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16 November 2016 University of Antwerp Pre-conference activities RENT XXX 4 Professional Development Workshops (PDW) Overview 9:00 12:30 Policy Experimentation: An Interactive Workshop for Researchers 10:00 12:00 Connecting Entrepreneurship Theory and Entrepreneurship Education Experiences from the PACE Project and Moving Forward 11:30 14:00 Progressing in Academic Peer Reviewing The Good, The Bad And The Ugly 11:30 14:00 Young Takeover Entrepreneurship and Succession

Pre-conference activities RENT XXX 16 november... · education: Evidence from a field experiment, European Economic Review 72(11): 76-97. Torgerson, D.J. & Torgerson, C.J. 2008. Designing

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Page 1: Pre-conference activities RENT XXX 16 november... · education: Evidence from a field experiment, European Economic Review 72(11): 76-97. Torgerson, D.J. & Torgerson, C.J. 2008. Designing

16 November 2016 University of Antwerp

Pre-conference activities RENT XXX

4 Professional Development Workshops (PDW)

Overview

9:00 – 12:30 Policy Experimentation: An Interactive Workshop

for Researchers

10:00 – 12:00 Connecting Entrepreneurship Theory and

Entrepreneurship Education – Experiences from

the PACE Project and Moving Forward

11:30 – 14:00 Progressing in Academic Peer Reviewing – The

Good, The Bad And The Ugly

11:30 – 14:00 Young Takeover Entrepreneurship and Succession

Page 2: Pre-conference activities RENT XXX 16 november... · education: Evidence from a field experiment, European Economic Review 72(11): 76-97. Torgerson, D.J. & Torgerson, C.J. 2008. Designing

PROFESSIONAL DEVELOPMENT WORKSHOP (PDW)

Policy Experimentation:

An Interactive Workshop for Researchers

RENT XXX

November 16, 2016 at 9:00–12:30

University of Antwerp - city campus

Building: Hof van Liere

Prinsstraat 13

2000 Antwerp, Belgium

Organisers:

Dana T. Redford, PhD

President, PEEP & Professor, School of Economics and Management

Universidade Católica Portuguesa

Project Coordinator, Youth Start Entrepreneurial Challenges Policy Experimentation Project

Kåre Moberg, PhD

Senior Researcher

Danish Foundation for Entrepreneurship

Head of Evaluation, Youth Start Entrepreneurial Challenges Policy Experimentation Project

Albert Bravo-Biosca, PhD

Senior Researcher

IGL/Nesta

Thomas Gold, PhD

Vice President for Research and Evaluation

Network for Teaching Entrepreneurship (NFTE)

Jens Dyring Christensen, PhD

Senior Researcher

International Labour Organization (ILO)

Page 3: Pre-conference activities RENT XXX 16 november... · education: Evidence from a field experiment, European Economic Review 72(11): 76-97. Torgerson, D.J. & Torgerson, C.J. 2008. Designing

PDW Policy Experimentation

1

Policy experimentation is becoming an increasingly prevalent method used by national

governments and policy makers at international level, such as the EU and OECD. It is a

powerful method to apply when deciding on whether or not initiatives in different fields such

as education, health care, crime, and social work should be continued and extended. It is

especially within the field of development policy the method has been used, but during the past

years it has received an increased focus within the field of entrepreneurship and innovation

policy. The Innovation Growth Lab (IGL) at NESTA has initiated numerous programme

evaluations of entrepreneurial initiatives ranging from innovation vouchers to accelerator

programmes. The EU has with their Erasmus+ programme launched several high level policy

experiments within the field of education where entrepreneurship education has gotten a

prevailing focus.

Policy experimentation typically relies on rigorous experimentation methods such as

Randomized Controlled Trials (RCT), which, in its essence, are simple to apply. However, since

the experiments take place in a social context, evaluators and researchers face many challenges

when implementing their experiments, many which are difficult to anticipate. In this PDW we

are going to present and discuss methods used in policy experiments with a specific focus

on RCT in the field of entrepreneurship and entrepreneurship education. We will share

experience from completed as well as ongoing policy experiments. Our goal with this PDW is

to build a community of European experts in policy experimentation so that future projects can

be developed and that more researchers, policy makers and practitioners can use these methods.

Example of previous, ongoing and future projects will be discussed from various entities

involved in this area of action research.

