competition and 2011 another team achieved the

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audience prize, The examination will never be based on the prospects for the venture, but the quality of the academic work in relation to the master thesis.

2. Methods for integrating up-to-date and relevant research. The basis for the education in this programme is a combination of research in the field of entrepreneurship, own tacit entrepreneurial knowledge, research in basic and clinical science, research and publication in pedagogy, research in entrepreneurship education, practice of law, venture financing etc. During the first semester when the student’s bases for the knowledge economy are set, cooperation between many faculties and fields of knowledge occur. During the second semester, in the courses in biomedicine and bioethics, cutting edge seminars are given by researchers from Sahlgrenska Academy, the University Hospital, Chalmers, University of Oslo and thereby create the basic knowledge in the field, while entrepreneurs in the different field of science deliver the business component in the area. The course in opportunity testing or idea evaluation and feasibility studies, are utilising new research from University and company. In all cases this is new, up to date and relevant research leading to innovative ideas. To be able to master new ideas, follow the value and propose the utility of the findings the students (and faculty) have access to different databases of professional level. Thomson Reuters for patent searches and Global Business Insights for potential trends and market analysis in certain areas.

C. Formulation. Describe/specify and comment:

1. Types of instruction (educational formats) used in the programme, the proportional distribution (approximate) between the various types of instruction and any changes during the programme. Different courses have different formats, where some are seminar based, some are lectures, some workshop, laboratories led by faculty, some workshops laboratories led by students, some is presentations of work performed by students, negotiations with lawyers and role play. See below for division. Details are given in Appendix B

2. Examination formats used in the programme, proportional distribution

(approximate) between the various examinations formats and any changes during the programme. The basis for examination also varies between courses. The most common is hand in of formalised tasks given in in advance. Several of those are group work by nature but some are individual. In three courses Please revert to Appendix B for details

3. Approximate number of hours/week of teacher-supervised time during first year of programme - and any variations during the programme. Please see Appendix B for details, but assuming that there are 30 active weeks per year that is on average 16 hours/per week the first year and half that during the second year. According to a Swedish investigation performed during 2010 the first year teacher led education in our programme is higher than 80% for the students in the referred investigation. However there are considerable differences between courses and

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what could be expected on different levels.

4. Methods for educational development work within the programme. The courses content, not curricula, are updated based on the feedback from students, adaptation to student’s background. However we are reshaping the education to allow for more students utilising an e-learning pedagogy to allow for more individualised progression, and allowing the courses to reach more students. This is not a simple task as much of the education is based on seminars and workshops.

D. Quality of student performance. Describe/specify and comment on:

1. Methods for ensuring quality of students’ performance in examinations (e.g. existence of assessment and grading criteria). The major result of the programme is the master thesis. One part of that is a business plan. External experts that give extensive feedback on the content and the performance review this plan. Likewise in end of the first semester the group’s presentations, external experts in venture financing, basic knowledge and negotiating skills review negotiations and financing plan. An example of this feedback principle is in Appendix C. For the hand ins and shorter thesis we utilise two reviewers and a standardised format. See Appendix C

2. Results attained in relation to qualitative targets in the Higher Education Ordinance (also requested in connection with the Swedish National Agency for Higher Education’s programme evaluations).

E. International perspectives in the programme. Describe/specify and comment on: 1. Approximate proportion of literature in English and/or languages other

than Swedish. All literature is in English, besides some shorter notes and text for Swedish law.

2. Approximate number of exchange students and teacher exchange, outgoing and incoming in 2010. At the moment there are no exchange students for the programme. The programme has an Erasmus exchange program with University of Oslo. This was used during 2008, but has not been used since then, Student housing is the major reason for not using it. The international students were 1 during first year 2 under the second year, i.e. students examined June 2011, and 5 international students in the present.

3. Methods/activities used so that students are well prepared for work in international contexts after their education. We all work in a global perspective, the projects are international. As the work is done in cross-educational teams a significant experience are international.

4. International experience of the teachers who principally teach on the programme. Several of the teachers have international work experience. A few have also international educational experience.

III. Teacher competences

A. Describe/specify and comment on:

1. Proportion of teachers with doctorates who mainly teach on the programme. The number of doctorates teaching in the courses varies. The table below give the % figure for each course.

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2. Number of professors who teach on the programme and approximate

extent of their instruction. The number of professors and associate professors do also vary between the courses. The table above gives the individual numbers as well as teaching time.

3. Proportion of teachers giving instruction who have qualifications for teaching in higher education. All professors and examinators have these qualifications. As the programme is tacit in nature, all entrepreneurs do not have this experience.

4. Methods for ensuring that there are teachers with up-to-date and relevant professionally related skills. The faculty meet and discuss the courses and content. The basis for the education is entrepreneurial and research is formed in this field. Publications and manuscript also on the education have been accepted. Within the biomedical areas the lectures are asked on the latest research and other contribution is also based on updated information. If not the student will tell.

IV. Student influence

A. Describe/specify and comment on:

1. Results of student surveys (e.g. University of Gothenburg Student Barometer 2010 if breakdown to the programme is possible), programme evaluations and course valuations. The program is too young to be noted in the surveys as of yet. We asked the students to respond to the course. The response is given in Appendix. F. Individual student feed back is also asked for in relation to the larger courses, the responses are few. In principle too few to relate to the outcome, and could be analysed at will. Two courses have a greater student population, but the response rate is less than 25%. The students are however feeding back information via reflection papers and discussions with the examiners. In smaller courses the feedback is done orally in essence. During the second year the students have individual progress discussions considering both their individual performance as the education.

2. Methods for combined quality analysis (e.g. course report, course accounts, programme board, course conference) and development of the programme. During each course there is one course representative from the class who collects questions, suggestions etc. and share those with the faculty at a meeting in the middle of the course. This is to give an opportunity for improvements during the course. After each course there is a written evaluation sent out to the students from the administration but in collaboration with the course leader. It is also possible to have an additional meeting with student

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14

representatives and faculty after the course to discuss potential improvements 3. Student involvement in discussion and decision-making bodies. The student

representatives are part of the evaluation. Students are part of the course evaluation discussions. They also have direct contact via the school manager.

V. Business intelligence

A. Business intelligence – courses and programmes offered. Describe/specify and comment on:

1. The contribution of the programme in comparison with programmes within the University of Gothenburg that have similar content. The programme is the only one at the university of Gothenburg with this content. The programme is performed in close collaboration with Chalmers, but the second semester may vary due to rules or elective courses chosen. At the School of Business, Economic and Law there are programmes that this programme cross-fertilises with. Some of education is done in parallel.

2. The profile of the programme in comparison with similar programmes at other Swedish institutions of higher education. This programme is the only one in Sweden, based on venture creation in biomedicine. Other programmes dedicated to venture creation in other fields exist both in Gothenburg and elsewhere. There are about 20-venture creation program in the world, and the programme at Sahlgrenska Academy is the only one (in the world) dedicated to biomedicine and having courses in biomedicine.

B. Business intelligence – labour market. Describe/specify and comment on: 1. Assessment of the studies by former students in relation to what they need

in their work (comment where possible on results from Göteborgsakademiker 2010 or other/local survey of alumni). There are no data available as of yet, new program to few students. We have asked the examined students and the answers are given in Appendix F. One reply from a student working as project manager for a larger cooperation in Switzerland responded: ‘Very briefly I can tell there would be no chance of being entrusted on the series of positions that I applied for. Since GIBBS gave me the international language of business, and the tools and understanding of communication with this language I was able to stand out among other applicants for each position’

2. Establishment of former students in relevant professional field (comment where possible on results from Göteborgsakademiker 2010 or other/local survey of alumni). There is no data available from this survey. Instead we have looked upon what happens to the students, where they and in what kind of organisations they work in.

Of the 52 examined from the GIBBS programme since the start 2005, 58 % are

!

15

still resident in Gothenburg and 9 of the 52 have occupations or study abroad. Of the 7 examined or close to be examined 4 from SA are working with smaller startups, 2 is working as consultants and 1 within the innovation system.

3. Models for collaboration with alumni and stakeholders in planning, implementation, follow-up and development of the programme, e.g. programme council with external representatives. When students from the entrepreneurship schools in Gothenburg are examined they continue to support the newer students through Elumni – The Entrepreneurial Alumni Association at Chalmers University of Technology and University of Gothenburg. They participate as coaches but they also support and build the network. For instance by annual meetings- and elumni conference- designed to continue the learning in other fields beyond entrepreneurship and venture financing.

VI. Future

Comment on:

1. Any planned changes in the programme in the short term. In the short term the master thesis will evolve to comprise 60 hec together supporting courses. The course programmes are generally revised after each course in collaboration with the students. Another part that needs revision is courses in venture financing. Today this is a subject with very little substance in Gothenburg and therefore has to be created with international support. The recruitment process has to be changed so it doesn’t scare off students, as is interpreted form above. The aim within the application to SNAHE is to build a much stronger quality, government, application process, entrepreneurial education, more research but also more international influences.

2. The future of the programme in the long-term (10 or more years). In the feed back from HSV the strongest comments was on the entrepreneurial efforts and the growth of the programmes, and include more students performing venture creation not only in biomedicine but also in health science. This has also been stressed in the Life Science analysis performed in the region. The faculty has to be more entrepreneurial and academic! The courses should much more be based on our own research why the development of PhD courses and programme is essential. The future of the programme is also based on that education in the field will reach more students, researchers and personnel within the life and health science field. To build and develop further e-learning is important. This will change method, pedagogy and positively availability. See also Appendix G for more details in the future development.

VII. Other important information about the programme

Describe and comment on: 1. Organisation and management of the programme. Today the programme is

led by a programme director and manager shared with Chalmers supported by a part time administrative person. It is organised as a unit within the Institute of Medicine. In the long run that is not beneficial as it is the utilisation of the health science faculty that could make this grow and change.

2. Occurrence of particular identity-creating elements (e.g. matriculation ceremonies or examination ceremonies). There are two public demonstrations each year of the business proposals. They are named business reviews. The students the self arrange a school graduation of all the entrepreneurship programmes. No formal ceremony.

