Reframing Entrepreneurship Education

Edited by Gunhild Marie Roald, Fufen Jin, Researchers, Department of Industrial Economics and Technology Management, Norwegian University of Science and Technology, Sølvi Solvoll, Associate Professor, Nord University Business School, Nord University and Dag Håkon Haneberg, Associate Professor, Department of Industrial Economics and Technology Management, Norwegian University of Science and Technology, Norway

• ContentsPART I INTRODUCTION TO THE I-CARE FRAMEWORK1 Introduction: teaching change agents in different disciplines 2Gunhild Marie Roald, Fufen Jin, Sølvi Solvoll and Dag Håkon Haneberg2 The theoretical underpinnings of the I-CARE framework: helping educators adapt entrepreneurship teaching to their context 26Even Sønnik Haug LarsenPART II I-CARE IN DIFFERENT EDUCATIONAL CONTEXTS3 Embracing uncertainty through venture planning 45Torgeir Aadland and Øystein Widding4 Developing entrepreneurial identity through peer interaction in venture creation programmes 61Sonia Ahmadi, Gunn-Berit Neergård and Øystein Widding5 Change agents in public health systems: lessons learned from co-designing a lifelong learning course 79Trude J. Arntsen and Mari E. Bjerck6 Implementing entrepreneurship education across disciplines: train-the-trainer to enhance students’ entrepreneurial skills and mindset 94Marianne Arntzen-Nordqvist and Maiken Stensaker Emilsen7 Teaching for and through uncertainty in experiential entrepreneurship education 114Marianne Arntzen-Nordqvist8 Double uncertainty and liminality: conceptual scaffolding for embracing uncertainty in complex real-world problems 135 S�i�g�r�i�d� �W�e�s�t�a�d� �B�r�a�n�d�s�h�a�u�g� �a�n�d� �T�o�r�i�l�d� �A�l�i�s�e� �W�.� �O�d�d�a�n�e� �9 How extracurricular entrepreneurship initiatives foster entrepreneurial learning: a synthesis of research on the student mentoring program Spark* 151 R�a�g�n�h�i�l�d� �N�o�r�d�e�n�g� �F�a�u�c�h�a�l�d�,� �L�i�s�e� �A�a�b�o�e�n� �a�n�d� �D�a�g� �H�åk�o�n� �H�a�n�e�b�e�r�g� �10 Training PhD students to innovate by acting entrepreneurially: a short course approach 171 F�u�f�e�n� �J�i�n�,� �V�i�v�e�k� �S�i�n�h�a� �a�n�d� �Øy�s�t�e�i�n� �W�i�d�d�i�n�g� �11 Developing an entrepreneurial mindset in university educators through transformative entrepreneurial education: insights from University College Dublin 189 A�n�h� �N�g�u�y�e�n�-�Q�u�o�c�,� �H�u�y�e�n� �T�h�a�n�h� �L�e�,� �T�h�i� �T�h�a�n�h� �T�h�u�y� �D�o� �a�n�d� �S�u�z�i� �J�a�r�v�i�s� �12 Enhancing student interaction by facilitating reflection and discussion about norms in an early team phase 205 G�u�n�h�i�l�d� �M�a�r�i�e� �R�o�a�l�d� �a�n�d� �H�åv�a�r�d� �E�n�g�e�n� �13 Exploratory study: an interactive entrepreneurship module for design and architecture students 223 I�n�g�r�i�d� �B�e�r�g� �S�i�v�e�r�t�s�e�n� �14 Supporting student reflection on entrepreneurship in interdisciplinary teams through peer mentoring 240 E�l�l�i� �V�e�r�h�u�l�s�t�,� �P�a�u�l�i�n�a� �C�a�r�v�a�j�a�l�,� �S�a�a�d� �A�h�m�e�d� �a�n�d� �T�h�éo�p�h�i�l�e� �M�a�r�t�i�n� �15 University–industry collaboration through live cases: insights from multiple stakeholders 259 Ås�h�i�l�d� �W�i�l�h�e�l�m�s�e�n� �a�n�d� �S�øl�v�i� �S�o�l�v�o�l�l�16 A framework for action∕Action in entrepreneurship education 275 Birgitte Wraae, Michael Breum Ramsgaard and Lise Aaboen Epilogue: embracing the future of entrepreneurship education 295 Gunhild Marie Roald, Fufen Jin, Sølvi Solvoll and Dag Håkon Haneberg Index 299

‘This collection of chapters introduces the I-CARE entrepreneurship education framework, designed to develop entrepreneurial competence across disciplines. Through its five dimensions: Interact, Challenge, Act, Reflect, and Embrace, the framework effectively supports educators in preparing students to become proactive and socially responsible change agents.’