Page 110 - guidance-supporting-europe-s-aspiring-entrepreneurs-policy-and-practice-to-harness-future-potential

Guidance supporting Europe’s aspiring entrepreneurs
Policy and practice to harness future potential

Example 19. Internships in a start-up company: the case of the Norwegian
entrepreneurship programme (Gründerskolen), Norway

The programme combines the theoretical aspect of business creation with practical assignments
such as preparation of a real-life business plan or a marketing strategy. Classroom and course work
based studies are followed by an internship in a product or service focused start-up company
abroad. As the programmes seeks to boost the number and success rate of potential high-growth
companies, the internships are usually hosted by high-tech companies, in companies such as IT,
biotech or other technology sectors, which are less than three years old. The entrepreneurship
programme is open to students from all academic disciplines but attended usually by students with
either technical or scientific research background (e.g. science and engineering), or economics
students.
The programme has had a very positive impact on the entrepreneurial aspirations of
participants. Based on the feedback from a 2009 survey ( ) administrated by the alumni
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association, 40% of students had either founded or co-founded a company. Many students had
continued their studies further, e.g. through undertaking a PhD, or were working in consultancy.
About 94% of students felt that participation in the programme had a positive impact on their chance
of getting a job. The number of students participating in the programme has also increased rapidly,
from about six students in 1999 when the programme was launched to about 150 in 2010.

4.2.3. Fully entrepreneurial delivery models
General business and management courses can also be built around a fully
entrepreneurial delivery model. One example comes from the Laurea University
of Applied Sciences in Finland. They have developed a peer-to-peer teaching
method which is used on some of their undergraduate business programmes
(see Example 20). Project work with companies, entrepreneurs and organisations
prepares students to direct and manage projects that are involved in running a
business. The teaching method ensures that students learn to be independent,
possess skills of initiative, communication and teamwork. As students have to
take responsibility for their own learning, a certain level of maturity is also gained.
Students regard the prospect of discussing and working with real entrepreneurs
as providing the best opportunity for gaining knowledge of entrepreneurship.
Further, through working in a project-based environment with others, students
increase their self-knowledge, learn about their own strengths and ways of
working, and what motivates them.

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( ) The survey was sent to about 700 students and 220 responses were received, resulting in a
response rate of 31%.

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