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To cite this document: Donato Iacobucci, Alessandra Micozzi, (2012),"Entrepreneurship education in Italian universities: trend,
situation and opportunities", Education + Training, Vol. 54 Iss: 8 pp. 673 - 696
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Entrepreneurship education in
Italian universities: trend,
situation and opportunities
Donato Iacobucci and Alessandra Micozzi
Italian
universities
673
1. Introduction
The economic and institutional transformations experienced by the main
industrialized countries during the last few decades have led to a re-evaluation of
the entrepreneurs role in economic development and wealth creation (Acs et al., 2008).
Some researchers are convinced that the greater entrepreneurial vitality is one of the
factors which explains the superior performance of the US economy in generating
innovation and employment when compared with that of European countries (Acs
et al., 1999). It is a popular opinion that the recent changes in demand and technology
within the main industrialized countries have determined the transformation from
the regulated economy of the 1950s and 1960s, dominated by managerial firms to the
entrepreneurial economy of the 1980s and 1990s, dominated by small firms
(Audretsch and Thurik, 1999). Since the end of the 1970s there has also been a shift in
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pp. 673-696
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engineering, agriculture and science. Other authors disagree with this conclusion and
feel that there is still scope for expansion even in American business schools (Kuratko,
2005). Whatever the opinion about the life cycle state of entrepreneurship education
in the USA, researchers agree on the fact that it is still a growing field.
Compared with the abundance of studies and research on the problems of
entrepreneurship education in the USA there are fewer works dealing with the subject
outside the USA. This reflects the delay with which entrepreneurship education has
developed outside the USA, and the fact that in no other countries (with the possible
exception of Canada and the UK) has it reached a degree of development comparable
with that observed in the USA.
Citing previous surveys on the topic, Ibrahim and Soufani (2002) note that at the end
of the 1990s there were 53 Canadian universities offering courses in entrepreneurship
and small business management. This survey reveals that Canadian
entrepreneurship courses tend to focus more on the pre-venture creation process and
less on the management of established small businesses. According to the authors,
another weakness is the insufficient spread of entrepreneurship courses in engineering
schools, given the roles young engineers could play in developing new technology
firms.
Outside North America, the UK is probably the country that has the highest number
of courses and programmes dedicated to entrepreneurship education. The relevance
attached to the issue is documented by the presence of studies addressing the
effectiveness of entrepreneurship courses and curricula (Matlay, 2008). Recent
literature explores the challenges and considerations of how new and innovative
entrepreneurship education programmes may be included into UKs higher education
institutions (Smith et al., 2006) and the impact that entrepreneurship education can
have on entrepreneurial outcomes (Matlay, 2008). Entrepreneurship courses and
programmes are also present in most north European countries: Sweden, Finland, the
Netherlands, Ireland, etc. Some universities in these countries host internationally
recognized entrepreneurship research centres and also PhD programmes in
entrepreneurship.
Interest in entrepreneurship education has also increased considerably among the
transitional economies of east European (Mitra and Matlay, 2004) and Asian countries
(Dana, 2001).
A study on Polish students found that they had limited prior entrepreneurial
experience and expectations and welcomed the opportunity to undertake enterprise
education. The findings suggested that an equal proportion of male and female
students aged 18-24 favoured a future entrepreneurial career ( Jones et al., 2008).
Moreover, a quarter of all respondents welcomed an immediate entrepreneurial career
after graduation and found value in the development of a business proposal. The
findings suggested that entrepreneurial education informs entrepreneurial intent and
career aspirations.
Concerning Asian countries, in general the design of business school curricula in
these countries has followed the traditional model, based on functional expertise
(strategy, human resource management, marketing, finance, etc.). Nevertheless,
courses about entrepreneurship, new venture creation and business planning have
become more and more common in undergraduate and Masters curricula. China is a
particularly interesting case given the exceptional growth rate of its private sector
in the last decade. It was not until the mid-1990s that MBA courses were introduced in
Chinese universities. According to a survey conducted in 2002, there were 56 business
schools in China that ran accredited MBA programmes (Li et al., 2003). Like MBA
programmes in other countries, also in China courses tend to focus on functional skills.