Who should use Policy Experimentation?

o Researchers

o Policymaker

o Institutional leader and Practitioner

What does a comprehensive experimentation protocol include?

o Identification of roles, responsibilities and resources

o Roadmap of the various steps involved, monitoring, reporting and follow-up

provisions

Description

Topics

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PDW Policy Experimentation

2

o Typology and timing of the field trials

o Agreed assessment criteria, benchmarks and indicators for ensuring valid

results;

o The definition/identification of groups of participants in the field trials. Selection

of participants following transparent principles and procedures

o Ethical guidelines

o Definition of intellectual property rights on the quantitative and qualitative data

used/produced in the framework of the experimentation

How to develop a project’s experimental design?

o The experimental designed varies from randomised assignment to statistical

matching or before-after comparisons.

o Most of projects use combined designs

to enhance the reliability and validity of results

or as a risk management strategy

to better isolate the effect of the tested policy measure

Analyze the relationship between public policy and initiatives in the field of

entrepreneurship and innovation

Design and execute policy experiments within the field of entrepreneurship

Apply quantitative and qualitative methodology in RCTs

To enhance the understanding of entrepreneurship education assessment with an

emphasis on how this can be fostered in entrepreneurial universities and schools

To understand the different types of entrepreneurship education impact studies

Learning objectives

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PDW Policy Experimentation

3

Time Session/Topics Details/Activities Faculty

9:00-9:15

Policy Experimentation

Intro (5’)

Dana T. Redford,

PEEP & Kåre

Moberg, FFE

9:15-9:45

Defining Policy

Experimentation

Evaluating curricular and

extracurricular initiatives and

programmes in

entrepreneurship

Dana T. Redford,

PEEP

Thomas Gold,

NFTE

9:45-10:30 Examples of RCTs in the

field of Entrepreneurship IGL/Nesta’s programme and

experiments

Albert Bravo-

Biosca,

IGL/Nesta

10:30-11:00 Break

11:00-11:30

Designing field trials Facilitated Group Work:

Designing Programs

Evaluation

Thomas Gold,

NFTE, Kåre

Moberg, FFE

11:30-12:30

Lessons from ongoing

policy experimentation

projects

Policy Experimentation in

developing countries (30’)

The You’th Start

Entrepreneurial Challenges

Programme (20’)

HEInnovate (10’)

Dana T. Redford,

PEEP

Jens Dyring

Christensen, ILO

Kåre Moberg,

FFE

Bouguen, A. & Gurgand, M. 2012. Randomized controlled experiments in education. Report for the

European Commission. file:///C:/Users/kmbg/Downloads/EENEE_AR11%20(2).pdf

Campbell, D. T., & Stanley, J. C. 1966. Experimental and quasi-experimental designs for research.

Skokie, IL: Rand McNally.

Cook, T.D. & Campbell, D.T. 1979. Quasi-experimentation design and analysis issues for field

settings. Houghton Mifflin, Boston.

Fayolle A. and Redford, D. T. 2014. Handbook on the Entrepreneurial University, Cheltenham, UK:

Edward Elgar Publishing.

Gerber, A.S. & Green, D.P. 2012. Field Experiments: Design, Analysis, and Interpretation. W.W.

Norton.

Glennester, R. & Takavarasha, K. 2013. Running Randomized Evaluations: A practical Guide.

Princeton University Press.

Kirkpatrick D.L. 1996, Great ideas revisited, Training & Development, vol. 50, n°1, pp. 54-57.

Mohr, L.B. 1995. Impact Analysis for Program Evaluation. Thousand Oaks, CA: Sage Publications

Oosterbeek H., Van Praag M. and Ijsselstein A. 2010, The impact of entrepreneurship education on

entrepreneurship skills and motivation, European Economic Review, vol. 54, pp. 442-454.

Ostroff C. 1991, Training effectiveness measures and scoring schemes: a comparison, Personnel

Psychology, vol. 44, pp. 353-374

Rosendahl Huber, L., Sloof, R. & Van Praag, C.M. 2014. The effect of early entrepreneurship

education: Evidence from a field experiment, European Economic Review 72(11): 76-97.

Torgerson, D.J. & Torgerson, C.J. 2008. Designing Randomised Trials in Helth, Education and the

Social Sciences: An Introduction. Plagrave MacMillan.

Organization of Professional Development Workshop

Recommended Reading

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PDW Policy Experimentation

4

Practical information

Location: University of Antwerp, Hof Van Liere, Prinsstraat 13, 2000 Antwerp, Belgium.

There is no registration fee for registered persons for the RENT conference, but other persons

will be invoiced 35 euros (excl. VAT). Pre-registration is necessary (preferably before

Thursday 10 November 2016).

REGISTRATION FORM.

