ICA-Edu Keynote Abstracts

SESSION 1:  Wednesday 26 May 9.00 – 12.00 CET

Curriculum models for the development of students’ entrepreneurial sustainable competences
Keywords: Students’ sustainable entrepreneurial competences, and support for reflection and validation of curriculum models.

Keynote: Making an Entrepreneurial Difference: new approaches to entrepreneurial learning in Life Sciences Education

Lisa Ploum, Academic Coordinator Entrepreneurship, Corporate Value Creation, Wageningen University, NL

Acting entrepreneurial is of increasing importance because of the rapidly growing complex world we live in, caused by developments such as globalization and technological change and challenges in the domain of sustainable development (Lackéus, 2015). Everyday life is characterized by dynamics and discontinuities fuelled by complexity and uncertainty. This uncertainty and complexity is even more dominant in the entrepreneurial context, as both form the backbone of entrepreneurship education theory.
University students are a prime example of individuals who are expected to become the change agents of our time to tackle the challenges that come with these rapid developments. From the narrow perspective on entrepreneurship education, students are supported to become an entrepreneur by starting their own ventures. From the perspective of the wide definition of entrepreneurship education, students are supported to act entrepreneurial and acquire entrepreneurial competencies, which they can use in other working life contexts. This broad definition implies that the entrepreneurial mind-set of students becomes more and more important and is acknowledged by policy makers, higher education institutes and researchers all over the world (Matalmäki, 2017). But what actually captures this mind-set, how does this relate to competence development and how could wide (sustainable) entrepreneurship education look like? During this keynote attention will be paid to these questions and illustrated with the example of entrepreneurship education at Wageningen University.

Keynote: eLearning course Ecosystem Services Entrepreneurship: from ideas to business

Davide Pettenella, University of Padova, IT

Following the increasing demand for digital learning, the University of Padua, in Italy, introduced its first e-learning course to forest science disciplines in 2006, jointly with other European universities through the Erasmus Mundus programmes SUTROFOR, SUFONAMA and MEDfOR. More recently, another course was added thanks to the ECOSTAR project which was funded by the Erasmus+ Knowledge Alliance programme of the European Commission. The course “Ecosystem services entrepreneurship: from ideas to business” offers training for students and young professionals that leads them to acquire high level entrepreneurial skills in the field of economics and marketing of ecosystem services and biodiversity protection investments. The e-learning course has been designed after organizing a Training Need Assessment at European scale and three Market Outlooks (on the voluntary Carbon market, on biodiversity offsetting and on watershed protection investments). Several lessons can be learned from the experience so far. The most prominent of these challenging issues do not relate to the contents and the structure of the courses, but around the administrative bottlenecks for the enrolment and management of external participants who are not formally enrolled in partner universities. Changes are needed to tackle these issues to increase the potential of e-learning. Such changes include making administrative rules more flexible and digitalized, providing enough resources to have an adequate ratio between students and trainers and update the latter in communication techniques and technologies (e.g., video making, story-telling).

Keynote: CASE project: the curriculum of the MSc Sustainability-driven Entrepreneurship

Michael Ambros, University of Natural Resources and Life Sciences, Vienna (BOKU), AT

The world facing global challenges that have been responded to in form of the Sustainable Development Gols (SDGs), universities take the responsibility of equipping students not only with knowledge. In a more holistic approach, universities foster the students' development of their competencies to tackle these sustainability challenges and support academics to become designers and actors of a sustainable development. In this context, the Erasmus+ project team of CASE (Competencies for a Sustainable Socio-economic Development) has created a sample curriculum for a Master in Sustainability-driven Entrepreneurship. The modular content structure of the curriculum is complemented by a set of supportive material and tools as well as a practical cooperation guide.

SESSION 2:  Thursday 27 May 9.00 – 12.00 CET

The role and implementation of Student Innovation Hubs
Keywords: What are the criteria for the success of a student incubator hub– proof of principle, proof of concept and customer validation. Students IPR. Credits for students. Involvement of Faculty

Virtual visit to the SCIENCE Innovation Hub - a student startup incubator at the University of Copenhagen

Led by Frederik Nygaard, Head of the UCPH Science Innovation Hub

Entrepreneurship and the University of Copenhagen, are two things unfairly not associated very well together. Categorized as a broad research university, it may come as a surprise, that the University of Copenhagen, is one of the most entrepreneurial in Denmark, measured on number of startup and spin-off companies started every year. Further, the university based startups outperform traditional startups in generated revenue and jobs. One in twenty students will start a company during or shortly after graduation, and we need to make sure also to prepare the best possible. SCIENCE Innovation Hub will on that note continue the effort of supporting the educators in this effort. One important tool is the elective “project in practice”, where students, from multiple faculties, can write an academic report on thier own entrepreneurial idea, as well as with an existing company or startup. The former has proven very effective at the Faculty of Science.