Nevertheless, a survey conducted on top 26 business schools found that six of them
offered business venturing programmes and five of them focused on entrepreneurship
modules (Li et al., 2003). Recent literature shows that entrepreneurship education in
China is not widespread and that there is a need to improve entrepreneurship curricula,
entrepreneurship competition and entrepreneurship research. However, the situation is
rapidly improving (Mason, 2011).
Studies on entrepreneurship education in Malaysia (Ismail et al., 2010; Cheng et al.,
2009) conclude that the current practice is ineffective in matching students skill
expectations with their skill acquisition and that a new approach is needed.
In a comparative study on entrepreneurship education in Europe, USA, Asia and
Latin America, Mason (2011) shows that socio-economic factors (such as culture,
policy, economic development, history) have an influence on entrepreneurship
education. In advanced countries, it is viewed as a well-established instrument to foster
entrepreneurship, while in other regions entrepreneurship education is a young
discipline, and there is a need to set up an effective model.
Walter and Dohse (2009) show how the effect of entrepreneurship education on
students entrepreneurial intentions is influenced by the mode of education. It also
depends on role models or work experience of individuals and is contingent on the
regional context. This is confirmed by a study by Corduras Martinez et al. (2010):
entrepreneurship training is effective when there is a receptive and fertile socio-economic
context with adequate infrastructure, economic stability and technological progress. The
authors also analyse several aspects of entrepreneurship education and training in
38 countries that they divide, according to GEM classification, in factor-driven, efficiencydriven and innovation-driven countries. They show that in general entrepreneurship
education and training improve the awareness of entrepreneurship, increase self-efficacy
and intentions and have a positive influence on opportunity identification and reduce fear
of failure. However, in developed economies entrepreneurship education and training
increase entrepreneurial activity, while in factor- and efficiency-driven economies,
investment in education and training does not have the same effect.
Not only must the economic and social context be considered when developing
entrepreneurship education and training policy, but according to the endogenous theory
of growth, economic development is linked with knowledge spill-overs that are
localized (Ellison and Glaeser, 1999). Regions differ in their knowledge stocks and R&D
investment that generate knowledge spill-overs. Given that knowledge spill-overs
generate entrepreneurial opportunities, some regions offer more opportunities than
others (Reynolds, 1994; Audretsch and Fritsch, 2003), and this influences the impact of
entrepreneurship education. For this reason there is a need to contextualize the analysis
of the characteristics and impact of entrepreneurship education. Compared with other
industrialized countries there is a lack of knowledge about the Italian situation. This
paper has the following aims: provide a first assessment of the entrepreneurship courses
and curricula in Italian universities and their recent evolution; discuss the problems and
future opportunities of entrepreneurship education in Italian universities.
3. Data and methodology
The definition and content of entrepreneurship education remain controversial. It is
still a debated question whether entrepreneurship can be considered a science or an
art and to what extent entrepreneurship can be taught or not.
Italian
universities
677
ET
54,8/9
678
Economics
Economics
Economics
Economics
Economics
Engineering Start-up laba
Economics
Economics
Economics
Economics
Economics
Economics
Engineering Management of innovation
University of Bologna
University of Bologna
University of Bologna
University of Bologna
University of Urbino
University of Naples
PG in management
PG in Firms governance
PG in management and consulting
PG in management
Curriculum
Optional
Optional
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Optional
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Optional
Optional
Access
Professor
External
contract
External
contract
External
contract
Professor
External
contract
Professor
Professor
Professor
na
External
contract
External
contract
Professor
10
5
6
5
na
4
6
4
Professor
Professor
6
5
Credits Tenure
Notes: FD, first degree (three-year first degree or Laurea); PG, postgraduate degree (two-year postgraduate degree course or Laurea magistrale). aThis is
not a real course but a laboratory activity to assist students in developing a business plan
Entrepreneurship
Entrepreneurial start-up
Start-up and development of
firms
Analysis of business start-up
Entrepreneurship and small
firms
Business start-up
Business planning
Entrepreneurship development
Economics
Economics
Bocconi University
LIUC Castellanza Free
University
Polytechnic University of
the Marche
University of Bologna
Course title
Faculty
University
Italian
universities
679
Table I.