More information about the pre-conference activities can be asked by emailing:

Eddy Laveren (Co-chair RENT 2016): [email protected] or Silke Tegtmeier

(ECSB President-elect): [email protected]

Page 7: Pre-conference activities RENT XXX 16 november... · education: Evidence from a field experiment, European Economic Review 72(11): 76-97. Torgerson, D.J. & Torgerson, C.J. 2008. Designing

PDW Connecting Entrepreneurship Theory and Education

1

PROFESSIONAL DEVELOPMENT WORKSHOP (PDW)

Connecting Entrepreneurship Theory and Entrepreneurship Education –

Experiences from the PACE Project and Moving Forward

RENT XXX

November 16, 2016 at 10:00–12:00

University of Antwerp - city campus

Building: Hof van Liere

Prinsstraat 13

2000 Antwerp, Belgium

Organisers:

Franziska Günzel-Jensen (Aarhus University)

Steffen Korsgaard (Aarhus University)

Claus Thrane (Aarhus University)

Martin Hannibal (University of Southern Denmark)

Theme of the PDW Entrepreneurship is a key driver of economic and social development, and accordingly has been

promoted strongly by policy makers over the past decades. Entrepreneurship education is seen as a

central component in the promotion of entrepreneurship and has consequently grown significantly in

breath and scope. Entrepreneurship is thus now taught broadly across faculties in higher education

institutions globally.

Entrepreneurship education as a field and practice is characterized by a veritable myriad of approaches

derived from multiple sources including the experiences of seasoned entrepreneurs turned faculty,

anecdotal best practices, models and tools from neighboring fields such as strategy and management,

as well as entrepreneurship research. Some concern has been expressed about the proliferation of

approaches. Fayolle (2013: 693) specifically argues that entrepreneurship education “…needs robust

theoretical and conceptual foundations, drawing from the fields of entrepreneurship and education to

support entrepreneurship programmes and courses”. Underlying this claim is a broadly shared

intuition that the sprawl of sometimes highly idiosyncratic approaches may hinder progress and

refinement of our teaching and research practices related to entrepreneurship education (see also

Blenker, Elmholdt, Frederiksen, Korsgaard, & Wagner, 2014). Some attempts have been made to

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PDW Connecting Entrepreneurship Theory and Education

2

create a rooting of entrepreneurship education in entrepreneurship theory (Fiet, 2001; Gibb, 2002;

Pittaway & Cope, 2007). In the research project PACE we have recently attempted to build a strong

theoretical grounding of entrepreneurship teaching activities in entrepreneurship theory (see e.g.

Thrane, Blenker, Korsgaard, & Neergaard, Forthcoming).

In this PDW we seek to explore and discuss the potential for creating a stronger rooting of

entrepreneurship education in entrepreneurship research and theorising. We will argue that such

a rooting can be beneficial to our work as entrepreneurship educators by helping explicate our

underlying assumptions of what entrepreneurship is about, how to foster and enable entrepreneurial

activities, and the tools, mechanisms and methods that can lead to successful entrepreneurship as well

as successful learning and teaching experiences. This may also in turn help us formulate new questions

and avenues for research that can help entrepreneurship research become more relevant for students

and practitioners.

Outline of the PDW

In the PDW we will facilitate a discussion of the following questions:

How can a stronger link to entrepreneurship research help us develop entrepreneurship

education?

Which theories and findings from entrepreneurship research needs our attention as educators

and can best help us develop entrepreneurship education (and which cannot and should be

ignored)?

How can we translate theories and findings into specific teaching programmes and activities?

Which questions arise from our teaching that we need to explore as entrepreneurship

researchers?

The PDW will be highly interactive and feature short presentations to kick off group discussions and

sharing of ideas and experiences among attendees. In the presentations we will build on our experiences

from the PACE research project in which we developed and implemented a set of teaching activities

and modules based on multiple theories of entrepreneurship. We will thus present the re-

conceptualisation of the nexus perspective we developed as well as some of the teaching activities

developed. These short presentations will be used as a catalyst for group discussions, emphasising the

sharing of experiences and new ideas for strengthening entrepreneurship teaching and research.

Target group and take-aways We believe that this PDW will be relevant for a large selection of the people attending the RENT

conference. Most of these are active as both entrepreneurship educators and researchers, and many will

be interested in getting new ideas and inspiration for improving their teaching activities and perhaps

also ideas for how to make research even more relevant for students and practitioners. The PDW will

also provide a good way for new researchers and teachers to become familiar with the challenges of

teaching entrepreneurship as well as inspiration for how to build and develop a strong portfolio of

teaching activities anchored in contemporary research in entrepreneurship.