3. Occurrence of elements of innovation and entrepreneurship. This is what programme is about.

4. Other. See above. There are a significant time spent on social entrepreneurship See information above and Appendix H.

16

VIII. Summary assessment

Comment on: 1. The greatest strength of the programme. The uniqueness, the success, the

students, the other assessments, well-known, a model for other universities, research proposals, the grant applications

2. The greatest weakness of the programme. The number of students in relation to other programmes at The Sahlgrenska Academy. The sustainability, the biomedical entrepreneurs with an academic education. Today a project year is quite costly and cannot rely on university funding. That has to be changes

3. If the programme were to receive extra resources form 2013, these should be used for: Building the student numbers, make available for more projects to be analysed and ventured. Increase the faculty and increase the sustainability of the programme. Today the programme is to small so it is sensitive by one or two student’s failure or disease.

For additional build see also Appendix G.

Appendix  A    Knowledge  and  understanding.  Students  will  be  able  to:  

-­‐  demonstrate  knowledge  and  understanding  of  how  to  construct  knowledge  based  business  and  ventures  by  working  with  complementary  competencies;  integrating  technological,  economic,  managerial  and  legal  knowledge;  and  using  understanding  of  innovations,  products,  ventures  and  market  offerings  in  the  area  of  biomedicine  

-­‐  demonstrate  knowledge  and  understanding  of  how  to  create  and  manage  start-­‐up  companies  in  the  area  of  biomedicine  

-­‐  demonstrate  knowledge  and  understanding  of  the  rules  and  ethical  demands  regarding  marketing  of  innovations  in  biomedicine  

Skills  and  abilities.  Students  will  be  able  to:  -­‐  utilise  different  tools  (i.e.  patents,  standards,  contracts,  designs,  trademarks,  databases,  copyrights,  etc.),  in  interaction  with  research,  market  assessment  and  product  development  in  the  area  of  biomedicine  

-­‐  design  knowledge  based  ventures  from  innovations,  and  understand  how  to  use  different  tools  

-­‐  critically  and  systematically  integrate  knowledge  and  tools  to  be  able  to  analyse  complex  situations,  facts,  hypotheses  even  with  limited  information  

-­‐  critically,  alone  or  in  a  group  identify  and  formulate  questions  and  answers  in  a  creative  manner  based  on  early  research  findings  

-­‐  plan,  evaluate  and  with  different  tools  and  methods  carry  out  qualified  tasks  and  activities  within  given  or  planned  timeframes  thereby  contributing  to  or  managing  the  value  creation  of  a  project  in  the  biomedical  area  

-­‐  manage  and  lead  complex  innovations  and  teams  in  interaction  with  research,  market  assessment  and  product  development  in  biomedicine  

-­‐  manage  group  dynamics  and  show  responsible  leadership  applied  to  real-­‐life  innovation  projects  and  simulated  complex  situations  

-­‐  in  national  and  international  settings  communicate  and  discuss,  both  orally  and  in  writing,  results,  visions,  and  conclusions  based  on  scientific,  business  and  marketing  aspects  

-­‐  lead  or  participate  in  research  and  development  of  innovations  and  ventures  in  biomedicine  -­‐  conduct  strategic  business  development  and  business  management  in  the  area  of  biomedicine  

-­‐  critically  integrate  and  validate  the  marketing  demands  for  biomedical  products  Judgement  and  approach.  Students  will  be  able  to:  

-­‐  judge  relevant  scientific,  medical,  social  and  ethical  aspects  in  the  business  creation  -­‐  demonstrate  insight  into  the  possibilities  and  limitations  of  science  and  its  role  in  the  society  and  how  it  is  used  

-­‐  demonstrate  understanding  of  the  need  for  knowledge  improvement  and  take  responsibility  for  future  development  

-­‐  show  social  responsibility  and  entrepreneurship  for  sustainable  development      

Appendix  B    Courses  in  summary    

           Examinations  in  summary  

 

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  1  

Appendix  C    Typical  feedback  used  during  the  first  year    

Project  name:    Grade:  VG  Feedback  criteria   Feedback  

How  well  are  all  topics*  covered?  

They  are  covered.  Good  that  you  included  Idea  origin  which  of  course  is  interesting  in  those  reports.  

Where  does  the  analysis  show  depth?  

Next  step  analysis  is  well  thought  through.  

How  well  is  creativity  exposed,  especially  around  

value  visions?  

The   idea  with   its   value   visions   is   creative   and   inspiring.   The   opportunity   to   personalize   the   jars   is   also  creative.  Seems  like  there  are  product  development  ideas  to  work  on.    

Willingness  to  make  assumptions  

especially  around  market  potential,  based  upon  rough  

estimations.  

Good   that   you   focused   on   one   target   group   even   though   other   groups   in   society   most   likely   will   be  interested  too.  Your  assumptions  seem  reasonable.  

Qualities  in  the  academic  reflection.  

Few  references!  Haven’t  you  read  anything  else  to  come  up  with  all  the  facts  you  include  in  the  report?  

How  convincing  are  conclusions  and  

summary?  

Good  summary.  

Language  and  consistency  of  

writing.  

The  report  is  written  in  a  quite  familiar  way  with  questions  for  the  reader.  In  this  kind  of  report  that  is  perfectly  fine  but  not  a  very  academic  approach  to  the  text.  

Oral  presentation.   Good  introduction.  Interesting  idea  based  on  your  own  experiences.  Enthusiastic  presentation,  which  gives  the  impression  that  you,  is  passionate  about  your  idea,  which  is  good.  However,  sometimes  it’s  ok  to  have  a  break  to  breathe  for  a  second  or  two.  Seems  like  you  have  done  a  good  background  research.  Your  slides  support  the  presentation  in  a  good  way.  

 

Course  980  Feedback    This  is  the  feedback  you  will  receive  per  idea.  At  the  moment  these  are  the  general  comments.  We  have  not  valued  your  project  per  se,  but  have  looked  at  your  creativity  and  your  ability  on  analyzing  utilization  of  an  idea.          

                               

  2  

       

  3  

COURSE  981  FEED  BACK    

         

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  4  

Course  982    Project  name:   Malaria  Vector  Control    Feedback  criteria   Feedback  

How  well  are  all  topics*  covered?  

The  needed  parts  for  this  kind  of  report  are  there.  This  is  an  interesting  work.  

Where  does  the  analysis  show  depth?  

The  variations  due  to  the  vector  control  make  the  FTO   and   patent   analysis   particularly   difficult   but  you  have  done  it  well.  The  group  has  managed  also  to  discuss  the  matter  from  an  African  perspective.  Also  included  an  IP  strategy,  and  a  plausible  one.  

How  well  is  creativity  exposed,  especially  around  

value  visions?  

The  value  visions  are  very  good.  However  there  is  an   international   perspective.   Mosquitos   exist  everywhere   and   are   also   spreading   north   on   the  American  continent.  (see  media  on  NY!!)  Likewise  in   other   parts.   How   restricted   are   you   of   the  Zanthoxylom  heitzii?    Use  of  the  bark  in  other  areas  made  visible.  Mixing   some   market   analysis   with   customer  utilities.  

Willingness  to  make  assumptions  especially  around  market  potential,  

based  upon  rough  estimations.  

The   analysis   made   in   the   appendix   is   good.  However   some   of   the   uses   proposed   (fungus)  might  be  large  and  should  be  analyzed  a  bit  more.  

Qualities  in  the  academic  reflection.  

Fine   good   status,   handling   of   references   is   good.  It’s  good  reading.  Where  does  this  come  from:  “The  country  is  moreover  controlled  by  a  Marxist-­‐Leninist  dictatorship  which  is  not  very  ensuring  when  acquiring  IP  protection.”  There  is  no  reference  and  this  is  not  really  something  you  write  your  own  opinion  about  in  a  report  like  this.    

How  convincing  are  conclusions  and  

summary?  

Plausible   conclusions   and   all   are   analyzed   in   the  risk  analysis.  

Language  and  consistency  of  writing.  

Good  handling  of  the  language,  nice  low  in  the  report.  Mixing  names  of  the  country.  Should  be  Democratic  Republic  of  Congo  (DRC).  Why  are  you  emphasizing  things  in  italic?  

Oral  presentation.   Nice  presentation  and  good  work.  Nice  presentation  by  all  of  you.  Good  that  you  gave  us   all   the   alternatives   if   it’s   not   working   for  malaria.  

 

  5  

   Course  MED990  Feedback    Topic:    Writer:  Anna  The  feedback  is  not  to  judge  your  moral  or  ethics  in  any  way,  or  a  comment  on  what  may  be  right  or  wrong.    It’s  a  way  to  give  structured  feedback  on  the  way  that  you  have  handled  or  discussed  a  moral  or  ethical  dilemma  related  to  areas  discussed  during  the  courses  or  related  to  your  research.  Feedback  criteria   Feedback  How was the area presented

Very  well  presented  with  a  thorough  introduction  to  the  area  and  the  different  issues.  You    

Where does the analysis show depth?

You   go   through   the   ethical   concerns  with   a   deep  analysis   where   you   discuss   every   aspect   from  different  viewpoints.  You  utilse  the  mitigation  as  a  tool.  Good  where  are  the  references  to  this  model.  

How was the pros discussed

In  a  good  way  with  awareness  of  both  sides  of  the  coin.  You  also  utilize  references  to  strengthen  your  case  .  Good  

How was the cons discussed

Nice   table   that   shows   how   you   have   discussed  your   case   from   the  most   obvious   views.   You  will  gain  a  lot  from  that  you  already  did  this  exercise.  

Personal view/discussion You  have  clearly  thought  this  through  and  tried  to  think   about   all   aspects   from   different   angles.  However  it  is  a  bit  short,  considering  the  quality  of  the  rest.  

Grade:  VG      

  6  

   Course  993  Feedback  

Project  group  1:    CIIS         Kommentarer/Comments  Plan/Plan     You  have  done  a  good  plan.  Perhaps  

slightly  to  detailed  in  section,  consider  to  work  in  a  perspective  of  less  headlines,  makes  the  text  flow  better.  It  reads  well.  And  is  logically  built.  ?  Includes  several  part    and  tables  that  really  should  help  performing  the  project.  >Good  decision  tables  and  including  tables  for  accountability.  

Innehåll/Content     The  content  is  following  a  model  great,  that  you  actually  don’t  miss  much.  

Språk/Language   A  good    balance  of  being  formal  and  informal.    

Genomförande/Implementation   You  have  presented  a  plausible  way  forward.  Together  with  the  tables  of  division  of  responsibility,  it’s  great  Including  the  gant  charts.  

Presentation   Good  presentation,  also  in  English.  A  bit  of  guidance  though  for  the  next  times.  Look  at  the  pc  screen  and  don’t  look  at  the  projector  screen,  Room  for  improvement.  Avoid  difficult  words,  in  essence  simplify  the  language.    

