AN ENTREPRENEURSHIP ROADMAP FOR ENGINEERING

DEGREES
N. Errasti Lozares1, J.I. Igartua López1, L. Markuerkiaga Arritola1
1
Mondragon University (SPAIN)
nerrasti@mondragon.edu, jigartua@mondragon.edu, lmarkuerkiaga@mondragon.edu

Abstract
The demand for entrepreneurship programmes, courses and activities in higher education is
increasing globally (Volkmann, C., et al.,2009). Typically, skill-building courses in entrepreneurship
education entail creativity, new venture creation, business idea development and opportunity
recognition, as well as soft skills such as negotiation or presentation competences (Solomon, G.T., et
al., 2002). The Bologna process on the one hand, and the high level of interest in entrepreneurship by
students, faculties, university administrators and policy makers on the other, these together make it an
appropriate moment to handle this issue.
The engineering faculty of Mondragon University started working on entrepreneurship related issues
some years ago and has identified it as a strategic issue. Furthermore, the creation of TEKin team two
years ago, had the aim of formalizing the entrepreneurship processes and activities within the faculty.
TEKin works as a community of practice with regular events and online support for the sharing of
materials and experience. Materials developed or/and gathered are available to all Mondragon
Universities collective to download, adapt and use for educational or research purposes.
This paper seeks to show the approach pursued at Mondragon University's Engineering Faculty and
how entrepreneurship education is integrated into the curricula of engineering students.
Keywords: entrepreneurial education, roadmap, higher education students, self-employability

1 INTRODUCTION
Universities, policy makers and the business community need to work together to seize this
opportunity to fuel the engine of Europe’s future growth by preparing young people to compete in a
globally competitive and dynamic world. The moment is ripe for a significant evolution of
entrepreneurship education in Europe as a result of the Bologna process, and the high level of interest
in entrepreneurship by students, faculties, university administrators and policy makers. Europe’s
competitiveness, innovation and economic growth depend on being able to produce future leaders
with the skills and attitudes to be entrepreneurial in their professional lives, whether by creating their
own companies or by innovating in larger organisations. Entrepreneurship in higher education is one
of the first and arguably one of the most important steps for embedding an innovative culture in
Europe. Entrepreneurship and education are two such extraordinary opportunities that need to be
leveraged and interconnected if we are to develop the human capital required for building the societies
of the future.
To understand the ongoing discussion, it is important to set some theoretical concepts from the
beginning. With this in mind, the following sections have the aim of introducing entrepreneurship and
entrepreneur concepts, including detailed issues referring to both concepts. Subsequently, an
historical overview of entrepreneurship at the Polytechnic School of Mondragon University will be
carried out before finishing by integrating the defined entrepreneurship roadmap into the curricula of
engineering students.

2 ENTREPRENEURSHIP
There can be no doubt that, in its many forms and manifestations, entrepreneurship has had an
important role in the industrial revolution and the related socio-economic and political transformation of
nations (Matlay, 2005). Considering its importance, however, it is widely acknowledged that little is
known about the origins and definition of entrepreneurship. In order to clarify this concept, the present
section sheds some some light on this issue.
2.1 Evolution of the Entrepreneurship concept

The earliest historical references for entrepreneurship come from the field of economics and the
nature and sources of profit. There arose two opposing theoretical views regarding how entrepreneurs
achieved this residual profit [1, 2]: The risk theory of profit or Supply-side theories of entrepreneurship
and The dynamic theory of profit or Demand-side theories of entrepreneurship. The former
emphasizes the role of the entrepreneur in production and distribution of goods and services for which
there is an independently determined demand (Hébert and Link, 2006). The dynamic theory of profit,
in contrast, started with neoclassical economic theory which proposes that profits arise as a result of
dynamic change from the static equilibrium state of perfect competition ((Von Hayek, 1937) quoted in
(Gedeon, 2010) [3]) and emphasizes the role of the entrepreneur in changing the nature of demand for
existing goods and services by introducing new goods and services or new combinations of them.

