Purpose: Entrepreneurship Education (EE) is increasing throughout the world. In 2012, the Italian Ministry of Education, University and Research (MIUR) financed Contamination Labs (CLabs), which are laboratories that are aimed at developing entrepreneurial mindsets in all university students. This study analyses the entrepreneurial learning process mechanisms adopted in these CLabs. Design/methodology/approach: An ethnographic case study was performed in two Italian CLabs from October 2017 to December 2019. Findings: Findings demonstrate that the CLabs in Italy are promising Entrepreneurship Education Centres which create programmes to develop an entrepreneurial mindset in students with different educational backgrounds and levels. Interdisciplinarity in the composition of the student teams, virtuous contamination of knowledge and experience between the students and the stakeholders from the entrepreneurial ecosystem are the key pillars to foster an entrepreneurial mindset in all the students. Research limitations/implications: The limitations of this work regard the need to expand the analysis to all the other CLabs created in Italian universities. Practical implications: The findings provide indications that may be used to guide a university faculty in the design and management of Entrepreneurship Education Centres in collaboration with entrepreneurs, corporations, student clubs, incubators and representatives of the local entrepreneurial ecosystem. Moreover, the results point out a need to develop interdisciplinary entrepreneurial programmes. Originality/value: The originality resides in the analysis of a novel type of Entrepreneurship Education Centre in Italian Universities created as the result of an ad-hoc Italian policy.

Entrepreneurship Education Centres in universities: evidence and insights from Italian “Contamination Lab” cases

Secundo G.;
2020

Abstract

Purpose: Entrepreneurship Education (EE) is increasing throughout the world. In 2012, the Italian Ministry of Education, University and Research (MIUR) financed Contamination Labs (CLabs), which are laboratories that are aimed at developing entrepreneurial mindsets in all university students. This study analyses the entrepreneurial learning process mechanisms adopted in these CLabs. Design/methodology/approach: An ethnographic case study was performed in two Italian CLabs from October 2017 to December 2019. Findings: Findings demonstrate that the CLabs in Italy are promising Entrepreneurship Education Centres which create programmes to develop an entrepreneurial mindset in students with different educational backgrounds and levels. Interdisciplinarity in the composition of the student teams, virtuous contamination of knowledge and experience between the students and the stakeholders from the entrepreneurial ecosystem are the key pillars to foster an entrepreneurial mindset in all the students. Research limitations/implications: The limitations of this work regard the need to expand the analysis to all the other CLabs created in Italian universities. Practical implications: The findings provide indications that may be used to guide a university faculty in the design and management of Entrepreneurship Education Centres in collaboration with entrepreneurs, corporations, student clubs, incubators and representatives of the local entrepreneurial ecosystem. Moreover, the results point out a need to develop interdisciplinary entrepreneurial programmes. Originality/value: The originality resides in the analysis of a novel type of Entrepreneurship Education Centre in Italian Universities created as the result of an ad-hoc Italian policy.
Contamination lab; Enterprise culture; Entrepreneurial learning; Entrepreneurial mindset; Entrepreneurship education; Entrepreneurship Education Centre
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.12572/361
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