 

Appendix  D  

Example  on  course  evaluations  

Kursutvärdering  DTIM,  2010-­‐11-­‐02  Närvarande:    

No  opinions  on  the  lack  of  “real  lectures”  have  been  brought  up,  it  seems  like  the  discussions  connected  to  the  theory  and  the  cases  bring  value  to  the  student.  Mats  is  trying  to  connect  the  discussions  with  the  theory  from  the  book.  

Inspirational  lectures  combined  with  theory  like  the  one  held  by  Martin  Lackéus,  a  former  CSE  student,  are  much  appreciated.  A  try  to  get  more  lecturers  in  the  same  track  is  promised.  It  gives  a  true  picture  with  the  bad  experiences  brought  up  as  well  and  a  good  insight  in  what  the  second  year  could  be  like  and  what  it  could  lead  to  for  the  CSE  and  GIBBS  students.  Former  ICM  students  that  are  working  in  businesses  not  as  connected  to  the  universities  will  be  searched  for  to  lecture  as  well.  

The  lecturers  that  origin  from  CIP  has  been  hard  to  focus  on  during  their  lectures.  The  slides  have  been  very  informative  which  might  be  good  for  uploading  on  GUL,  but  they  might  want  to  shorten  them  down  on  the  presentation  occasion.  

More  information  about  what  the  exam  will  be  about  and  what  the  art  of  the  questions  will  be  like  is  asked  for.  Mats  will  try  to  post  a  document  on  GUL  with  this  information.  The  document  with  the  key  words  is  much  appreciated  as  a  tool  when  reading  Trott.  

A  suggestion  of  reversed  order  on  the  assignments  was  brought  up;  IAA,  Degunkification,  TEVA,  business  model  and  then  product  concept  to  have  a  clearer  picture  by  then.    

The  reading  instructions  are  good  and  it  is  appreciated  that  they  are  connected  to  lectures.  It  is  probably  so  that  most  students  don’t  have  time  to  read  it  all  before  the  lectures  and  that  should  not  be  expected  by  lectures.  The  focus  in  the  reading  is  on  the  cases  to  be  able  to  contribute  in  discussion.  

No  complains  about  the  literature  and  the  articles  are  appreciated  as  additional  reading.  

It  has  been  put  effort  on  the  clarity  of  what  belongs  to  which  course  and  that  seems  to  have  been  successful,  the  students  are  clear  about  this.  

About  the  discussion  in  class  The  interaction  is  good  and  Mats  is  pleased.  The  fact  that  everyone  is  not  contribution  is  hard  to  prevent.  Suggestions  have  been  brought  up  that  the  class  could  be  divided  into  smaller  groups  like  with  the  school  seminar  so  that  everyone  would  have  a  greater  opportunity  to  get  their  voice  heard.  Another  suggestion  is  that  the  class  would  be  divided  and  get  different  views  to  look  in  to  and  maybe  this  would  create  more  of  a  debate.  It  would  be  possible  to  solve  smaller  groups  but  the  thought  is  that  the  group  assignments  should  cover  this  way  of  working.  The  big  class  discussions  are  a  good  

opportunity  to  exercise  the  abilities  to  speak  shortly  and  get  you  message  through.  The  students  are  encouraged  to  question  each  other.  Some  opinions  about  that  Mats  sometimes  interpret  the  opinions  too  much  in  his  own  way  and  that  the  discussions  are  not  challenging  enough,  everyone  just  tell  what  they  already  know  and  have  experienced,  was  brought  up.  A  suggestion  about  the  students  from  the  beginning  will  be  allocated  the  right  to  “pull  the  break”  if  their  opinion  is  not  brought  in  the  right  direction  or  interpreted  wrongly.  

The  points  that  you  achieve  from  only  being  on  the  lecture  might  be  seen  as  unnecessary  and  as  free  points  but  they  have  a  purpose;  sometimes  it  is  better  to  listen  than  to  speak  and  it  is  meant  to  encourage  people  to  be  there  to  create  a  good  forum  and  be  seen  as  important  parts  of  the  discussions.    

About  the  TBE  course  

A  wish  for  more  directions  on  the  assignments  and  also  more  knowledge  about  the  critera  for  assessing  the  assignments  has  been  brought  up.  Combined  with  this  quicker  feedback  would  be  good  to  actually  get  knowledge  on  how  the  students  are  performing.  Comments  on  this  were  that  it  is  most  often  a  clear  correction  template  and  the  students  might  not  have  succeeded  in  the  convincing  or  negotiation  process  but  are  judged  by  the  ability  to  communicate  what  is  performed.  

A  discussion  about  uncertainties  about  the  TEVA  was  brought  up.  More  examples  with  the  direction  of  biotech  should  be  put  up.  The  briefing  on  TEVA  could  be  more  clear  and  precise  and  not  only  “touched”  upon  at  two  occasions.  

It  would  be  interesting  to  participate  in  some  other  groups’  presentations  and  maybe  it  could  be  two  or  three  groups  presenting  at  the  same  occasion  in  some  of  the  exercises  to  be  able  to  learn  from  others  and  get  a  broader  experience.  

 

Appendix  F    Reply  from  some  of  the  GIBBS  students      

• Relevance  of  the  GIBBS  education  in  relation  to  your  employment  today  or  your  future  plans  

Very  briefly  I  can  tell  there  would  be  no  chance  of  being  entrusted  on  the  series  of  positions  that  I  applied  for.  Since  GIBBS  gave  me  the  international  language  of  business,  and  the  tools  and  understanding  of  communication  with  this  language  I  was  able  to  stand  out  among  other  applicants  for  each  position.    

Väldigt  relevant;  en  utav  de  utbildningar  som  jag  tror  ligger  närmast  verkligheten.  Mitt  dagliga  arbete  som  affärsutvecklare  är  i  princip  detsamma  som  det  arbete  som  utfördes  under  projektåret  på  GIBBS.  Jag  upplevde  en  enorm  skillnad  från  mitt  ursprungsprogram  (kandidat),  där  man  ganska  snabbt  inser  att  det  mesta  som  lärs  ut  är  något  man  aldrig  kommer  att  använda  sig  av  igen.    

I  work  with  label  relations  at  Spotify,  I  am  account  manager  for  the  four  big  record  labels  in  Sweden,  Norway  and  Netherlands.  In  my  daily  work  I  do  everything  from  marketing,  negotiate  licenses,  gather  business  intelligence  and  At  GIBBS  and  the  business  design  program  we  studied  marketing,  business  creation  and  IPR  law;  thus  i'm  well  prepared  for  all  projects  I  get.  

• Practice  with  teamwork  between  people  of  different  mindsets/academic  background  is  very  useful  

• Practice  in  presentation  skills  are  relevant  

• Building  a  business  case  is  a  part  of  the  education  in  GIBBS  and  is  an  important  concept  to  understand  within  many  businesses  

I  moved  to  Australia  after  the  GIBBS  education  and  have  recently  been  granted  an  Australian  working  permit.  I  am  currently  in  the  phase  of  applying  for  jobs.  The  GIBBS  education  has  provided  me  many  skills  and  made  me  into  a  more  business  oriented  person.  My  aim  is  to  work  with  business  development  of  biotech  companies.  I  believe  the  GIBBS  education  formed  me  into  a  person  that  is  more  adapted  to  the  biotech  business  environment.  I  have  found  that  it  has  been  a  bit  difficult  to  get  these  types  of  jobs  in  Australia  since  the  GIBBS  brand  is  not  as  established  as  it  is  in  Sweden.  For  me,  it  has  been  slightly  difficult  to  convince  people  that  we  get  practical  experience  in  business  development  within  our  GIBBS  education.  When  I  meet  people  in  the  field,  I  have  to  explain  how  we  get  real-­‐life  experience  

in  entrepreneurship  and  people  get  very  impressed  of  the  outline  of  the  program  

 

• Relevance  of  the  GIBBS  education  for  you  to  establish  yourselves  in  relevant  professional  fields  in  future  employments  or  occupation  

It  will  definitely  go  on  according  to  my  plans  due  to  the  fact  that  I  will  keep  the  competitive  advantages  and  they  will  be  even  more  enriched  by  time.  

-­‐  Man  skapar  många  nya  kontakter  och  får  en  kunskapsbredd  som  är  unik.  

I  work  for  a  start-­‐up  so  the  entrepreneurial  background  from  GIBBS  is  very  valuable.  

o GIBBS  education  is  a  good  complement  of  “soft  skills”  (e.g.  teamwork,  presentation  skills,  business  case  creation)  to  a  traditional  education  (e.g.  engineering,  biology),  which  I  personally  feel  is  a  pre-­‐requisite  for  GIBBS  to  be  valuable  

o The  entrepreneurial  mindset  that  many  students  from  GIBBS/CSE    gains,  can  be  a  real  asset  in  learning  to  drive  projects,  initiatives  and  ventures.  

GIBBS  taught  me  the  importance  of  networking  as  a  valuable  tool  to  establish  yourself  in  the  field  of  your  interest.  One  of  the  first  things  I  did  when  I  arrived  in  Australia,  was  to  attend  the  yearly  conference  where  all  the  biotech  companies  in  Australia  were  gathered.  I  got  many  valuable  connections  there  and  my  network  started  to  expand.  Besides  that,  I  have  also  contacted  persons  at  the  commercialization  units  at  various  Australian  universities  and  the  unique  outline  of  the  GIBBS  education,  have  amazed  them.  I  am  currently  attending  monthly  biotech  networking  events  in  Perth  and  have  started  to  establish  myself  in  the  biotech  community.  These  networking  events  have  led  to  various  contacts  for  future  employments.    

 

• The  basis  for  the  education  as  part  of  your  learning  in  the  entrepreneurial  field  

This  basis  (especially  for  people  who  have  not  studied  at  business  programs  or  such),  is  not  only  beneficial  but  necessary.  This  basis  is  planned  as  such  that  brings  different  people  with  different  backgrounds  to  the  same  level  and  gives  them  the  opportunity  to  build  further  skills  upon  by  doing.  The  project  base  part  of  the  first  year  was  extremely  helpful  to  experience  the  reality  and  challenges  on  the  road.    

