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Evaluation of Higher Education Entrepreneurship Programmes


Brussels, Belgium, 08 August 2017

General and specific objectives

The general ojective is to encourage the development and improve the relevance and quality of HE entrepreneurship education programmes across European HEIs, thereby contributing to the development of entrepreneurial competences (knowledge, skills and attitudes) across Europe.

The specific objectives are:

  • To improve the evaluation and understanding of HE entrepreneurship education programmes in view of their impact on students;

  • To propose a classification of the different types of HE entrepreneurship education programmes;

  • To develop or adapt a set of tools and a methodology for measuring the impact of HE entrepreneurship education programmes on students;

  • To test this set of tools and methodology with 100 HE entrepreneurship education programmes in 50 higher education institutions, including through student surveys;

  • To finalise the set of tools and methodology based on the results and outcomes of the testing phase and make them available through HEInnovate for use by professors and educators and other relevant stakeholders.

Tasks

The tasks to be carried out are listed hereunder.

As it is up the tenderer's responsibility to put forward a methodology they consider most appropriate one for the successful execution of the different services to be provided, the exact organisation of these tasks should be further developed by the tenderers in their technical offer.

  • Task 1: A literature review of the current situation and context, with a description and analysis of

  • Task 1.1 The classification of entrepreneurship education programmes in higher education in the EU Member States;

  • Task 1.2 Existing evaluation methods and tools used to assess entrepreneurial competences of students (in the framework of these entrepreneurship education programmes or independently);

  • Task 1.3 Analysis of existing methods and tools; identification of strengths and weaknesses, possible shortcomings.

  • Task 2: Undertake a survey to collect feedback from students, and if appropriate, from other stakeholders with regards to the quality and relevance of relevant EE programmes; See links to Task 5 on sample.

  • Task 3: Organise a workshop to discuss the findings of this analytical phase and to present and discuss different options for a toolkit and methodology to measure the impact of HE entrepreneurship education programmes on students’ entrepreneurial competences. The toolkit and methodology should be developed in a way that will allow for easy adaptation by professors and educators to their specific environment, in particular it should be easy to translate the toolkit and methodology into other languages. The toolkit and methodology will be made available as a ressource via HEInnovate. They are to to be built according to open source principles and conceived as a “living and evolving” package.

  • Task 4: Develop a pilot version of a toolkit and methodology for measuring the impact of HE entrepreneurship education programmes on students’ entrepreneurial competences (this will be an iterative process in close cooperation with a selection of users). The tool development should consider relevant methodologies such as HEInnovate and .

  • Task 5: Identify the 50 HEIs/100 HE entrepreneurship education programmes that will serve as the basis for testing the first version of the toolkit and methodology. The selected HE entrepreneurship education programmes should cover different types of HEIs and a large variety of cases (ie. short and long programmes; specific entrepreneurship programmes or discipline-embedded programmes; interdisciplinariy programmes, at Bachelor, Master or Doctorate levels). The test phase should involve at least 4 different EU languages. While not obligatory, consider to what extent there are methodological advantages of using the same set of institutions for Task 5 and Task

  • Task 6: Run the pilot phase – Pilot and validate the methodology and toolkit for 100 HE entrepreneurship education programmes from 50 HEIs.

  • Task 7: Draft report with analysis of the pilot phase

  • Task 8: Integrate the findings of the pilot phase within the toolkit and methodology

  • Task 9: Package the toolkit and methodology for use by professors and educators; the toolkit and methodology are to be provided in at least 4 different EU languages and it should be structured so as to make translation and adaptation for use in different contexts easy.

Key questions to be answered by the study:

  • What are the different types of HE entrepreneurship education programmes currently in use in Europe?

  • How do students evaluate such programmes?

  • To what extent, and how, do contents and method of teaching entrepreneurship differ according to the type of higher education institution and to the context of different study disciplines?

  • What are common features of the HE entrepreneurship education programmes identified?

  • What are the existing tools and methods used to assess the impact of such HE entrepreneurship education programmes, in particular in view of the impact they have on the students (entrepreneurial competences (knowledge, skills, attitude))? What are the strengths and weaknesses?

  • What are the key issues to be considered in evaluating HE entrepreneurship education programmes in view of their impact on the students (entrepreneurial competences)?

  • What are the main obstacles and challenges in evaluating the impact of HE entrepreneurship education programmes?

  • How can these obstacles and challenges be overcome?

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