Around the millennium, we have witnessed a general political pressure for a new university role - a role where the universities should accept a stronger responsibility for business development and societal growth. Beyond traditional teaching and research, new concepts - such as market orientation and the entrepreneurial university - have become part of the university policy discussion. The paper is based on the idea that the public sector in general and the educational system and the universities in particular should contribute to the stimulation of an enterprising mindset among their students. The number of academic institutions teaching entrepreneurship seems to be increasing. The traditional forms of teaching at universities and business schools have, however, proven inappropriate for enhancing student motivation and competencies in relation to innovation and entrepreneurship. The paper is based on a research project called "Pedagogical Innovation of Learning Methods in Entrepreneurship". The method behind this study is simply a study of the existing literature on three topics. These topics are: Studies of the relationship between entrepreneurship and education; Studies of didactics and pedagogy in praxis-oriented disciplines; Studies of policy initiatives directed towards the universities and their context. Further, a few case studies were made. We have thus investigated the way that four different foreign universities have established teaching in entrepreneurship. These are: the University of Twente, Enschede (NL), the University of Central England, Birmingham (UK), Stockholm School of Entrepreneurship, Stockholm, (S) and the University of Rostock (D). From these case studies, relational patterns between entrepreneurship, education and university can be established. A lot of the variance found in entrepreneurship teaching is related to contextual differences and differences in didactical and pedagogical principles. The paper thus brings insight into what is taught at existing entrepreneurship courses, how it is taught, and in what context the entrepreneurship education takes place. These three elements are seen as the corners of a triangle; in other words, there is an interdependence or mutuality between the elements. The corners of the triangle are seen as the key elements in the process of establishing the entrepreneurial university. Our case studies show that no single route to the entrepreneurial university exists. Instead different pathways to the entrepreneurial university can be found, depending on how the individual university weighs the three elements and how relations are established between them. In this paper, we sketch three different pathways towards the entrepreneurial university. One route is primarily based on changes in the way that the university relates to its context, but leads to changes in the pedagogy and didactics as well. Another route is primarily based on particular pedagogical approaches, but necessitates change also in context and didactic. A third route is based on a particular didactical approach, but involves parallel changes in context and pedagogy.
Nff2005 - the 18th Scandinavian Academy of Management Meeting, 2005