My  background  from  GIBBS  helps  me  understand  what  our  company  is  going  through  as  a  startup  /  growth  company  

I  believe  that  the  form  of  the  education  is  good  with  having  one  year  theoretical  studies  and  one  year  work  with  a  project.  Perhaps  one  thing  that  could  be  improved  is  to  have  more  back-­‐up  projects  if  one  project  is  unsuccessful.  This,  so  the  student  can  focus  on  entrepreneurship  rather  than  finding  a  new  project  to  work  with.  My  group  did  not  have  this  problem  but  many  other  groups  focused  on  finding  new  projects.    

 

• Relevance  of  the  education  for  your  network  formation  

The  planned  networking  activity  that  actually  was  included  in  the  education  was  wonderful  and  extremely  well  chosen.  Meetings  with  people  who  we  would  not  have  met  otherwise  were  arranged  and  a  great  interface  was  built.    

Mycket  relevant,  jag  kunde  skapa  många  nya  kontakter  under  utbildningen  som  är  jätteviktiga  idag.        My  former  classmates  are  working  for  several  of  my  employer's  potential  partners  thus  my  network  from  GIBBS  and  Chalmers  is  very  valuable.  Chalmers  (and  GIBBS)  is  also  a  very  valuable  brand  so  if  I  say  that  I  have  an  education  from  GIBBS  it's  easier  to  grow  my  network    

o I  believe  this  to  be  very  much  up  to  the  individual.  If  I  am  to  drive  a  very  early  stage  venture,  high-­‐tech  or  low-­‐tech,  the  network  insights  gained  from  GIBBS  are  highly  relevant.  Network  formation  between  established  industry  actors  are  not  relevant  within  GIBBS.  

   • Please  also  add  some  discussion  of  the  value  of  the  cross  fertilization  

between  CSE  and  GIBBS,  or  ICM  and  GIBBS  and  also  TET  and  GIBBS.  

I  do  not  know  what  TET  is  but  the  close  interface  of  the  rest  was  basically  necessary  to  practice  and  exchange  information.  Since  these  programs  all  have  the  fortune  of  being  built  upon  multidisciplinary  concept,  this  exchange  strongly  influences  the  learning  process.  I  cannot  imagine  walking  this  path  without  such  structure.  

Framförallt  ICM  bidrar  mycket  till  att  man  får  en  ökad  förståelse  för  andra  ämnesområden  än  teknik  och  life  science;  första  halvåret  när  man  arbetade  tillsammans  med  studenter  från  jurist-­‐  och  ekonomprogrammet  lärde  man  sig  otroligt  mycket.  Det  återspeglar  verkligheten  på  många  arbetsplatser  där  man  måste  kunna  samarbeta  med  personer  med  olika  bakgrunder  och  dra  nytta  av  varandras  kunskaper.    

I  work  daily  with  our  marketing-­‐,  sales-­‐,  legal-­‐,  tech-­‐,  finance-­‐  and  business  intelligence  department  so  the  multidisciplinary  background  from  GIBBS  is  valuable  for  understanding  the  different  areas'  jobs.    

o I  did  not  really  make  a  distinction  between  CSE  and  GIBBS  beyond  the  nature  of  the  ventures.  More  or  less  all  activities,  premises  and  contacts  were  the  same  for  CSE  and  GIBBS.  

o The  first  semester  at  GIBBS/CSE/ICM  was  done  together  and  was  by  far  the  best  semester  regarding  to  education.  Following  semesters  were  very  light  on  educational  content  and  knowledge  gained  in  semester  2,3  &  4  were  mostly  gained  in  “soft  skills”.  

o I  would  have  appreciated  more  projects  between  CSE/GIBBS  and  ICM,  where  our  different  focuses  were  used.  

 

I  believe  is  very  important  to  keep  the  collaboration  with  CSE  and  ICM.  It  was  very  valuable  to  work  with  students  with  different  background  in  the  first  semester  and  gave  me  a  better  understanding  of  how  “real”  working  life  is.  I  came  from  a  bioengineering  background  and  by  working  with  law  and  economic  students,  I  got  a  better  understanding  of  what  is  valuable  for  them  in  a  project.  I  was  looking  more  on  a  technical  aspect  while  they  could  see  in  a  more  economical  aspect.  An  integration  of  both  aspects  is  important  and  I  got  practical  experience  with  working  from  student  from  different  backgrounds,  which  was  very  valuable  for  me.    

 

 

 

And  from  a  studentstudying  at  present:  

Relevance of the GIBBS education in relation to your employment today or your future plans I want to work with business development within bioscience. GIBBS provides the tools I need in order to acquire such a position in future employment. • Relevance of the GIBBS education for you to establish yourselves in relevant professional fields in future employments or occupation Same as above. • The basis for the education as part of your learning in the entrepreneurial field When I meet an employeer I can understand their business structure and communicate in what way I can contribute with value. As a result of the education I'm also capable of valuating ideas in a good way and contribute to idea development. • Relevance of the education for your network formation I have a bioscience background. The GIBBS education gives me access to more business oriented people, which of course is good.

• Please also add some discussion of the value of the cross fertilization between CSE and GIBBS, or ICM and GIBBS and also TET and GIBBS. I think we should have more cross fertilization. Some projects for example might be able to have mixed teams of both CSE and GIBBS. I really like the contacts I've gained in both CSE and ICM.  

 

 

 

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TABLE OF CONTENTS Table of contents ................................................................................................................. 2  

Introduction and Summary ................................................................................................. 3  Sorting out entrepreneurship education .............................................................................. 4  

Entrepreneurship education in Gothenburg .................................................................... 6  ICM – Intellectual Capital Management ......................................................................... 7  

GIBBS – Göteborg International Bioscience Business School ...................................... 8  CSE – Chalmers School of Entrepreneurship ................................................................. 8  

The Entrepreneurship Education at University of Gothenburg ...................................... 9  Evaluating strengths and weaknesses ............................................................................... 10  

Purpose with the application ......................................................................................... 10  Project plan ....................................................................................................................... 12  

Budget ........................................................................................................................... 13  References ......................................................................................................................... 15  

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INTRODUCTION AND SUMMARY Advanced entrepreneurship education is at the nexus of the widely recognized paradox: that a high degree of R&D expenditure does not generate an equivalent amount of business and economic value. Research intensive universities reside a special opportunity to increase the utilization of research investments while also providing advanced entrepreneurship education. Not many universities today take advantage of this prospect to combine innovation and advanced entrepreneurship education. Most universities around the world teach traditional courses in entrepreneurship. Many also utilize case-pedagogy, provide internships or help students start their own companies as means of enhancing educational qualities. Few universities, however, link together high-potential inventions stemming from academic and industrial research with advanced second and third level education.

As an approach to build an “entrepreneurial ecosystem” so well described in Silicon Valley and Boston1, Chalmers and University of Gothenburg and a handful of other universities have pioneered an approach linking action-based master-level education with R&D utilization.2 The approach has been championed for more than a decade gaining recognitions such as the following from international peer reviewers: “Clearly, the programme demonstrates educational success. […] its examples have been emulated nationally as well as internationally.” However it is also clear that the approach now needs to be consolidated and developed into a stronger platform in order to have larger transformative effects not only in the way university research is utilized but for developing entrepreneurial capabilities for a knowledge-based economy as a whole. In the words of the same peer reviewers “the risk for quality assurance being too entrepreneurial seems to be high. Integrating this organisation into the quality assurance/enhancement system […] is a challenge.” The current application has the main purpose to make a successful approach more sustainable and thereby achieve important effects far beyond the Gothenburg Schools of Entrepreneurship, such as developing more faculty to involve into action-based education, building stronger international collaborations with internationally leading entrepreneurship institutions, such as Babson, and make an impact on entrepreneurship education in selected innovative PhD-programs at Chalmers and University of Gothenburg.

The Gothenburg approach in combining education and venture creation will thereby transform from a pioneering build-up stage into a more sustainable platform, ultimately enabling the Swedish university system to transform into not only being excellent in research but also in utilization of knowledge.3 At the core of the application are four schools of entrepreneurship at Chalmers and University of Gothenburg. The schools are complementary in operating in different stages of the entrepreneurial process and are all

1 See e.g. Saxenian (1997) or Etzkowitz (2002)

2 Rasmussen och Sörheim (2006) identify and describe such action-based entrepreneurship education at Jönköping, Linköping, Mälardalen university apart from Chalmers and University of Gothenburg.

3 The recent Swedish government bill on Research emphasizes innovation and societal impact as much as scientific excellence, when establishing strategic research areas.

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integrated into the innovation system collaboration – GoINN – involving our two universities and our fully or partly owned incubators, science parks, seed-financiers, institutes, etc.4

The application will achieve three types of effects: 1) to strengthen an inter-disciplinary entrepreneurship platform that builds international edge in combining innovation, entrepreneurship education and research, 2) to attract and develop more faculty being both action-based entrepreneurship educators as well as transformational leaders within the academy and beyond, 3) to increase entrepreneurial capabilities in selected research areas concerned also with innovation and utilization of research. In essence, this application will help develop the critical mass and sustainability necessary to fulfill intentions of the latest government bill on research and innovation, to increase the utilization of research.5

The application is structured as follows. Firstly, an international landscape of entrepreneurship education is depicted. Secondly, the educations upon which the platform – Gothenburg Schools of Entrepreneurship – will be built is described. Thirdly, the above mentioned peer review is used to identify and analyze strengths as well as needs for improvements. Finally, a project plan outlined and, in which measurable objectives are depicted.

SORTING OUT ENTREPRENEURSHIP EDUCATION

Entrepreneurship education at universities has a fairly short history. The first courses teaching how to create ventures and develop new businesses appeared in the U.S. in the early seventies. In Sweden, origins to current programs in entrepreneurship can be traced to the late seventies with initiatives at universities in Växjö, Halmstad and Gothenburg,6 in which students as part of their education did internships and practical project work within companies. Entrepreneurship education in which students were encouraged to build new ventures started at University of Linköping and at Chalmers in the nineties, partly inspired by the project- and problem-based practical learning pursued in internship programs, as well as, by more design- and construction oriented courses typically found within architecture, mechanical design, industrial design, informatics, etc.

Today, entrepreneurship education at universities comprises a variety of forms ranging from traditional lecture-based courses, through case-based and internship-based activities, to actual student venturing, based upon own ideas or upon inventions coming from university

4 Chalmers and University of Gothenburg run the joint eight-year project GoINN, one of five selected VINNOVA keyactor projects that help professionalize universities as regards utilization and collaboration. See www.goinn.se.