Italian universities
offering entrepreneurship
courses (2003-2004)
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54,8/9
680
number of courses, no statistical analyses have been carried out, but only a qualitative
analysis of their content and their position within the curriculum was made.
Concerning the first academic year analysed (2003-2004), only a few universities in
Italy offered entrepreneurship courses, when there were researchers interested in the
field. Most of them (Bologna, Ancona, Urbino, Modena and Reggio Emilia) are located
in the so called third Italy, i.e. that part of Italy dominated by small firms. The
only university located in the southern part of the country offering a course on
the management of innovation is the University of Naples. Only the Universities of
Bologna and Urbino offered more than one course in entrepreneurship. These
universities had curricula specifically dedicated to entrepreneurship or innovation.
University
Table II.
Universities offering
a curriculum in
entrepreneurship
(2003-2004)
Faculty
Curriculum title
Polytechnic
Economics
University of the
Marche
University of
Economics
Naples II
Level
Students
Starting
year
15 (degree in
management and
engineering)
4
2003
2002
Schools
2003-2004
2009-2010
Business
Business
and
and
economics Engineering Other Total economics Engineering Other Total
Table III.
Entrepreneurship
education in Italian
universities
Courses
Courses in
entrepreneurship
Courses in
management of
innovation
Courses in business
planning
Total
Curricula
Entrepreneurship and
market
Entrepreneurship and
innovation
Total
Master and PhD
Master in
entrepreneurship
Master in innovation
PhD in
entrepreneurship
Total
28
32
13
4
15
1
2
5
17
8
68
15
1
1
2
1
1
2
31
45
1
2
9
85
2
3
2
3
4
5
4
7
11
(2)
(3)
their main aim was to transfer knowledge and competences to the development
of the business plan.
Italian
universities
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682
this period. In academic year 2003-2004, 13 courses were offered by eight schools of
economics v. two courses offered by two schools of engineering. In academic year 20092010, 68 courses were offered by 42 schools of economics v. 15 courses offered by nine
schools of engineering.
Concerning the Master programmes, Table III shows that there was a significant
increase in the supply of curricula during the observed period. However, these Masters
are proposed mainly by schools of economics, and most of them refer to the
management of innovation. Only the University of Bologna and the University of
Bolzano propose a Master in Innovation within engineering faculties.
5. Discussion
The limited presence of entrepreneurship courses and curricula in Italian universities
does not mean that the issue of entrepreneurship is completely neglected in their
activities. Recognizing the importance of favouring entrepreneurship, several Italian
universities have started a number of extra-curricular initiatives dedicated to stimulating
the start-up of new firms, especially among students and researchers. The most
widespread activity in this area is the organization of business plan competitions. Within
these competitions courses on business planning are normally offered. In all cases these
initiatives and courses continue to be outside the official university curricula[4].
The reasons for the scanty presence of entrepreneurship courses and curricula in
Italian universities and their slow growth after the university reform that started in
2001 can be analysed by referring to the two sides of the market: demand and supply.
We think that in the Italian situation the latter factor is definitely more important than
the former. Moreover, we also believe that the actual supply of courses and curricula
does not always respond to the demand for entrepreneurial competences not only in
quantitative but also in qualitative terms. The slow pace with which Italian
universities are following the global trend in the development of entrepreneurship
courses and curricula depends on two main factors related to the supply side: the
presence of a cultural tradition that does not favour entrepreneurship education, and
the rigidity of the Italian university system when changing courses and curricula.