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PDW Connecting Entrepreneurship Theory and Education

3

The interactive and dynamic format based on group work and short presentation will provide an

excellent platform for networking activities across national boundaries and levels of experience.

Finally, the PDW will provide the participants with a clear set of take-aways in terms of:

Ideas for better theoretical grounding of entrepreneurship teaching activities

A set of very concrete new teaching activities (from the PACE project as well as those from the

experiences of their colleagues

References Blenker, P., Elmholdt, S. T., Frederiksen, S. H., Korsgaard, S., & Wagner, K. (2014). Methods in

Entrepreneurship Education Research: A Review and Integrative Framework Education + Training,

56(8/9), 697-715.

Fayolle, A. (2013). Personal views on the future of entrepreneurship education. Entrepreneurship & Regional

Development, 25(7-8), 692-701.

Fiet, J. O. (2001). The theoretical side of teaching entrepreneurship. Journal of Business Venturing, 16(1), 1-24.

doi:10.1016/s0883-9026(99)00041-5

Gibb, A. (2002). In Pursuit of a New 'Enterprise' and 'Entrepreneurship' Paradigm for Learning: Creative

Destruction, New Values, New Ways of Doing Things and New Combinations of Knowledge.

International Journal of Management Review, 4(3), 213-231.

Pittaway, L., & Cope, J. (2007). Entrepreneurship Education. International Small Business Journal, 25(5), 479-

510. doi:10.1177/0266242607080656

Thrane, C., Blenker, P., Korsgaard, S., & Neergaard, H. (Forthcoming). The Promise of Entrepreneurship

Education: Reconceptualizing the Individual-Opportunity Nexus as a Conceptual Framework for

Entrepreneurship Education. International Small Business Journal.

Practical information

Location: University of Antwerp, Hof Van Liere, Prinsstraat 13, 2000 Antwerp, Belgium.

There is no registration fee for registered persons for the RENT conference, but other persons will be

invoiced 35 euros (excl. VAT). Pre-registration is necessary (preferably before Thursday 10 November

2016).

REGISTRATION FORM

More information about the pre-conference activities can be asked by emailing:

Eddy Laveren (Co-chair RENT 2016): [email protected] or Silke Tegtmeier (ECSB

President-elect): [email protected]

Page 10: Pre-conference activities RENT XXX 16 november... · education: Evidence from a field experiment, European Economic Review 72(11): 76-97. Torgerson, D.J. & Torgerson, C.J. 2008. Designing

PDW Academic Peer Reviewing

1

PROFESSIONAL DEVELOPMENT WORKSHOP (PDW)

Progressing in Academic Peer Reviewing

– The Good, The Bad And The Ugly

RENT XXX

November 16, 2016 at 11:30–14:00

University of Antwerp - city campus

Building: Hof van Liere

Prinsstraat 13

2000 Antwerp, Belgium

Organisers:

Erno Tornikoski, PhD

Grenoble Ecole de Management

Consulting Editor (ISBJ)

Member of Review Board (ETP, JSBM, JWB)

Introduction Finishing a PhD thesis is easy... well, relatively easy. Becoming a recognized and influential member

of the scientific community of your field, on the contrary, is a real challenge to any scholar. This

challenge is a particular problem for aspiring scholars (late PhD student, postdoctoral fellows, junior

faculty members, etc.), who are just entering the academic world. To achieve recognition and a position

of influence in one’s field does not require magic, superior personal connections, or innate personality

characteristics (although they could help…). Instead, integration and socialization into the academic

world can be the result of purposeful practices that everyone can learn.

To facilitate the integration and socialization of scholars into the academic world, in this PDW we

focus on one primary practice, namely peer reviewing. Indeed, the primary objective of an academic

scholar is to produce and disseminate knowledge, generally through academic publications. Peer

reviewing is a fundamentally important and shared responsibility that is deeply held among academic

scholars: “Reviewers are the unsung heroes of academia.” (Baruch, Sullivan, Schepmyer, 2006: xii).

For these reasons, academic peer reviewing is seen as one of the main means to get recognition and

have an influence in shaping one’s own field.

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PDW Academic Peer Reviewing

2

In the PDW we do not merely emphasize the importance of peer reviewing for the progress of one’s

academic career, or for the science in general, but also offer concrete ways to improve the peer

reviewing capabilities of the participants. More specifically, we focus on how scholar could start

learning the difficult but necessary skills of developmental peer reviewing. Those who are not yet

experts in it, the good news is that peer reviewing is not science, nor art; it is practices that can be

learnt. In developmental peer reviewing you practice the skills to evaluate the rigor, relevance, and

value of submitted manuscripts, and help the authors uplift their work. Peer reviewing in turn will help

you to write your own manuscripts better, and also prepare yourself for open exchanges between you

and the reviewers of your own manuscripts.

