Tailoring Entrepreneurial Education: Demand-Driven Insights for an Entrepreneurial Online Mentoring Program

Authors

DOI:

https://doi.org/10.34190/ecel.23.1.2852

Keywords:

Mentoring, Curriculum, Demand Analysis, Innovation, Entrepreneurship

Abstract

The 2023 European Innovation Scoreboard reveals that there is an innovation asymmetry between different European Union (EU) regions, which is leading to an innovation gap. In particular, southern and eastern EU countries showcase a lower level of innovation compared to their northern and western counterparts. To tackle this issue, the ENTRPRENEDU project, funded by the European Union, endeavors to bridge the innovation and educational divide across EU regions through a scalable "Venture Building Program". At its core lies the precisely crafted ENTREPRENEDU mentoring program, which aims to nurture 12, through hackathons selected, teams from the emerging to moderate-innovation countries Italy, Greece, and Bulgaria. This paper presents the methodological framework, execution, and results of the demand analysis underpinning the development of the ENTRPRENEDU online mentoring program. Employing a qualitative research design for the demand analysis, semi-structured interviews were conducted to delve into the nuanced needs and experiences of the participating teams. These hour-long sessions followed a pre-defined guideline and aimed to determine the specific entrepreneurial needs of the participating teams. For the analysis of interview data, a thematic approach was utilized revealing clusters of predominant demands among the teams, serving as the cornerstone for deriving six overarching mentoring modules. These modules were tailored to address the identified demands and laid the foundation for the program's curriculum development. Each mentoring module was crafted to align with the specific learning objectives of the teams, ensuring targeted guidance tailored to their unique journey. This paper highlights the symbiotic relationship between the identified demands of the teams and the structured mentoring curriculum, underscoring its significance in providing tailored support conducive to their success. The findings not only contribute to the academic discourse on mentoring program development but also hold practical implications for policymakers, educators, and entrepreneurs striving to foster innovation and entrepreneurship in their respective contexts.

Author Biographies

Henry Nicolai Buxmann, Fraunhofer IPK

Henry Nicolai Buxmann, M.Sc. holds a Master in Business Administration from the University of Amsterdam in the Netherlands. Mr. Buxmann works as a researcher in the Department of Business Excellence Methods at the Fraunhofer Institute for Production Systems and Design Technology in Berlin, specializing in competence and sustainability management.

Katrin Singer-Coudoux

Katrin Singer-Coudoux, M.Sc. MBA studied International Business Management at Hanze University of Applied Sciences in Groningen, the Netherlands and Anglia Ruskin University in Cambridge, England. Ms. Singer-Coudoux works as a researcher in the Department of Business Excellence Methods at the Fraunhofer Institute for Production Systems and Design Technology in Berlin

Karim Houssni

Karim Houssni, M.A. holds a Master in Public Policy and Social Change from the University of Tübingen in Tübingen, Germany. Mr. Houssni works as a research assistant in the Department of Business Excellence Methods at the Fraunhofer Institute for Production Systems and Design Technology in Berlin.

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Published

2024-10-23