As regards the cultural traditions prevailing in the Italian university system, the one
that has the greatest impact is the separation between theoretical and practical
knowledge, the former being considered superior to the latter. Universities are the places
where theoretical knowledge is developed and transmitted, with less attention paid to its
practical use. This is reflected not only in the content of courses but also in the teaching
methodology which is almost exclusively based on lectures (ex cathedra) with little
consideration for the active role of students. This situation is somewhat different in
engineering faculties, given their technical orientation. In Italy, the distinction between
theoretical and practical knowledge regards not only each discipline but is also
associated with the difference between the humanities and technical and scientific
subjects, as the former is considered superior because of the more practical orientation of
the latter[5]. The pre-eminence given to theoretical rather than practical knowledge and
the association of the former with the humanities is responsible for the diffidence
towards new fields of knowledge, especially when they have a practical orientation and
are not easily reconciled with the codified branches of knowledge.
Besides these general reasons, another important factor is the rigidity of the Italian
academic system, resulting from its strict definition of the content of scientific fields
and the codification of scientific sectors within which courses and curricula are
designed. This classification of scientific domains is officially defined and each
researcher and course must necessarily refer to one of them[6]. The contents of these
subfields are established at national level by a ministerial decree and have not been
changed since 1999. Remaining within the boundary of a chosen subfield is very
important for young researchers as the recruitment and career system is based on
these disciplinary fields. Interdisciplinary work receives no incentives, especially in the
case of young researchers who still have to go through various stages of their career
that, with rare exceptions, will be carried out within the same disciplinary field. None
of the disciplinary definitions within economics and business mention the subject of
entrepreneurship. This does not exclude the possibility for academics belonging to
these fields to study entrepreneurship but it exposes young researchers to the risk
of investing in a non-recognized field.
Until the application of the new curricular system in 2001, not only disciplinary
fields but also the names of courses and curricula were defined at national level. This
excluded any possibility of introducing entrepreneurship courses that were included as
possible subjects. This situation changed with the application of the reform. Since
2001, universities have been free to choose the names of curricula and courses.
However, for the latter, the disciplinary field it belongs to must be indicated as this is
important to identify the academics who can run them.
Since entrepreneurship is an interdisciplinary field, it does not come as a surprise
that the courses on this subject offered in Italian universities belong to different
disciplinary subfields of management and economics. Some of them also belong to the
field of managerial engineering. As long as the system retains this rigid definition of,
and separation between, disciplinary fields it will be difficult for entrepreneurship to
became a recognized field for research and teaching.
One of the factors explaining the scanty presence of entrepreneurship courses in
engineering and science curricula is that schools do not have a tradition of co-operation
in organizing university curricula. As a result, schools lacking competences in this
field (as is the case of engineering and other scientific schools) are reluctant to acquire
them from other schools.
To summarize, on the supply side, the main obstacles to increase courses in
entrepreneurship offered by Italian universities are: (a) centralization and
organizational inertia of the higher education system; (b) diffidence about practical
knowledge in higher education; c) only few academics are committed to the subject; (d)
lack of co-operation between schools[7].
On the demand side, a factor that determines the low presence of entrepreneurship
courses could be the result of a cultural bias of Italian university students:
most graduate students get degrees in humanities and attend university with the aim
of starting a career in the public sector or as a professional. According to the latest
data provided by the Italian Statistics Agency (ISTAT), in the academic year
2009-2010, 44.3 per cent of the students got their first degree in humanities, compared
with 41.1 per cent in scientific fields and 14.6 in economics and statistics. Moreover,
within the scientific fields about half of the graduates belong to the sectors of medicine,
pharmacy and architecture that are traditionally oriented towards professional careers.
As far as the aims and contents of entrepreneurship courses are concerned, the
recent trend and present situation in Italian universities raise two main issues:
(1)
(2)
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With regard to point (a), the prevalence of courses on business planning seem too
short-term oriented, i.e. stimulating the start-up of firms, rather than addressing a
more long-term aim of raising the entrepreneurship awareness and capabilities of
individuals. For this reason some university courses overlap with the proliferating
initiatives of other private and publics institutions (such as chambers of commerce,
local authorities and business associations) dedicated to entrepreneurship training,
that typically focus on business planning skills.
