Title From Idea to Enterprise
Project Number 2012-1-CZ1-LEO05-09679
Project Type Transfer of Innovation
Country CZ-Czech Republic
Marketing Text The motivation for this project proposal lied in the lack of a European-wide valid set of training modules and certification of entrepreneurial skills of young people. Europe is far from exploiting its potential of successful entrepreneurship in secondary and higher education, because it often fails to mobilize the right innovative ressources and young brains. The proposed project aimed at delivering to innovative young minds the qualification to turn their product and service ideas into an enterprise in a successful and sustainable manner.
The proposed project has transferred these results in the following way:
1) The ResEUr Skill Card, Training Material, and Test Questions was adapted to specific national requirements in CZ and PT
2) The Training Material was enriched by Case Studies coming from the partners in CZ and PT
3) The content of the program was adapted to be used for secondary education as well, as this was a national priority in CZ and PT
4) The Dissemination Material was also adapted to CZ and PT
5) The whole material is available in English, and translated in Czech and Portuguese
6) The Training of Trainers and Trainees were focussed on CZ and PT
This gave high added value of the program especially for CZ and PT. Vice versa, the partner networks EMIRAcle and ECQA (represented by ISCN) have enlarged their partnerships and impact on these two countries.
The Global Entrepreneurship Monitor, a program initiated by Babson College and the London Business School to assess entrepreneurial activity around the world , explored the link between economic growth and entrepreneurship. The 2008 report discusses this positive relationship in terms of the diverse phases of economic development that vary from country to country: Factor-driven economies, i.e., economies relying on unskilled labour and natural resource extraction, will need to focus on institution-building, infrastructure and the provision of such basic services as healthcare. Efficiency-driven economies, i.e., growing economies in need of improving production processes and quality, will be most concerned with such priorities as domestic and/or foreign market size, financial market sophistication and labour market efficiency. Innovation-driven economies—the most-advanced stage in which businesses compete primarily on the basis of innovation—will have needs related to entrepreneurship-specific education and research and development .
Currently the teaching of entrepreneurship is not yet sufficiently integrated in higher education institutions' curricula. Available data show that the majority of entrepreneurship courses are offered in business and economic studies. The diffusion of entrepreneurship is particularly weak in some of the Member States that joined the EU in and after 2004 .
However, it is questionable whether Business Schools are the most appropriate place to teach entrepreneurship: innovative and viable business ideas are more likely to arise from technical, scientific and creative studies. So the real challenge is to build inter-disciplinary approaches, making entrepreneurship education accessible to all students, creating teams for the development and exploitation of business ideas, mixing students from economic and business studies with students from other faculties and with different backgrounds.
 Entrepreneurship in higher education, especially within non-business studies. Final Report of the Expert Group. European Commission, Enterprise and Industry Directorate-General. Promotion of SMEs competitiveness Entrereneurship (2008).
 http://www.gemconsortium.org/default.aspx, last accessed on 28/02/2011.
 J. Gaynor, A. Mackiewicz, R. Ramaswami. Entrepreneurship and innovation. Editorial. The keys to global economic recovery. Ernst & Young (2009).
Recognition, transparency, certification
Information and Communication
material for open learning
description of new occupation profiles
The results of the project were essentially the following:
1. Full specification of the ResEUr competences as ResEUr Skill Card available in five different languages (English, French, German, Romanian, Slovene).
2. Fully configured ECQA skill portal for self-assessment and examination.
3. Fully configured e-Learning environment allowing distance learning, as well as the continuous evolution of the skill card and the training material.
4. Multimedia training material in the five languages cited above.
5. Pilot trainings of more than 180 students.
6. Training and certification of 16 trainers in 5 EU member states.
7. Brochures, posters and leaflets for dissemination.
8. Paper publications in scientific conferences and associated proceedings.
9. Article publications in newsletters and websites.
10. Dedicated ResEUr website.
11. Sustainable integration of ResEUr in university curricula and training programs of professional training organisations.