5 Call for Grant Applications: Strategic Research Areas, 2009-01-19

6 University of Gothenburg started the program SMEK in 1980 which to date has executed internships at more than 700 firms within the region. SMEK is now called MATIX and is an example of how courses and internship experiences can be integrated.

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research or elsewhere (see figure 1). When entrepreneurship education is action-based, it normally requires substantial collaboration, incubation, and coordination efforts far beyond what a traditional course leader and course budget can accomplish. Action-based entrepreneurship education that couples students and ideas depends upon a strong integration with the innovation system of universities, including incubators, institutes, industry collaborations, business plan competitions and seed-financiers. As a consequence teachers need to be involved in the development of innovation systems. Such an involvement is far from the traditional teaching role of many academics. Thus, building action-based entrepreneurship education ultimately requires organizational renewal of parts of the heartland of universities. In many ways this renewal is in accordance with contemporary research and innovation policy favoring dynamic and interdisciplinary research platforms with strong focus on industry collaboration as well as innovation.7 However, such research and innovation platforms in selected areas will also depend upon the ability of advanced entrepreneurship education platforms providing both the skills and entrepreneurial drive to develop innovations into economic value.

High-potential

Project ownersPassive

Student involvementin project ideas

Focus onbusiness idea

Low-potential

Active involvement

Individualfocus

Case-based education Coupling of studentsand ideas

Traditionalteaching

Stimulatestudent ventures

Figure 1. University strategies for entrepreneurship education (from Rasmussen and Sörheim (2006))

Internationally, many entrepreneurship educations are adapting experiential action-based learning approaches.8 In doing so a main challenge is “to create an enterprising environment”.9 The Nordic situation has been captured in the following citation:

7 See e.g. the most recent government bill on research and innovation. See www.regeringen.se

8 Barett & Peterson, 2000; Collins, Smith, & Hannon, 2006; Vinten & Alcock, 2004; Lundström and Stevenson, 2002; Yballe & O’Connor, 2000; Gibb, 1993

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“While the number of Nordic entrepreneurship programs appear to be quite high, it is necessary to consider that most of the programs identified are primarily focused on small firm management, and not on entrepreneurship in its stricter sense. Policy-makers should thus not be misled to believe that enough has already been made to stimulate the creation of high-growth firms at Nordic universities.

[…]

While a large number of the identified programs include at least some component that supports experiential learning, there are still several programs with an almost exclusive focus on traditional pedagogical means, and a primary aim at improving students’ analytical management knowledge. These means are not sufficient to convey a substantial understanding of the situationally dependent, highly complex situations that are encountered in entrepreneurial processes concerning sophisticated products and services. Many entrepreneurship programs put a strong emphasis on internships in already existing companies, sometimes in interesting geographical settings. However, by undertaking internships in already existing firms, there is a large risk that the activities students will be involved in are more of an administrative character. Accordingly, this reliance on internships ought to be more suitable for providing SME management skills. This confusion between SME management and entrepreneurship is a recurring observation, most likely dependent upon the general vagueness of the term entrepreneurship. A number of programs include student-driven business development projects. This development is highly promising and a few programs have taken this program component to an advanced level. In a few universities, commercializable research results from the university research groups are used as input to the student projects, thereby also contributing actively to the commercialization of research. This is a so far underexploited mechanism for promoting academic entrepreneurship, which could be used more widely.” (Italics in original)10

ENTREPRENEURSHIP EDUCATION IN GOTHENBURG

In Gothenburg we have pioneered advanced action-based entrepreneurship education. In our four schools of entrepreneurship described below, we systematically couple selected entrepreneurial students with high-potential inventions stemming from university research as well as corporate R&D. Beyond the schools of entrepreneurship, the business plan competition for Western Sweden – Venture Cup Väst – shows outstanding participation per capita as compared any other Nordic region.11 The elective first level course integrated with the competition has approximately 200 students per year from both our universities. The action-based entrepreneurship pedagogy has also been applied to select doctoral courses in different areas such as chemistry, food sciences, molecular biology, etc. Thus, advanced entrepreneurship education today is a vital part of the innovation systems of our two universities, continuously developing vastly-needed entrepreneurs while also developing new

9 Gibb, 1993.

10 NIC report 2005. (Nordic Innovation Center). 11 See www.venturecup.org

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ventures. Our two universities also reside substantial amount of research in innovation and entrepreneurship related to the four schools of entrepreneurship. Prominent innovation and entrepreneurship research is conducted at e.g. the institute of Innovation and Entrepreneurship, Gothenburg Research Institute (GRI), departments of Business Administration, Human and Economic Geography, and Clinical Trials and Entrepreneurship as well as the school of Design and Crafts (HDK) – all at University of Gothenburg, at the departments of Technology Management and Economics as well as Energy and Environment at Chalmers, and at the joint IT University of Gothenburg.12

The Gothenburg schools of entrepreneurship today have many common denominators in terms of pedagogy and working with real-life projects. Our schools apply a team-based approach to entrepreneurship and involve collaboration with business expertise. They also apply sophisticated student and project recruitment processes as well as project formation processes. The four schools of entrepreneurship are positioned in different stages of an innovation process, as indicated in Figure 2. Two of the schools – CSE and GIBBS – are also positioned in two areas of innovation – technology and bioscience respectively. Today there is co-production of courses between CSE, GIBBS and ICM the first semester as well as between CSE and GIBBS during the second of the two years. An objective is to even further integrate the schools through co-produced courses as well as with a joint incubator.

Early s tage Seed s tage Sales

Invention verification

Bioscience innovation

Technology innovation

Marketable services and productsEntrepreneurshipEducation

Figure 2. The four collaborating schools that will constitute the core of the Gothenburg Schools of entrepreneurship.

ICM – INTELLECTUAL CAPITAL MANAGEMENT The School of Intellectual Capital Management offers an interdisciplinary master’s level education focused on knowledge-based business development and management. The goal is

12 See e.g. www.hgu.gu.se/item.aspx?id=999, http://www.medicine.gu.se/avdelningar/klinisk-forskning/medicinskt-entreprenorskap/., www.hdk.gu.se/en, www.chalmers.se/tme/EN/, www.chalmers.se/ee/EN/ and www.ituniv.se for links.

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to prepare a new generation of engineers, lawyers, and business managers with modern skills and tools necessary to transform knowledge into value for industry, academia, and society. ICM focuses on utilization of innovations in early stages which are not yet packaged as ventures. During the last year, ICM students work project-based with intellectual capital incubation, consisting of primarily evaluation, packaging and verification of projects.

The Intellectual Capital Management education started in 2000, first as an elective course at the law department of the School of Business, Economics and Law at University of Gothenburg and since 2003 offered both as a track of the Business Design program at Chalmers, and as a part of Graduate Business School at the School of Business, Economics and Law at University of Gothenburg. The two programs are today fully co-produced. The teachers developing the ICM education won a pedagogic award from the University of Gothenburg in 2001 for the innovative simulation- and roleplay-based educational theories applied at the program. Additionally, the ICM education has been, and is still being, developed in close collaboration with industry. This intimate connection is fundamental for the education, where participants from a broad international industry network contribute actively to the design, development and implementation of the education.

ICM graduates work as e.g. patent engineers, associates at law firms, business developers, company lawyers, management trainees, project managers, IP managers, business analysts and management consultants in Sweden and abroad.

GIBBS – GÖTEBORG INTERNATIONAL BIOSCIENCE BUSINESS SCHOOL GIBBS started autumn 2005 as a 1.5 year Master of Science program, and as a significant part of the VINNOVA sponsored eight-year initiative – Biomedical Development in Western Sweden. Göteborg International Bioscience Business School, GIBBS is today internationally established as a two year master level education program, designed to develop entrepreneurial individuals capable of leading development of tomorrow’s innovations in the bioscience and biomedical areas. GIBBS hosts two master programs at Chalmers University of Technology and the Sahlgrenska Academy at University of Gothenburg respectively, leading to Master in Science or a Master in Medicine respectively. These programs have a strong integration with each other and with CSE, classroom-wise approximately 90% while differentiating more as regard assignments. The education in venture creation and entrepreneurship at the Sahlgrenska Academy is one of the first entrepreneurship programs at a health science faculty in the world.

GIBBS emphasizes bioscience based entrepreneurship and business creation, by combining real-life innovation project teamwork, and interplay with various actors in the innovation system and the regional knowledge based industry.

25 students in two classes have so far graduated from GIBBS. Six bioscience start-ups have so far been generated. Bioentrepreneurship education programmes are relatively new. The origin of these projects are i.a. the health care system in Western Sweden, the University Hospital in Linköping, the universities in Göteborg, Oslo, Lund and Karolinska intitute, Chalmers, pharmaceutical industry in the UK as well as regional entrepreneurs.

CSE – CHALMERS SCHOOL OF ENTREPRENEURSHIP Chalmers School of Entrepreneurship was founded in 1997 with the mission to develop high-tech entrepreneurs and start-up companies. The education started as a final-year

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education Chalmers engineering students, but has since developed into a Master of Science degree (since 2000). In 2007, CSE expanded into a two-year international master, in alignment with the Bologna process. Approximately half of the current students have engineering/technology backgrounds, with the remaining half holding business (including industrial engineering), law and other degrees.

At CSE students learn to act entrepreneurially and build companies by actually creating and driving start-ups, based upon ideas stemming from research. Teams of students are matched with ideas from university or industry research, and then receive education, guidance, support and coaching to develop an idea into a business with full-fledged customers, revenue and investment. Since 1997 more than 200 students have received degrees from CSE. Over half are engaged in start-up companies as co-founding CEOs and/or business developers. Students not running their own start-ups are most often engaged in various forms of business development: as trainees in established firms, as business consultants, or operating within an innovation system (i.e., as incubators, seed-financiers, etc.).

CSE has started more than 30 technology-based companies. In 2007 these companies employed more than 200 persons, resided more than 60 patents, and had a turnover of 14 million Euro. In recent years, CSE has successfully transformed spin-out ideas from large firms such and Volvo and Saab as well as from other universities in e.g. Stockholm and Uppsala. Throughout the years, CSE has received hundreds of study visits from all over the world, including a visit 2005 by the party leader Fredrik Reinfeldt, now the Prime Minister of Sweden.

