Metrics and indicators of entrepreneurship: initial overview

In turn, the stages of the logic model act as a framework whereby metrics and indica-tors can be defined to identify activity and progress within each stage of the logic model. Subsequently, each column provides example indicators which allow meas-urement of progress in empirical implementation of the logic model. The indicator examples given are drawn from international studies on entrepreneurship education and from different sources that more recently have tried to understand the soft side of innovation such as OECD 2012a, Toner 2011, Canadian Conference Board and NESTA (UK).

INPUT OPERATIONS OUTPUTS RESULTS INTERMEDIATE IMPACTS GLOBAL IMPACTS Common

under-standing by relevant stake-holders of defini-tions, objectives and targets of

‗entrepreneur-ship education‘

in the national context

% of education institu-tions with an explicit entrepreneurship/ inno-vation strategy in place (services and activities, partnerships, pro-grammes offered)

% of institutions that have explicit institutional outcome and perfor-mance targets regarding entrepreneurship/ inno-vation

% of programmes with innovation competences em-bedded in the learn-ing outcomes or

% of programmes with entrepreneur-ship competences embedded in learn-ing outcomes

% of Institutions/

programmes that have implemented summative/formative assessment forms with the aim of as-sessing competences conducive to entre-preneurship/ innova-tion

A shared understanding and frame-work for how the indicator system is to be used to encourage excellence and drive challenge based innovation in the Danish society

Annual survey of the HE system as accelerator and catalyst of innovation, see for example

http://www.conferenceboard.ca/e-library/abstract.aspx?DID=3853

CIS innovation scoreboard World Economic Forum Annual Competitiveness Analysis

OECD-

Entrepreneurship Education Strat-egy in place

% of education institu-tions/ departments offering entrepreneurship education

% of students gain-ing a qualification in entrepreneurship education

% of students with a module in entre-preneurship as part of qualification

% of students that plan to -or start own company after grad-uation

% of graduates that are social entrepre-neurs ( as volun-teers) as occupation

% of students that 3-5 years after graduation have started companies that have led to additional job creation

Institutional international benchmarking on entrepre-neurship education perfor-mance

International institutional collaboration on entrepre-neurship education

INPUT OPERATIONS OUTPUTS RESULTS INTERMEDIATE IMPACTS GLOBAL IMPACTS Entrepreneurial

innovation- con-ducive education action plan in place

% of institutional de-partments/programmes with entrepreneurship/

innovation being a fea-ture of the programme

% of institutional de-partments/ programmes with entrepreneurship/

innovation modules as electives or extracurricu-lar activities

% of students that during or by the end of education get opportunities to demonstrate that they have devel-oped knowledge/

skills and compe-tence conducive to innovation (final exams, particular modules or projects, a challenge based assignment during a period of practice

% of graduates that assess that they have obtained knowledge, skills and compe-tences conducive to innovation through their education AHELO- Generic skills - OECD

% of graduates that regularly under-take innovative work assignments on the job, that collaborate across teams, problem-solve….

% of students that have completed a programme with entrepreneurial com-ponents that are employed 3months after graduation- ( can be defined according to firm size)

(Canada self -assessment survey) http://www.conferenceboard.ca/topics /education/learning-tools/isp.aspx

Number of PhD/Industrial PhDs awarded in a topic related to innovation

Ranking of DK on Interna-tional Innovation score-boards (OECD, World Eco-nomic Forum, IMD)

Education moni-toring framework in place

% of institutions that explicitly monitor the teaching and learning environment in terms of teachers‘ and students‘

perceptions of the overall entrepreneurial and institutional innovation culture

% of students en-gaging in entrepre-neurial activity Survey methodology DG Enterprise 2008

Alumni survey one year after graduation (broad perception of entrepreneurial mindset and abilities as self employed or employed)

Survey perceptions of relevance and effect

Methodology DG Enterprise 2012

Employer panels

% of students that work or study abroad for a period with focus on inno-vation

Alumni liaisons to the HE institution on innovation topics

Developments in placement schemes- collaboration on innovation with student involvement

INPUT OPERATIONS OUTPUTS RESULTS INTERMEDIATE IMPACTS GLOBAL IMPACTS Transformation

of teaching and learning pro-cesses to ac-commodate for the development of entrepreneur-ial competences

% of education institu-tions/ departments that have adapted teaching and learning processes to support the develop-ment of entrepreneurial competences

% of students that have had opportuni-ties to work on challenge-based innovation during their study with an external partner

% of institutions that work with externals to further the innova-tion culture in teach-ing and learnteach-ing (external lectors and professors, external guidance on exams or on projects)

Procedures and methods in place to use collected data and input from em-ployer panels for ongoing quality im-provement

Number of international partner institutions collabo-rating on the promotion of innovation in teaching and learning processes Number of international companies collaborating on the promotion of innovation in teaching and learning processes

Private funding % of institutions that generate funding from programmes or courses on innovation targeting private and public enter-prises

% of institutions that have obtained external private funding to promote innovation coopera-tion

Diversification of funding sources Growth in Innovation activi-ties

Institutional

incentives % of institutions that annually have specific budgets for promoting an innovation culture in teaching and learning - grants, seminars, seed funds for interdisciplinary cooperation…….

Internally conducted research on didactical and pedagogical matters pertaining to innovation

% of institutions that have imple-mented particular facilities to further interdisciplinary innovation-intensive learning opportuni-ties

Support structures in place to encourage innovation culture in teaching and learning processes

Employee satisfaction. Perceived

rele-vance of programme Ability to attract students and staff with the desired profile.

Quality in external partner-ships