2.2 The entrepreneur

There has been considerable attention given to the traits and characteristics that make a person act
entrepreneurially [4]. Previous studies have empirically identified which groups of society are more
likely to become entrepreneurs, and theoretically tried to explain why these groups are entering self-
employment [5].
There are three main elements that make a person act entrepreneurially: the personal characteristics,
the surrounding environment and the entrepreneurial process itself. Paying attention to the
entrepreneur, Table 1 shows an overview of the most popular entrepreneur person related
characteristics that have been identified through different research works.
Table 1 Most popular entrepreneur person related characteristics.
Studied factors Authors
Personal role models [5-7]
(Mark, Rachel et al. 2009; Hong and Olander 2010; Prodan
and Drnovsek 2010)

Gender [5, 7-10]

(Klofsten and Jones-Evans 2000; Hong and Olander 2010;
Prodan and Drnovsek 2010; Rossi 2010; Aldridge and
Audretsch 2011)
Age [8-11]
(Klofsten and Jones-Evans 2000; Hsu, Roberts et al. 2007;
Rossi 2010; Aldridge and Audretsch 2011)

Culture/Country [5, 6]
(Mark, Rachel et al. 2009; Hong and Olander 2010)
Education and work [5, 8, 12]
experience (Klofsten and Jones-Evans 2000; Landry, Amara et al. 2006;
Hong and Olander 2010)

Personal characteristics [5, 13-15]

(Carland, Hoy et al. 1984; Carton, Hofer et al. 1998; European
Commission 2008; Hong and Olander 2010)

These characteristics can be defined as follows:

• Personal role model. Previous research on entrepreneurship suggests that having a family
member or close relative who is or was an entrepreneur increases the likelihood of becoming
an entrepreneur because these individuals can serve as role models [6].
• Gender. Several studies suggest that entrepreneurship is a male dominated career choice [5],
because men tend to be more motivated by wealth creation, whereas women have family-
oriented motivation and desire the flexibility that entrepreneurship offers [16].
 • Age. A number of studies have suggested that the entrepreneur’s age may play a role in the
decision to start a new venture as well, affecting those in their upper 40s and later years if
they have not previously started up a company [17].
• Culture / Country. Cultural values and specific country characteristics are likely to determine
the degree to which a society considers entrepreneurial behaviours, such as risk taking and
independent thinking, to be desirable [18].
• Education and work experience. Various researchers have demonstrated that previous
industrial experience can be an important factor in influencing entrepreneurial activities [19,
20]. Moreover, most studies indicate that education has a positive effect on self-employment,
at least for low versus intermediate levels of education [21].
• Personality Characteristics. Studies on the emergence of entrepreneurship often reveal
differences in personality characteristics between entrepreneurs and other populations [15,
22]. The most distinctive characteristics studied are the following:
• Need for achievement: most entrepreneurs have a high need for achievement, which leads to
a preference for challenging tasks of moderate difficulty rather than routine [15].
• Locus of control: An internal locus of control has been one of the psychological characteristics
most often used as predictive of entrepreneurship [23, 24]. The concept of locus of control
refers to a generalized belief that a person can or cannot control his or her own destiny ([25]
quoted in [23]).
• Risk taking propensity: Risk-taking propensity is another motivation of interest, which emerged
from [26] quoted in [27]’s original research on entrepreneurs. [26] claimed that individuals with
high achievement needs would have moderate propensities to take risk.

The following TimeLine (¡Error! No se encuentra el origen de la referencia.) shows

chronologically a series of different definitions of entrepreneurship and the entrepreneur grouped
into the risk theory of profit and the dynamic theory of profit views.

Figure 1 Chronological evolution of the entrepreneur and entrepreneurship concepts adapted from
Gedeon 2010 & Hébert and Link 2006.
2.3 Entrepreneurial skills
What are regarded as entrepreneurial skills? A wide range of competences and values are seen as
entrepreneurial and useful to entrepreneurs, as they are related to entrepreneurial behavior.
Values are desirable goals that drive people’s life [28]. Moreover, when referring to entrepreneurship,
those values can affect the decision to start a new venture and can play a role model in the
entrepreneurial behavior [29].
The Employment and Training Administration (ETA) of the State of Minnesota in collaboration with the
Consortium for Entrepreneurship Education (CEE), has worked with education, business, and industry
leaders to develop a comprehensive competency model for entrepreneurship.