THE ENTREPRENEURSHIP EDUCATION AT UNIVERSITY OF GOTHENBURG The Entrepreneurship Education at the School of Business, Economics and Law, University of Gothenburg, started in the year 2000 as a one year master-level education in Swedish (in Swedish: “breddmagister”), mixing students with various backgrounds and experiences in cross-disciplinary teams. The program has over the years had participants with bachelor degree in for instance technology, business, law, informatics, chemistry, media and social science. The overall goal with the Entrepreneurship Program is to develop the students on the entrepreneurial as well as the personal level. It is an education in and not about entrepreneurship, where challenging project work is mixed with individual reflection and team development. The course encourages and facilitates the students in bringing forward their entrepreneurial spirit, preparing and enabling them to start their own ventures or to become intrapreneurs in already existing organizations. The course has in doing so an active role of supporting the regional innovation system. The Entrepreneurship Program has a thorough process to provide the students with interesting and demanding business projects. Approximately 100 business ideas are evaluated each year from a vast network of researchers, inventors, entrepreneurs and industry contacts. The business ideas arrive from various industry sectors – technology, IT, biotech etc. Through a well-developed screening process, five projects are selected as ventures for the program with an emphasis on service innovations. Another selection criterion is that the project should have a potential to be commercialized within a timeframe of 9-12 months.

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EVALUATING STRENGTHS AND WEAKNESSES A natural way to start examining needs for improvement of the Gothenburg entrepreneurship education platform is draw from a peer review conducted by HSV in 2007 around one of the schools – Chalmers School of Entrepreneurship. The evaluation report among other things pointed out the following:

“The programme is promising and impressive. The educational principles are convincingly designed in accordance with the contents and the objectives of the programme. The teaching aims at excellence. The programme supports the students very well in developing their own projects which then can be turned into a start-up or a business. The programme also gives constant and substantial backing to students in their goal to become leaders and entre-preneurs, providing individual coaching when needed. Without a doubt, the programme is highly dynamic and also very much student driven. There are close and productive student-faculty relationships; students are engaged in the curriculum and feel part of a learning community. The faculty involved in this programme has in most aspects relevant knowledge, experience and capacity. Clearly, the programme demonstrates educational success. Its impact extends beyond Chalmers, and its examples have been emulated nationally as well as internationally. The programme though unique is very small and costly. Its organisation does not show a coherent quality assurance system as much as an ad hoc structure dealing informally with quality issues. The programme has its own sophisticated quality assurance system in which faculty discusses problems and, very positively, regards students as partners in this discussion. There is evidence that this quality assurance system has led to improvements. However, the risk for quality assurance being too entrepreneurial seems to be high. Integrating this organisation into the quality assurance/enhancement system of Chalmers University is a challenge.”13

Although the above evaluation focused only on one of the four schools of entrepreneurship in Gothenburg, it is our opinion that the points made are highly valid for all four schools. In table 1 we indicate what we have achieved to date, what we want to achieve as a result of this application and what challenges remain after the period of application.

PURPOSE WITH THE APPLICATION The current application has the main purpose to make a successful approach more sustainable and thereby achieve important effects far beyond the current platform, such as developing more entrepreneurial faculty, building stronger international collaborations with international leading entrepreneurship schools, make an impact on entrepreneurship education in selected innovative PhD-programs. These activities are described more in detail in the subsequent section.

13 HSV, 2007, p 9-10. See www.hsv.se

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Where  we  stand  today   Where  we  will  be  after  

two  years  Long-­‐term  challenges  

Lack  of  joint  governance  structures.  Universities  have  different  strategies  in  implementing  Bologna  program  learning  outcomes  such  as  CDIO[1]  design  matrix      Encubator  is  financed  and  operating,  but  only  for  CSE  and  GIBBS.        A  few  key  persons  run  academic  entrepreneurship,  education  and  research  in  combination      No  doctoral  students  are  systematically  being  trained  for  academic  entrepreneurship,  education  and  research    No  formalized  collaboration  with  universities  beyond  our  two.    Insufficient  involvement  of  regular  local  faculty  and  PhD  students  into  action-­‐based  education      Alumni  and  business  networks  are  strong  but  not  systematically  managed      The  expensive  action-­‐based  pedagogy    works  thanks  to  short-­‐term  regional  development  and  seed-­‐money  

The  quality  assurance  system  for  the  platform  is  compatible  to  the  ones  for  the  two  universities.  Joint  governance  structures  are  established  for  the  collaborating  schools.  The  platform  is  formed.    Encubator  is  financed  and  operating  for  all  schools      3-­‐5  more  persons  have  permanent  positions  to  combine  academic  entrepreneurship,  education  and  research  in  combination    Entrepreneurship  PhD  school  is  set  up  linking  at  least  5  key  persons  in  the  platform.  3-­‐5  selected  areas  have  PhD  courses  in  innovation.    New  agreements  on  collaboration  with  2-­‐3  other  universities    Strong  involvement  of  regular  local  faculty  and  PhD  students  into  action-­‐based  education,  especially  around  4-­‐5  new  PhD  courses.    Alumni  and  business  networks  of  the  schools  are  integrated  and  systematically  managed.      More  long-­‐term  financing  obtained  including  a  balanced  mix  of  educational,  research,  regional  development  and  seed  money    

The  quality  development  and  assurance  system  also  fits  with  PhD  schools,  the  innovation  system  organisations  etc.  Boundary-­‐spanning  collaborations  significantly  simplified.    Our  universities’  innovation  systems  integrate  “seamlessly”  with  selected  research  and  innovation  areas    Leadership  ability  to    transform  the  Swedish  university  system  towards  stronger  utilization  of  research      All  PhD  schools  have  training  in  entrepreneurship  and  innovation.        Uphold  many  collaborations  through  which  persons  and  innovations  grow.    Associating  to  an  entrepreneurship  academy  has  become  natural  for  faculty  being  interested  in  utilization.      Continuous  education  programs  constitute  a  significant  part  of  our  advanced  entrepreneurship  education.    National  policies  recognize  the  benefits  from  and  investments  needed  for  advanced  action-­‐based  entrepreneurship  education.  

Table 1. Outlining where we stand and where we want to go within advanced entrepreneurship education.

[1] CDIO (Conceive, Design, Implement, Operate) is widely accepted framework of their curricular planning and outcome–based assessment .See www.cdio.org.

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PROJECT PLAN In order to fulfill the purpose of this application, the project needs to have a strong focus on coordination and integration, including all organizational levels of our two universities. To make our platform more sustainable many issues require joint operative as well as strategic attention, such as more formalized governance structures, adhering to two administrative systems, branding issues, etc. The steering committee of the project will therefore include representatives from the top management of both universities.

One emphasis of the project is thus to strengthen the platform of four schools by integrating it further into the line organizations as well as with the innovation systems of our universities. A second project emphasis with a different logic is the joint and improved outreach towards complementary leading universities, towards alumni and business networks, and towards attracting new key persons. This emphasis on exchange and benchmarking will assure that we sharpen and broaden our strengths. A key activity helping to bridge between the internal and external logics is to establish an entrepreneurship research school allowing individuals attracted to the platform to train academic skills while at the same time contribute to the building up of external and internal structures.

In alignment with table 1 and the overall purpose the following projects include the activities and objectives to reach during the relatively short period of time this application is aimed for:

1. COLLABORATION. In order to benchmark with the best and also establish different types of exchange, this activity sets up and formalizes 2-3 collaborations with leading universities. The collaborations should allow exchanges and mutual learning based on complementary capabilities. For instance, Babson College in Boston has a strong history of championing entrepreneurship MBA education as well as entrepreneurship research. They wish to have stronger linkages with platforms more into science- and technology-based entrepreneurship such as GEA. We on the other hand wish to consolidate our relatively young platform into more sustainable faculty structures while also emphasizing research and PhD training. Babson’s ability to collaborate internationally is also of strong interest. We will identify and select 2-3 collaborating partners and together with them carry out joint benchmarking, visiting professorships, student exchange, joint research projects and hopefully also joint innovation projects. Examples relevant universities where we have good connections are Babson, UC Berkeley, Imperial College and TU Munich.

2. CONSOLIDATION. This activity focuses on building stronger governance, coordination and quality assurance among the four schools and into the line organization and innovation systems of our universities. Joint processes and structures are relevant in issues such as recruitment, administration, research schools, marketing, joint incubation, co-produced courses and – not the least – quality assurance. As part of this activity, program descriptions and the program design matrices are elaborated and worked through for all the programs, as well as how the integrated parts interact for the students from the different programs. The quality assurance system for the schools will be more compatible with both universities.

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More long-term financing obtained including a balanced mix of educational, research, regional development and seed-money

3. ENTREPRENEURHIP PHD TRAINING. In this activity some of the new key actors at the schools will be offered a special entrepreneurship PhD-track. These key persons will have important positions in the platform (i.e. having roles similar to industrial PhD-candidates). The activity will thus sponsor initial investments into developing and executing PhD-courses not finance traditional PhD candidate positions, which would be within the time limits of this application. The local as well as visiting (see COLLABORATE) faculty around the project will also develop and execute 3-5 PhD courses in innovation and entrepreneurship towards selected research environments. Previous experience with such actions-based PhD courses indicate that a 7,5 ECPT course should run over at least a year and involving PhD-students relating to their own research project, has a significant effect. Developing and institutionalizing such courses in 3-5 areas is the main objective of this subproject. This objective is carried out in strong collaboration with the coordinated innovation system activities – the so called keyactor project GoINN (between Chalmers and University of Gothenburg).

4. NETWORK. This activity expands, integrates and utilizes business and alumni networks around the four schools, for increased educational quality. Today the networks around the schools are strong as compared to other educations. However, given the collaborative nature of advanced entrepreneurship education, there is still a large potential in improving networking even further. The effects are two-fold establishing stronger continuous education with alumni while also utilizing alumni and a business network further in the master-programs and PhD-courses.

Some of the measurable outcomes from this project related to specific activities have been indicated above and in table 1. From the project as a whole we also expect the following outcomes after the two year period:

1. At least a doubling of the number of applicants as compared to 2008. The project accomplished this through e.g. communicating a strong platform, networking activities, collaborations.

2. Increase the flow of innovation ideas into our education to 300 per year (currently approximately 200 ideas per year are examined). The project accomplished this through e.g. new PhD courses, networking activities, collaborations.

3. By 2011 receiving recognition as delivering international cutting-edge entrepreneurship education, by international peer review and/or published survey. The project accomplished this through e.g. consolidation, collaborations, and PhD training

BUDGET The budget below distinguishes between existing and new personnel to mark a balance between consolidation and building critical mass. Other than that special costs related to visiting professors, PhD school, networking and communication are clarified. The overheads at our two universities are incorporated into the costs.

