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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
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)
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
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
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
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]
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
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.
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]
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.
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]
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
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]