Figure 2 Entrepreneurship Competency Model [30]

As is shown in Fig.2, the basis is at the bottom of the pyramid, where the competences related to
personal effectiveness arise, that is to say interpersonal skills, initiative, ambition, adaptability &
flexibility, willingness to take risks and willingness to learn.
Other researchers make reference to entrepreneurs’ characteristics such as high achievement
motivation, driving them to improve, meet challenging goals and take calculated risks. In addition, they
also argue that entrepreneurs have a high need for achievement (achieve goals and more satisfactory
results every time, constantly improving them) and low need for power (to influence others and the
ability to exercise control over) [31-33].
According to these authors, entrepreneurs are different because of their personal initiative. This can
be understood as: being aware of the organization’s mission, having a long term focus, being objective
and action oriented, being persistent in addressing barriers and setbacks and having self-motivation
and proactivity.
Kecharananta and George Baker [34] found that entrepreneurs have higher results when referring to
individualism, independence and resistance to authority, and Hornaday [35] listed a total amount of 42
characteristics for the entrepreneur.
Furthermore, Schwartz [36, 37] in his two research works, suggested a value structure composed of
ten values (Table 2).
Table 2 The entrepreneur’s values according to Schwartz, 1990 and 2005

Power Social position and prestige, control or dominance over people and
resources.
Achievement Get personal success as a result of demonstrating competence
according to social standards.
Hedonism Get playful pleasure and gratification
Stimulation Having novelty and change in life.
Self-direction Independence in action and thought.
Benevolence Safeguard the welfare of in-group members.
Tradition Engage with the ideas of traditional culture
Accordance Act according to social norms and expectations
Safety Get security in society, in relationships and in person
Universalism Understand, appreciate, tolerate and protect the welfare of all people
and nature.

Moreover, Moriano et al. [33], based on a qualitative research methodology using an in-depth
questionnaire to 50 experts, identified the personal competences applicable to entrepreneurs that are
shown in Table 3.
Table 3 The entrepreneur’s values according to Moriano et al. (2001)

Adaptability Flexibility to adopt changes.

Autonomy
Ability to take risks
Self-confidence
Continuous goal setting
Innovation
Internal locus of control
perseverance
Power of persuasion
Proactivity
Tolerance for uncertainty
Search for independence and freedom of action.
Willingness to accept risks and assume the responsibilities that this entails
Safety assessment of ourselves and our abilities.
Ability to set clear goals that are challenging but achievable.
Feeling comfortable and open to new ideas, approaches and information.
Perception that success comes from within, rather than external circumstances.
Self-sacrifice, commitment and determination.
Ability to influence others for one's own interests.
Act in anticipation of future problems, needs or changes.
Withstand stresses and live with some uncertainty.

Taking into account the studies by Covin, J.G.&Slevin, D.P., Filion and Cromie [38-40], Sánchez
García [41] defined that the skills characterizing an entrepreneur person are locus of control, risk and
proactivity.
Additionally, the research conducted by Mondragon University during the period 2010-2012, identified
the specific technique and general competences that the precursors of today's society and the
pioneers in this area in 20 years should develop [42]. The results achieved supported previous
studies.
As a conclusion, based on previous research, the skills considered as the proper ones to be achieved
by entrepreneurs are six, namely; (i) Responsibility, (ii) Innovation, (iii) Solidarity, (iv) Risk assumption,
(v) Group Cooperation and (iv) Resilience.

3 THE ENTREPRENEURSHIP ROADMAP

The clear priority of entrepreneurship education is to focus on developing entrepreneurial attitudes,
skills and behaviors. It is about developing the leaders for the society of the future and providing them
with the life skills necessary for navigating in a rapidly changing world. Effective entrepreneurship
education programs focus on building the self-confidence and self-efficacy as well as developing the
practical skills necessary for students to initiate and pursue ideas, and provide them with experience in
building the necessary teams around them to implement projects [43].
Nevertheless, entrepreneurship in higher education requires an adequate and cohesive framework
that encompasses the various dimensions of entrepreneurship education. Given the right framework
conditions, entrepreneurial initiatives can be highly desirable for an institution and they can also help
bridge and nurture the industry-university relationship that most HEIs are pursuing.
As is affirmed in the work of Edwards, M., L. M. Sanchez-Ruiz, et al. [44], traditionally
entrepreneurship has been considered to be a Business School topic and as such has been taught by
people with a predominantly business background more than an engineering one. As a result, it has
brought an emphasis on business skills over innovation and product development [44].