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Costs (kSEK) 2009 2010

Dedicating existing personnel (5 persons 20% each). Distribution of these persons are 30-40-30-0 (%) on COLLABORATION, CONSOLIDATION, PHD TRAINING AND NETWORKING

1200 1100

New key personnel (5-6 persons appr. 50% each). Distribution of these persons are 30-30-10-30 (%) on COLLABORATION- CONSOLIDATION-PHD TRAINING-NETWORKING

1600 1600

Visiting professors, incl travel and living expenses. Distribution of these persons are 30-10-50-10 (%) on COLLABORATION- CONSOLIDATION-PHD TRAINING-NETWORKING

400 500

Systematic networking with alumni and business 300 400

Communication (web, marketing, etc) 300 200

Travel expenses 200 200

Sum per year 4000 4000

Total sum 8000

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REFERENCES Barett, F.J & Peterson, R., (2000), Appreciative learning cultures: developing competencies for global organizing, Organization Development Journal, Vol. 18(2), 10-20.

Collins, L.A., Smith, A.J. & Hannon, P.D., (2006), Applying a synergistic learning approach in Entrepreneurship education, Management Learning, Vol. 37(3), 335-354.

Etzkowitz, Henry. 2002. MIT and the Rise of Entrepreneurial Science, Routledge, London.

Gibb, A., 1993, The enterprise culture and education: understanding enterprise education and its links with small business, entrepreneurship and wider entrepreneurial goals, International Small Business Journal,, Vol 11 N 3, 3-32.

HSV report, 2007, Peer review report around Centers for Excellent Quality in Higher Education, Swedish Agency for Higher Education (HSV), www.hsv.se.

Lundström, A. & Stevenson, L., (2002), One the Road to Entrepreneurship – Volume 1 of the Entrepreneurship for the Future Series, Forum för Småföretagsforskning. FSF 2002:2.

Magnusson, M. G., 2000, Innovation and effciciecy – a knowledge-based approach to organizing industrial firms, Ph.D. Dissertation, Department of Innovation Engineering and Management, Chalmers University of Technology, Gothenburg.

Nordic Innovation Centre, Entrepreneurial learning and academic spin-offs, 2005. Rasmussen, E.A. and R. Sörheim, (2006). “Action-based entrepreneurship education.” Technovation, 26, 185-194.

Saxenian, Annelee. 1994. Regional Advantage: Culture and Competition in Silicon Valley and Route 128. Cambridge Harvard University Press

Vinten, G. & Alcock, S., (2004), Entrepreneuring in education, The International Journal of Education, Vol. 18(2/3),

Yballe, L. & O’Connor, D., (2000), Appreciative pedagogy: constructing positive models for learning, Journal of Management Education, Vol. 24(4), 474-483.

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Guidelines for School Projects at CSE & GIBBS As part of the education, students will take part in what is described as a school project, which culminates in a common goal decided upon by the class. This project provides the students with the opportunity to widen their perspectives on intellectual property and entrepreneurial activities in other educational, geographical, societal, etc. regions while at the same time acting as ambassadors for their particular school. The details of the goal of the school project will be decided by the students in conjunction with the faculty, and is intended to constitute an opportunity for the students to further their learning process by developing entrepreneurial skills within a social entrepreneurship context. The school project is undertaken by the class as a whole. The faculty requires that the class chooses a project leader, a vice project leader and a treasurer. Otherwise, the school faculty leaves it up to the class to determine who and when to do certain tasks. If a student should leave the education, or change track during the education, this student also need to change school project since the school projects are very closely linked to respective school. If you want inspiration regarding what kind of project you could do, please visit the web sites of previous years’ school projects www.insertafrica.com and www.seaweedcenter.com. However, you should not limit your thinking to only focus on what has been done before. Try to think of what you want to do, and how that can be done within the framework of a school project In order to support the educational and learning parts of the school project there will be scheduled activities during the Business Creation Lab. Mainly there will be school seminars with deliverables on different subjects connected to the school project and social entrepreneurship. These seminars and deliverables will be part of the examination of the TBE/BTBE courses. However, in addition to the scheduled parts of the school project there need to be additional work in order to accomplish results in line with previous years’ students. One part of the object of the school project is the development and implementation of a project budget and action plan, in order to achieve the established goal. All funding for the school project is generated by each school’s class. One traditional method, through which past CSE and GIBBS classes have raised money, is participation in the BITE program. BITE is a marketing program initiated to educate younger students about the potential and opportunities available in the field of innovation-based entrepreneurship. In the BITE program, students travel to secondary and upper secondary schools throughout Sweden to inspire interest in the natural sciences, entrepreneurial thinking, and in the corporate sponsorship partners of the BITE program. For more information about the BITE seminars you should contact students from previous years. Other methods of fundraising have included delivery of marketing and operational content, and making a supplement to a newspaper where ads are sold in order to generate an income or applying for various scholarships. Certainly, there are multiple additional methods to raise or generate capital. Such fundraising provides the classes the opportunity to independently structure and carry out a complex project, develop their contact networks, and enrich their managerial and marketing skills. Below you will find the principles that have evolved over the years and that apply to students and accompanying teachers when organizing and carrying out school trips as a part of the school project. If the class decides to do something as a school project that totally deviates from what has been done before the school board will decide suitable guidelines for that kind of project. Nevertheless, the

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principles below are of a general character and should be regarded as a supporting document in terms of e.g. purpose of the project and division of responsibilities.

Purpose The primary purposes with the school projects are:

• For the students to get a broader understanding for the educational content provided at the schools mainly by adding a social entrepreneurship perspective

• For the students to build useful networks for the school and themselves, as well as for other operations within the school’s collaborative network.

• For the students to get the opportunity to spend concentrated time together outside the regular school environment in order to strengthen the bonds between the students.

• Marketing of the education and other activities that takes place within the schools

Important Dates 18th of September 2009 – The class should have decided who should be the project leader, the vice project leader and the treasurer of their project. The list of names must be sent to respective manager of each school. December 2009 – A suggestion of what to do/where to go including secured means in order to realize the project, shall be sent to respective manager of each school. In relation to that the faculty also decides when it is appropriate to travel if that is intended with the project. One month before a journey – Draft for scheduled activities during the finalization of the project shall be sent to respective manager of each school. Slight modifications of the schedule are allowed up until departure or equivalent if the school project is not a trip.

Accompanying Faculty Representatives The budget for each school project shall cover the cost for two accompanying faculty representatives for each planned school project. If the school project includes more than one activity, each activity must be accompanied by two faculty representatives. These costs e.g. include travel, accommodation and allowance for expenses (traktamente). The faculty management team has the responsibility and mandate to designate which persons shall be the faculty representatives. The students have the right to be heard, but the final decision rests with the management team. The students are further encouraged to invite other persons from the innovation system or other relevant organizations to join them on any trip. These invitees do not have to be covered by the common budget, but can join at their own expense.

Time Frame For CSE and GIBBS ‘11 the finalization of the project will take place in the end of the spring semester 2010/beginning of the summer 2010. If the school project ends with a trip it cannot be longer than 10 days.

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Scheduled Activities Since the project is a part of the education, a number of study visits must be carried out. Depending on the nature of the school project, the number of study visits may vary, but they shall be proportional to the length of the project. The study visits shall be of such character that they fall within the scope of the education, and shall furthermore provide the students with new experiences and knowledge. Students are expected to be present at all study visits, unless someone is ill. At the visit the students shall take an active interest in the information provided by the visited company or organization and act as good ambassadors for their own education.

Documentation The study visits carried out during the school project shall be documented. Therefore one student needs to be appointed as responsible for compiling information regarding:

• Which companies or organizations that were visited. • The main operations and activities of those companies or organizations. • The general content presented during the visit. • Contact information for the company or organization. • Possible ways to tie the company or organization to the education or other activities that goes

on within our realms. Attached to the above, the following should also be included:

• The project schedule • The budget, including balance sheet • Photographs, if available

These documents shall be sent to the school manager at the latest three weeks after the project has been completed. Reports on the project should also be sent to other stakeholders of the project when the project has been completed.

Main Practical Responsibilities during the Project The students are responsible for:

• Making any practical arrangements, such as e.g. booking a trip for themselves, and for the faculty representatives, if the representatives do not wish to take care of it themselves.

• Accommodation reservations for themselves, and for the faculty representatives, if the representatives do not wish to take care of it themselves.

• Booking study visits, and preparing a schedule for the entire trip. • Booking of transports during the project. • Deciding where to have the joint meals, and making the necessary reservations. • Appointing a Project Leader, a vice Project Leader and a Treasurer. These are the main

responsible for making sure that the project is carried out in accordance with these guidelines, as well as that all costs are kept within the budget.

• Finding out, in due time, any practical requirements such as e.g. Visa requirements if the project results in a trip abroad.

• Should the Project Leader resign from his/her post, the vice Project Leader will automatically take over role as Project Leader.

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The faculty representatives are responsible for:

• Together with the treasurer making sure that expenses are within the means of the budget. • Payment of expenses for those expenses that are not possible to handle via invoice. In order to

avoid inconveniences for the accompanying faculty representatives, as many expenses as possible should be paid by invoice.

• Making sure that the expenses during the project are reported to the Chalmers economy system in order to reimburse anyone who has had any personal expenses. Reimbursement will only be paid if you can show a valid receipt for the expense.

• Assisting students that need certain study documents for their Visa application. • Official representative and representative for Chalmers and the University of Gothenburg.

Accommodation When it comes to accommodation the students are free to choose the accommodation they feel is most suitable. From a reporting perspective it is recommended to choose accommodation that includes breakfast. When booking accommodation for accompanying faculty representatives, the representative shall be contacted for discussion of how they want their accommodation. The accompanying representatives will always have the right to require a reasonable standard, which normally includes a private room with a bath.