Together with developing specific skills for business start-up, entrepreneurship
education in universities, especially those at first degree level, should pursue the
following objectives:
(1)
(2)
(3)
Evidence from entrepreneurship courses reveals that they fail to address these
problems. They pay little attention to developing transversal competences (like
relational competences) while focusing on technical skills. One of the transversal
competences which should be largely developed to solve the problem of the
dimensional trap of small Italian firms is the psychological attitude towards risk.
The entrepreneurship courses in Italian universities seem more oriented towards
stimulating student self-employment rather than proposing new social and economic
roles for the entrepreneur. A modification in the latter direction would be helpful in two
ways: first, it would contribute to the long-term change in the cultural attitude of
entrepreneurs; second, it could develop a pro-active attitude of managers and
employees within existing firms.
A further reason for the scarce presence of entrepreneurship courses in Italian
universities and for their orientation towards self-employment could be related to the
widespread belief that entrepreneurship is not a set of learnable skills but rather a
personality trait, and therefore impossible to transfer by teaching. Empirical research
shows that entrepreneurial competences (not associated with functional skills) are
acquired through experience, where informal mechanisms, long-term relationships and
firm-specific competences prevail. However, entrepreneurship education could play a
role in promoting these competences by focusing on psychological, behavioural and
relational competences[8].
Besides the content of entrepreneurship courses, entrepreneurship education should
be aware of, and address, the present needs of the Italian economic system. The Italian
entrepreneurial system is characterized by the following weaknesses (Minniti, 1999):
(1)
Italy has one of the lowest entrepreneurial rates among innovation oriented
countries, and declining during the last decade (Kelley et al., 2011);
(2)
after start-up, firms tend to remain small, rather than pursuing rapid grow;
(3)
the latter feature is also the result of the pervasive family ownership and
control in small firms; and
(4)
new businesses are concentrated in traditional sectors while there are too few
start-ups in high-tech sectors.
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closely connected with the motivation of the promoters (Iacobucci et al., 2011).
Entrepreneurship education could play a decisive role in fostering the number of
spin-offs and their growth.
6. Conclusions
The economic slowdown experienced by many industrialized countries has
re-evaluated the role of entrepreneurship in promoting economic growth. As a
result there has been an increase in research on entrepreneurship and the development
of a wide array of policies and measures to promote and support entrepreneurship.
Among these measures there is the diffusion of entrepreneurship education and
training.
The aim of this paper was to analyse the recent trend and present situation of
entrepreneurship education in Italian universities. We conducted our study starting
with the premise that entrepreneurship is something that can be stimulated and
learned. Moreover, literature provides evidence of the positive relationship between
entrepreneurship education and the number of venture start-ups.
The empirical analysis highlights several weaknesses in the present situation of
entrepreneurship education in Italy:
.
The role of universities in this context is to develop new knowledge and methodologies
for teaching and carrying out research on entrepreneurship rather than simply starting
a course. One possible solution could be to establish entrepreneurship centres that can
be hubs within the universities for research and teaching in the entrepreneurship field.
Indeed, we think that entrepreneurship courses are more effective when they are
included in a set of actions and measures (like the creation of industrial liaison offices,
incubators, etc.) developed inside and outside the university to promote entrepreneurial
culture and foster start-ups by former students.
Up to a few years ago, the entrepreneurial courses offered in Italian universities
were more a result of the individual initiative of researchers and professors rather than
a deliberate strategy of their member institutions. This is a problem because one of the
conditions to foster the entrepreneurial spirit through entrepreneurship education is
that this has to be the result of a strategy and a collective effort not only by university
institutions but which also involves other neighbouring institutions.