Keynote: DTU Skylab – Lessons learned from building an innovation hub

Mikkel Sørensen, Haed of DTU SkyLab, Danish Technical University, DK

DTU Skylab is a hub for technology-based innovation and entrepreneurship located at the Technical University of Denmark. DTU Skylab offers students and researchers a wide portfolio of start-up support programs and innovation partnerships with established companies and in general, the house is a buzzing learning environment. The facilities include interdisciplinary prototyping workshops, labs, teaching-, event and office spaces.
Skylab was born 8 years ago as pilot initiative with very limited resources and a 2-year timeframe. Based upon the experiences and results from the pilot, a permanent and lightly bigger innovation house was established a few years later. From then on DTU Skylab has continuously grown in terms of users, activities and facilities. In 2020 a big expansion of the Skylab opened and today, the facilities cover more than 5,000m2.
In the process of building and developing DTU Skylab, the approach has been to focus on culture and create a strong supportive community that encourages to think big, fail fast and learn from it. In this session, some of these elements – both successful and unsuccessful - will be shared.

Keynote: The evolution of the StartHub Wageningen

Gitte Schober, Wageningen University and Research (WUR), NL

StartHub Wageningen is the meeting space for entrepreneurial scientists and scientific entrepreneurs on Wageningen campus. StartHub was developed as a project of Wageningen University and the independent accelerator StartLife in 2014; first conceived as a physical meeting and education space for entrepreneurship students it quickly evolved into a coworking space for scientists, interested parties form corporate tenants of the campus and, of course, student startups. The incubator functionality was established in 2026 through a program of meetups, informal networking drinks and evolvement of companies through mentoring en coaching. With this program, StartHub was able to develop a self-supporting ecosystem of entrepreneurship stakeholders. Lecturers and university teachers were involved in the extracurricular training program and used the space for curricular education on bachelor and master level as well. This generated a steady inflow of interested students, student startups and the possibility for internships and theses on entrepreneurial topics and within (student)startups. This laid the basis for the research activities on sustainable entrepreneurship and impact measurements. By 2020, StartHub Wageningen moved to a new building sharing meeting spaces and creating joint activities with key partners like Wageningen Student Challenges, StartLife and Food Valley.

SESSION 3:  Friday 28 May 9.00 – 12.00 CET

Approaches to validating the success in developing my students’ entrepreneurial competences.
Keywords: Reflection on my success in developing my students’ entrepreneurial competences. Alternative forms of assessment to measure my students’ entrepreneurial sustainable competences. Developing students’ capacity to reflect on their achievements and develop actions for further development of those skills.

Keynote: Comparative judgement: an alternative approach for the assessment of students’ entrepreneurial competences

Marije Lesterhuis, Comproved/ University of Antwerp, Antwerp, BE

Wanting to teach entrepreneurial competences is one thing, but assessing these competences is another. The assignments given to students are often very open-ended. As a result, their products are full of surprises and take many different forms. How do you assess this qualitatively? And how do you teach students to evaluate their own work?
In this keynote, comparative judgement is introduced. This method starts from how people naturally judge: comparatively. In this short time frame, we will discuss the principles behind the method and how it can be used for assessment and peer assessment.

Keynote: Retrospective pretest-posttests as reflection exercises

Kåre Moberg, The Danish Foundation for Entrepreneurship, Odense, DK

Classic pretest-posttest assessments play an important role in project evaluations and research studies of entrepreneurship education. However, these types of assessments are often burdensome and impractical for educators and students, who often gain very little from these assessments, since they are typically performed for research purposes or to please funding agencies. As such, this style of evaluation thus lacks important elements to make it relevant to the target group. In my presentation I will talk about my experience of using retrospective pretest-posttests (Little et al. 2020) to assess students’ development of entrepreneurial self-efficacy. To engage educators and students it is important that the evaluation can be performed as a meaningful part of the educational process and that it provides direct and actionable information. The focus of my presentation will be on how we have worked with evaluations as reflection exercises. These evaluations not only provide educators with insights on how they influence their students, but they can also be used to inform discussions between students and educators about student development.

Keynote: Capturing the development of entrepreneurial competence: practical experiences from situational judgment tests and storyline approaches

Thomas Lans, Senior Manager Research, National Centre of Expertise in Vocational Education and Training in the Netherlands (ECBO), 's-Hertogenbosch, NL

Thomas will discuss in his contribution the role of assessment in entrepreneurship education. He will focus in particular on the role of formative assessment and will discuss emerging practices, including storyline methods and situational judgement tests. He will do this in the light of the notion of “entrepreneurship education for all”.