Entrepreneurship Education is a focal point in the promotion of entrepreneurship awareness (Fayolle, 2013). It plays an important role in shaping the entrepreneurial intentions, increases the potential to undertake startups and plan their growth strategies. Moreover, by transferring entrepreneurial qualities and skills to this audience (Kuratko, 2005; Barr et al., 2009; Mustar, 2009), who is not always willing to create new ventures or commercialize their technologies, Science and Technology Entrepreneurship Education (STEE) might raise their awareness about the opportunities and challenges of entrepreneurship to promote technology transfer (Markham et al., 2000). It will empower them to shape their future by being more entrepreneurial in their activities and careers and imparts preparedness to undertake entrepreneurial challenges.
Science and Technology Entrepreneurship, defined as the creation and growth of new activities and firms based on science and technology, includes a diversity of situations, contexts and levels of analysis (Leitch, Hazlett & Pittaway. 2012). It takes the form of academic spin-offs, technology commercialization and technology transfer to and from companies, universities, private and public research units (Wright et al., 2007; Mustar & Wright, 2010; Phan, Siegel & Wright. 2009). To foster the creation and the exploitation of entrepreneurial opportunities in this space, new ventures are supported through different types of mechanisms such as, technology transfer offices, science parks, incubators, innovation centers or accelerators (Siegel, 2009; Mian, Lamine & Fayolle, 2016). A diversity of actors is involved, such as researchers, scientists, students in scientific and technology fields, policy-makers, entrepreneurs and entrepreneurship educators (Henrekson & Rosenberg, 2001).
This conference day calls on entrepreneurship and technology management scholars to concentrate their efforts to help create and strengthen connections between technology entrepreneurship and entrepreneurship education by studying the key issues about the appropriateness, the relevance and the effectiveness of specific teaching models applied to the emerging field of STEE. The questions can be examined through a wide variety of approaches, both theoretical and methodological. Therefore, this special issue aims to present cutting edge research in STEE that explores empirical and conceptual perspectives and to add significant contributions to the body of knowledge by addressing the following topics:
- What do we know and not know about STEE, today. How does one design teaching models in the context of STEE?
- How can STEE processes help to shape the identification, exploitation and assessment of entrepreneurial opportunities?
How can STEE processes be transferred to promote the creation and development of spin-offs?
- How to define the learning outcomes of STEE?
- How to measure the effectiveness of STEE?
- How to balance theoretical knowledge and practice-based knowledge in STEE?
- What could be the best and most appropriated pedagogies in STEE?
- How can universities develop integration processes among STEE and technology transfer offices, incubators, and science parks?
- How do the university’s core academic activities and its ecosystem elements such as technology transfer offices, incubators and science parks interact to stimulate experiential educational activities relating to science and technology entrepreneurship?
- What are resource implications for universities attempting to develop interdisciplinary STEE?
- How can the necessary specialized skills required for STEE be developed within traditional business schools?
- How can we structure programs to more effectively prepare scientists to function in entrepreneurial environments?
Deadlines:
- 31 January 2017 Deadline for submission of short papers (maximum 1000 words)
- 28 February 2017 Deadline for confirmation to authors
- 10 April 2017 Deadline for submission of full paper
- 20 April 2017 Deadline of registrations
Submission and Review Process:
While submissions should be original and high quality research that has not been published previously, we are looking also for texts presenting and discussing innovative teaching approaches and practices.
An international program committee will review all submissions.
All reviews will be double-blind so submissions should be made anonymous.
Full papers will be up to 7000 words in length, while abstracts will be up to 1000 words.
To be considered for revision, papers should be submitted electronically via the conference submission system (Available by November 30th 2016).
Should you need any additional information about the submission process, please send an email to: w.lamine@tbs-education.fr and fayolle@em-lyon.com
