Entrepreneurship and Innovation Education: Frameworks and Tools

ISBN-13: 9781786306227 / Angielski / Twarda / 2021 / 224 str.

Marcos Lima

Spis treści

Introduction ixChapter 1. E&I Education: An Overview 11.1. Defining entrepreneurship and innovation 11.2. Innovation and entrepreneurship education 41.3. Can entrepreneurship be taught? Towards a framework of E&I education 81.3.1. The French case 171.3.2. Enablers of entrepreneurship and innovation education 181.3.3. Perspectives for the European ecosystem 221.4. Collaborative Interactivity learning principles 23Chapter 2. From Idea to Vision 292.1. Self-knowledge: follow thy passion 322.2. Knowledge of the business field 332.3. Relationship networks 352.4. Other factors contributing to the development of the vision 372.5. Teaching the visionary theory 382.5.1. Reflecting about the visionary model 382.5.2. Creating an authentic context 392.5.3. Making it more interactive 392.5.4. Collaborating 40Chapter 3. From Vision to Business Plan 413.1. Executive summary 423.2. Context: vision development 433.3. Literature review 443.4. Market analysis 463.4.1. Opportunities and threats in the macro-environment: PESTEL-C 473.4.2. Meso-environment: STP framework 493.5. Marketing plan 523.6. Organizational strengths and weaknesses 553.7. Other sources of competitive strengths and weaknesses 573.8. Strategy and development plan: the TOWS matrix 583.9. Financial objectives 613.10. Conclusions and perspectives 613.11. Appendices and References 623.12. Teaching business planning 623.12.1. Reflecting about the frameworks in a business plan 633.12.2. Creating and authentic business plan environment 633.12.3. Using technology to make it more interactive and collaborative 64Chapter 4. From Business Plan to Business Model 674.1. Business models and business model artifacts 694.2. Claimed benefits and criticism of the BMC 714.3. Value flow in the Business Model Canvas 744.3.1. Delivering and capturing value: the right side of the canvas 774.3.2. Creating value and controlling costs: the left side of the canvas 784.3.3. Color-coding multiple-sided business models 794.4. Sources of business model innovation 814.4.1. Tidd's innovation wheel 814.4.2. Christensen's disruptive innovation 824.5. Visualizing business model innovation 854.6. Business modeling and the principle of effectuation 884.7. Testing business model innovations 914.8. Teaching business model innovation 924.8.1. Reflecting about the Business Model Canvas 934.8.2. Creating and authentic business model environment 944.8.3. Using technology to make it more interactive and collaborative 95Chapter 5. From Business Model Design to Design Thinking and Lean Startup 975.1. New product development: the traditional stage-gate approach 985.2. Customer development 1015.3. Design thinking 1065.4. Lean startup 1115.5. Teaching Design Thinking and Lean Startup 1145.5.1. Creating an authentic sprint environment 1155.5.2. Reflecting about the simplified design sprint framework 1165.5.3. Using technology to make it more interactive and collaborative 118Chapter 6. Scaling Up: The Challenges of Knowledge Management 1216.1. An overview of management systems 1226.2. The 7S framework for organizational analysis 1256.3. Towards a framework for innovative knowledge management 1276.4. Applying Terra's framework: best practices from leading companies 1286.4.1. Senior management vision and strategy 1286.4.2. Culture, structure and human resource policies 1296.4.3. Information systems and performance measurement systems 1306.4.4. Learning with the external environment 1336.5. Knowledge management in the ecosystem: Quintuple Helix and stakeholder maps 1346.6. Teaching and learning knowledge management 136Chapter 7. Epilogue: Insights from Twenty Years of Teaching E&I 1417.1. Learning by reflecting about authentic situations 1427.2. Learning by collaboration 1427.3. Learning by interacting through technology 1437.4. Learning by exploring the ecosystem 1447.5. From idea to market: innovative business development frameworks 145Appendices 149Appendix 1. List of Tools and Frameworks Used in the Book 151Appendix 2. Framework for Evaluating the Effectiveness of Entrepreneurship Teaching 155Appendix 3. Sources of Secondary Data 159Appendix 4. Franco-Russian Research Project on the Perceived Relevance of Design Thinking Education 161References 167Index 181

O autorze

Marcos Lima holds a PhD in Information and Communication Technologies from the Federal University of Bahia, Brazil. He currently teaches at SKEMA Business School in France. Over the last 20 years he has taught primarily in the fields of innovation and marketing. He has extensive expertise in active learning methods, having previously co-authored the books, Teaching with Cases and Reussir mes etudes de cas, both of which make considerable use of the framework-based approach.