Economy and Expenses When it comes to expenses and economy there are a number of issues to consider. As a starting point the project cannot have any expenses until it also has secured an income. This does not necessarily mean money on its account, it should be sufficient that there is a signed contract from the financier. Furthermore, the project cannot contain expenses that are private/personal or that cannot be motivated from an educational or project perspective (see also below). Finally, it is also very important your expenses are in line with what your stakeholders (such as financiers) expect, or what you have promised to do in an application for funding or similar. The budget shall always cover expenses for traveling, accommodation, transports, faculty representatives’ allowance for expenses, and gifts to hosts or other persons who engage in the project on site. Meals that are of normal standard and that are taken together in conjunction with the project may be covered by the project budget. Expenses for alcoholic beverages cannot be included in the project budget. Meals eaten individually will not be reimbursed. If it is within the means of the budget, the students are encouraged to, at some occasion, invite one or several representatives from the companies or organizations they visit to dinner. Expenses for additional activities, such as entrance fees and other tickets, can only fit within the budget if the activity can be deemed to fall within the scope of the education, and if the expense as such is reasonable. The accompanying representatives always have the final say in terms of what can be deemed to fall within the scope of the education and what can be seen as a reasonable cost. Costs that occur due to parking offences, speeding tickets, damages or any other negligent behavior from the students cannot be paid with means from the project budget. Payment of the incurred cost shall be paid on location by the person(s) responsible for the damage.

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Car Rental If rental cars will be used during the project the students shall, prior to departure, decide who will be the designated drivers of the cars. The accompanying representatives shall always have the right to be the driver(s) of one car.

Contact Information Each student shall one week prior to departure provide his/her contact information to the accompanying representatives. Contact information shall include information about the student as well as next of kin to contact in case of emergency during the trip.

Coordination with the Faculty Anything that has any connection to external relations, such as e.g. visits and marketing efforts, needs to be coordinated with the school managers. If the students have any questions or find anything unclear in these principles they have to raise these issues with the school manager.

Dnr: G25 50/09

Course Syllabus

XXX000, New venture creation, 7.5 higher education credits

Second Cycle

Företagsskapande, 7,5 högskolepoäng

Avancerad nivå _________________________________________________________________ This syllabus is the binding document. 1. Confirmation

The syllabus was confirmed by the Programme Committee of Medicine on 2009-09-29. The syllabus is valid from autumn semester, 2009. Field of education: Medicine Main field of Study: Business Creation and Entrepreneurship in Biomedicine Responsible department: Institute of Medicine 2. Position in the educational system New venture creation, 7.5 higher education credits, is a mandatory course included in the second year of the two year master programme Business Creation and Entrepreneurship in Biomedicine.  

3. Entry requirements To be eligible for this course, students should be admitted either to the master programme Business Creation and Entrepreneurship at University of Gothenburg, or the GIBBS programme or other entrepreneurship programme at the master level within the Gothenburg Schools of Entrepreneurship.

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Students taking this course must have passed at least 45 higher education credits of the first year of one of these programmes or equivalent. 4. Course content The aim of the course is to provide students with the fundamental understanding, knowledge and skills in how to create a sustainable strategy for a biomedical knowledge-based business, and for how to implement this market strategy. The focus is strategy models, business development, the ethical and legal framework and the communication of the strategy internally and externally. 5. Learning outcomes After completing the course the students should be able to: Knowledge and understanding: - Know how to, in a business plan, present what intellectual assets, intellectual property and intellectual capital a business intends to generate, in ways that allows serious scrutinizing (i.e. due diligence). - Interact and communicate with patent agents, lawyers and similar, and be able to formulate plans for specifications concerning their work as well as knowing when to engage them. Skills and abilities: - Demonstrate basic skills in constructing early-stage knowledge-based ventures, including how to contractually engage customers, shareholders, employees, partners and an extended network. - Be able to formulate business strategies in terms of intellectual assets, intellectual property and intellectual capital and evaluate the strengths (SWOT analysis/risk analysis) of such strategies in terms of structural control. Judgement and approach: - Have demonstrated ability to degunkify new ideas and determine freedom to operate. - Manage and balance between secrecy and openness, including the use of different forms of secrecy agreements. - Demonstrate ability to conduct due diligence on business plans others have produced. 6. Required reading List of required reading is attached. 7. Assessment

The students are examined by individual and group assignments in written and oral presentations. A student who has failed in the tasks has the right to change examiner, unless weighty argument can be adduced. The application shall be sent to the board of the department and has to be in writing.

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8. Grading scale The grading scale comprises Pass with distinction (VG), Pass (G) or Fail (U). Regarding the application of ECTS scales, please see Vice-Chancellor’s decision 2007-05-28, dnr G 8 1976/07. 9. Course evaluation The course is evaluated utilizing feedback on learning outcome of course content, via GUL. The results of the evaluation will be communicated to the students and will function as a guide for the development of the course. 10. Additional information

The course is given in English even though group discussions may include information in Swedish. Participation in seminars is mandatory.

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Kursplanemall fastställd av rektor 2009-01-19. Med tillägg av Sahlgrenska akademins logotyp.

Appendix 1 List of required reading, XXX000, New venture creation, 7.5 higher education credits The list of required reading was confirmed by the Programme Committee of Medicine on 2009-09-29 Levin, Marianne, Lärobok i immaterialrätt. Norstedts Juridik (9:e upplagan), 2007 (ca 100 sidor). Spence, Michael, Intellectual Property. Oxford University Press, 2007 (150 pages) ONLY non-speaking Swedish students. Trott, Paul, Innovation Management and New Product Development. Harlow: Financial Times/Prentice Hall (4th edition), 2008 (pp 144-215; 250-284). Compendium of Legal Acts Intellectual Capital Management, 2009 (CSE, GIBBS, ICM)

Dnr: G25 50/10

Kursplan

MED993 Projektledning, 7,5 högskolepoäng

Avancerad nivå

Project Management 7,5 higher education credits

Second Cycle

 

1. Fastställande

Kursplanen är fastställd av programkommittén för medicin, efter delegationer enligt akademins arbets- och delegationsordning fastställd 2010-01-05. Kursplanen gäller from vårterminen 2010

Utbildningsområde: Medicin

Ansvarig institution: Institutionen för medicin

2. Inplacering

Kursen ges som fristående kurs.

3. Förkunskapskrav

För tillträde till kursen krävs avslutade högskolestudier om sammanlagt 180 högskolepoäng.

4. Innehåll Att leda projekt är en allt vanligare uppgift och ledarens villkor är olik den traditionella ledarens. Kommer uppdragsgivarna från olika områden med myndighets perspektiv, företags kulturer och andra uppdrags givare blir projektledarens roll mångfasetterad. Kursen skall därför etablera ett generellt synsätt på projektledning, förmedla kunskap om

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grundläggande arbetssätt i projekt av skilda slag och ge förståelse för projektets olika livsbetingelser och påverkar projektets innehåll och aktiviteter. Kursen skall också ge insikt i projektets komplexa strategiska funktion som samarbetsplattform inom akademin och som ledningsfunktion.. En viktig utgångspunkt är att projektets organisation är tillfällig och dynamisk, och därför behöver andra kommunikationsvägar.

Innehållet kan då sammanfattas som:

Projektet som arbetsform Regler för samarbete och projektledning Kunskapsplattformen och projektet som ägare

5. Mål

Efter avslutad kurs förväntas studenten kunna:

Kunskap och förståelse

- Redogöra för projektarbetets problematik och dess utmärkande drag

- Beskriva problematiken med projektstyrning

- Analysera och beskriva hur relationer mellan uppdragsgivare och projektorganisation påverkar resultat och resurser

- Beskriva hur man engagerar medarbetare och skapar handlingskraft kring mål och visioner

- Redogöra för den teoretiska kunskapen om projektstyrning, kommunikation och utvecklingsarbete

- Analysera och beskriva projektarbete som metod och praktisk tillämpning

Färdighet och förmåga

- Kunna engagera medarbetare i projektet och skapar handlingskraft kring mål och visioner

- Kritiskt använda modeller för att öka eget förhållningssätt till och arbetssätt som projektledare

- Praktiskt bygga projekt och projektplaner med hjälp av olika projektverktyg

- Formulera en skriftlig projektplan och projektplan och att kommunicera denna

Värderingsförmåga och förhållningssätt

- Värdera olika former av kommunikation som styrmedel

- Kritiskt utforma förslag till lösning av projektledningsproblem och reflektera över olika modellers och teknikers tillkortakommanden

- Analysera och beskriva en överblick över projektledningsfältet och kunna återge huvudlinjerna i de vanligast förekommande teoribildningarna

- Analysera och härleda äganderätt i komplicerade projekt

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6. Kurslitteratur Se bilaga 1

7. Former för bedömning

Examination består av två moment. Med hjälp av ett case eller eget projekt

formulera en rapport om hur normer och roller ska hanteras formulera och presentera en projektplan för ett projekt

Deltagande vid seminarier (minst 75%) och inlämnade och kommunicerade planer krävs för godkänt. Examination sker individuellt och i grupp.

Student äger rätt till byte av examinator efter att ha underkänts två gånger på samma examination, om det är praktiskt möjligt. En sådan begäran ställs till institutionen och skall vara skriftlig.

8. Betyg

Betygskalan omfattar betygsgraderna Underkänd (U) och Godkänd (G) . Akademistyrelsen har den 2 november 2006 beslutat att tvågradig betygsskala får tillämpas för kurser vid Sahlgrenska akademin.

Angående tillämpning av ECTS-skalan för betyg var god se Rektors beslut 2007-05-28, dnr G 8 1976/07.

9. Kursvärdering

Kursen utvärderas skriftligt av kursdeltagarna genom akademigemensam enkät. En sammanfattande analys av kursvärderingarna sammanställs, vilken kommuniceras till studenterna. Analysen kommer att tjäna som guide för utvecklingen av kursen.

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Kursplanemall fastställd av rektor 2009-01-19. Med tillägg av Sahlgrenska akademins logotyp.

Bilaga 1

Litteraturlista MED993, Projektledning 7,5 högskolepoäng

Litteraturlista är fastställd av programkommittén för medicin 2010-01-05

På svenska: Projektledning i offentlig miljö, Christian Jensen (2007) ca 130 sidor

Projektpsykologi: en introduktion; Max Rap Ricciardi, Joseph Schaller (2005) ca 100 sidor

På engelska: Project Management, Bo Tönnquist (2008) ca 150 sidor For non Swedish speaking: Government framework for public project development and estimation, Terry Williams, Ola Klagegg and Ole Morten Magnussen (2009) ca 130 sidor Relevant papers Adler, Elmquist, Norrgren, The challenge of managing boundary spanning…. Ollila & Williams Middleton, in press. The Venture Creation Approach: integrating entrepreneurial education and incubation at the university, International Journal of Entrepreneurship and Innovation Management. Pinto, Jeffery K., 2000; Understanding the role of politics in successful project management. International Journal of Project Management, Vol. 18, 85-91.