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Italian
universities
689
Business and
economics
Business and
economics
Business and
economics
Business and
economic science
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Luiss University
Luic-Castellanza Free
University
Luic-Castellanza Free
University
Luic-Castellanza Free
University
Cattolica University
University of Bolzano
University of Bolzano
University of Bolzano
University of Bolzano
Luiss University
Bocconi University
Entrepreneurial strategy
Entrepreneurship and management of
SMEs and no profit companies
Introduction to entrepreneurship
(continued)
Education to entrepreneurship
PG in business administration
Education to entrepreneurship
Social entrepreneurship
Entrepreneurship B
Course title
PG in business economics
PG in management
Curriculum
690
University of Florence
Faculty
Table AI.
Italian universities
offering courses in
entrepreneurship and
related fields, 2009-2010
University
ET
54,8/9
Appendix 1
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
University of Bologna
University of Urbino
University of Valle
Daosta
University of Urbino
University of Salerno
University of Catania
University of Cassino
University of Bologna
University of Bologna
University of Bologna
University of Molise
University of Florence
University of Florence
Faculty
University
(continued)
Economics of innovation,
entrepreneurship and SMEs
Social entrepreneurship
FD in economics
PG in management
PG in management
Entrepreneurial management
PG in business administration
PG in management
Course title
Curriculum
Italian
universities
691
Table AI.
Business and
Economic Science
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
University of Padova
University of Bergamo
University of Insubria
University of Cagliari
Bocconi University
University of Florence
University of Bolzano
Luiss University
Luiss University
Luiss University
Luiss University
PG in management
PG in management
(continued)
Laboratory innovation
PG in business economics
FD in business economics, curriculum marketing
Course title
Curriculum
692
Luiss University
Faculty
Table AI.
University
ET
54,8/9
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
University of Pavia
University of Trieste
University of Macerata
University of Verona
University of Torino
University of Salerno
La Sapienza University
La Sapienza University
University of Perugia
University of Perugia
University of Perugia
University of Perugia
University of Perugia
University of Perugia
Faculty
University
PG in management
PG in management
PG in economics
PG in economics
(continued)
Management of innovation
Management of innovation
PG in management
FD in financial economics
Management of innovation
Course title
Curriculum
Italian
universities
693
Table AI.
PG in engineering management
PG in engineering management
PG in engineering management
Engineering
Engineering
Engineering
Engineering
Engineering
University of Sannio
Polytechnic University
of Marche
University of Bologna
University of Padova
University of Palermo
University of Perugia
University of Perugia
FD in engineering management
FD in engineering management
(continued)
Business planning
Business planning
Business planning
Business planning
PG in international management
FD in business economics
Business planning
PG in management
University of Chieti
University of Trieste
University of Trieste
University of Venezia
University of Modena
and Reggio Emilia
University of Modena
and Reggio Emilia
Tor Vergata University
Management of innovation
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Management
Science
Engineering
Engineering
University of Trieste
Course title
694
Curriculum
Faculty
Table AI.
University
ET
54,8/9
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Engineering
Sport and exercise
science
Political science
University of Perugia
in engineering management
in engineering management
in engineering
in ICT engineering
in engineering management
in automation engineering
in engineering management
in motor Science
PG
PG
PG
PG
PG
PG
PG
FD
PG in engineering of materials
Curriculum
Business planning
Course title
Notes: FD, first degree (three-year first degree or Laurea); PG, post-graduate degree (two-year postgraduate degree course or Laurea magistrale)
University of Milan
Faculty
University
Italian
universities
695
Table AI.
ET
54,8/9
696
Appendix 2
University
Schools
Title
University of Bolzano
Business and
economics
Engineering
Business and
economics
Engineering
Business school
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
Business and
economics
University of Bolzano
University of Bologna, Ferrara,
Modena-Reggio Emilia, Parma
University of Bologna
Sda Bocconi
Bocconi University
University of Palermo
University of Pavia
Table AII.
Italian universities
offering a master in
entrepreneurship and
related fields (2009-2010)
Innovation engineering
Culture of innovation, market, start-up
Innovation engineering
Entrepreneurship and strategies
Economics and management of
Innovation and technology
Management of innovation in SMEs
Social entrepreneurship and territorial
governance
Innovation management
Management of innovation
Management of innovation and change
management