Towards a theory-informed practice of entrepreneurship education for university students: the case of HC.LAB
Keywords:Entrepreneurship Education, Student Entrepreneurship, Contamination Lab.
Amongst the various formal and informal mechanisms through which a university fosters student entrepreneurship, entrepreneurship education (EE) occupies a central role in the academic debate and in university practice. Despite the growing amount of EE studies in the last years, some puzzles persist. More specifically, it remains to be understood how entrepreneurship should actually be taught in the classroom. Scholars lament the knowledge gap between the teaching practices of EE and the development of both the entrepreneurship and the general education fields. To contribute to this debate, this study describes the characteristics and outcomes of the Healthcare Contamination Lab (HC.LAB), a six-month EE program. In particular, the authors describe a possible way to inform the design of EE with the theoretical foundations of entrepreneurship and with innovative education principles, using HC.LAB as a revelatory single case study. More specifically, for five dimensions of EE design, the authors outline the originality of the HC.LAB journey and offer some very preliminary evidence on the results of the first edition of HC.LAB.
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