As such, this PDW is designed to accelerate the professional development of scholars and strengthen

their involvement in the academic world especially at the early stages of their academic careers. The

workshop is built around active exchanges between junior and senior scholars, who have extensive

experiences in academic peer reviewing and publishing.

Practical information

Location: University of Antwerp, Hof Van Liere, Prinsstraat 13, 2000 Antwerp, Belgium.

There is no registration fee for registered persons for the RENT conference, but other persons will be

invoiced 35 euros (excl. VAT). Pre-registration is necessary (preferably before Thursday 10 November

2016).

REGISTRATION FORM

More information about the pre-conference activities can be asked by emailing:

Eddy Laveren (Co-chair RENT 2016): [email protected] or Silke Tegtmeier (ECSB

President-elect): [email protected]

Page 12: Pre-conference activities RENT XXX 16 november... · education: Evidence from a field experiment, European Economic Review 72(11): 76-97. Torgerson, D.J. & Torgerson, C.J. 2008. Designing

PDW Young Takeover Entrepreneurship

1

PROFESSIONAL DEVELOPMENT WORKSHOP (PDW)

Young Takeover Entrepreneurship and Succession

RENT XXX

November 16, 2016 at 11:30–14:00

University of Antwerp - city campus

Building: Hof van Liere

Prinsstraat 13

2000 Antwerp, Belgium

Organisers:

Edwin Weesie

Program Manager Minor Firm Acquisition and Succession, PhD Candidate

HU Business Schools Utrecht, The Netherlands

Karin Kleingeld

Founding Partner at Next Level, SME Governance and Growth,

Training of Commissioners and Advisory Board Members, Utrecht, The Netherlands.

Lex van Teeffelen

Professor of Finance and Firm Acquisitions and

Chair of the Academic Working Group of Transeo (European Association of Business Transfers)

HU Business School Utrecht, The Netherlands.

Rationale

Entrepreneurship has received an increasing amount of attention from academic and empirical

research since the 1990s. Considerable focus and support from government and education is on

start-up entrepreneurship, hardly any support is available on takeover support and education

(Eurochambers, 2009). Contrary to what one might think, start-ups contribution far less to

economy compared to takeover entrepreneurs in terms of turnover growth, innovation, job creation

and survival (see Van Teeffelen, 2012). With an average of a third of all SMEs looking for

successors per decade (European Commission, 2002) in the EU, a large amount of companies are

in search for successors. Half of all liquidated firms are viable businesses (Wennberg et al., 2010)

and an estimated third of all firms with 10 employees close due to a lack of successors (Van

Teeffelen, 2015). Yet very few universities and business school provide for succession and

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Policy Forum Procurement of Innovation

2

takeover entrepreneurship programs. As engaged scholars we believe that a combination of

evidence-based programs and practice prepares students best to take on the challenge of succession

at a young age.

Programme

11:30-11:45 Introduction & Rationale for Takeover Entrepreneurship and Successors

Education

Sharing experience of 6 years of takeover entrepreneurship education. Only

real firms participate, no case studies. Educational staff (have been) active in

SME business transfers or M&A. Students pitch at the end to finance the

ownership change. Minimum funding 50K maximum up to 5M euro’s.

11:45-12:30 Interactive Modules: Tips and Tricks

Succession Process and Entrepreneurial Qualities

Post-Acquisition Innovation

Franchising Formats

Legal and Tax Regulations

Financing and Valuation

Contracting and Due Diligence

12:30-12:45 Break

12:45-13:10 Case study on learning outcomes (31 cases)

Altering Student Preferences for Takeover Entrepreneurship

13:10-13:35 Empirical study on 880 SMEs

Psychological Barriers and Coping in Successions

13:35-14:00 Story-telling and Building a Network: 10 SMEs in the Process of

Succession

Distribution of Booklet for Educational Purposes for all Participants

Practical information

Location: University of Antwerp, Hof Van Liere, Prinsstraat 13, 2000 Antwerp, Belgium.

There is no registration fee for registered persons for the RENT conference, but other persons will

be invoiced 35 euros (excl. VAT). Pre-registration is necessary (preferably before Thursday 10

November 2016).

REGISTRATION FORM

More information about the pre-conference activities can be asked by emailing:

Eddy Laveren (Co-chair RENT 2016): [email protected] or Silke Tegtmeier (ECSB

President-elect): [email protected]