3.1 Entrepreneurship at the Polytechnic School of Mondragon University

Mondragon University, and specifically the Polytechnic School, identified entrepreneurship as a
strategic working line a few years ago, and this has been reinforced in the last strategic reflexion held
in 2012 for the period 2013-2016, by stating that its mission is to transform society through the training
of people, creating and transferring knowledge in the fields of science and technology.
Following this vein, different actions and projects have been launched, for instance, TEKin, a group of
people with the specific objective of encouraging, guiding and supporting the entire university’s
collective, willing to create and/or develop a technology-based idea with projection on the market.
Additionally, the university intranet provides detailed information, with concrete tools supporting the
entrepreneurship process’ steps. The University has its own New Business Ideas Competition as well.
This competition supports its strategy of promoting new business initiatives and promotion of
entrepreneurship among its students.

3.2 Entrepreneurship roadmap at the Polytechnic School

In the academic year 13-14, in line with the established work, and thanks to a grant by the Regional
Council of Gipuzkoa, the Polytechnic School is stepping forward. This time, the work has been
oriented towards the customization of the previously defined framework. The framework was
constituted by a set of activities as well as supportive tools that will benefit from operational
effectiveness, management excellence and mutual learning, as well as open sources of information,
together with examples of good practice within Europe.
To start the customization, a general plan was needed. This plan took into account the specific
technical requirements that engineering studies entailed and the activities that best suited these were
defined. As the Polytechnic School offers two different academic programs, engineering degrees and
engineering masters, the first task to be done was to specify the scope of each one in relation to the
entrepreneurial process. So, Fig. 3 shows the scope of each program. Engineering degrees are more
oriented to the promotion of the entrepreneurial culture and to creativity techniques, whereas
Engineering Masters focus on business opportunity development and start with the business plan
configuration.
Figure 3 Entrepreneurship plan
Once the scope was specified, the next step was to define the objective at each level. To this end, the
Polytechnic School was guided by TEKin, who proposed an objective for each program that was later
validated. Thus, the objectives were:
- Promote entrepreneurial spirit, generate and value ideas, show the path and agents that
compose the entrepreneurial ecosystem and show entrepreneurship as an alternative to paid
employment in the case of engineering degrees.
- Value the option of undertaking new venture creation as an alternative to paid employment as
well as showing the steps to be followed in such cases for engineering masters.
The achievement of the objective should be progressive, that is to say, each of the courses should
add new insights.

Figure 4 Progressive achievement of the goal for the engineering degree and master program
Once the objectives and the working methodology had been fixed, it was time to define the specific
pills or contents that were going to be developed within each academic course, or even term. TEKin
was in charge of proposing the roadmap, and the title coordinator was the person who validated that
proposal. The proposal included several contents to be worked on during each course, but the title
team had to define when the proper moment to work on these issues was.
Following the progressive inclusion of entrepreneurship related skills into academic programs, the
entrepreneurship roadmap was defined, first for engineering degrees, and afterwards for masters.
The roadmap defined was based on two creativity workshops, for the first two courses. The first one
was oriented to losing one’s inhibitions and feeling free to create at an individual level, while the
second one was oriented to self-generation and group generation of ideas, to building and evaluating
ideas. These workshops pursue more ambitious goals than merely becoming creative; they also
promote the entrepreneurial spirit working on entrepreneurship related skills, namely, Responsibility,
Innovation, Solidarity, Risk assumption, Group Cooperation and Resilience. This roadmap, up to the
second course, is the same for all the different engineering degrees, and it is only on the third course
when some differences arise. It is important to take into account that the proposed workshop or even
activities are always supported by the subjects that compose the academic curricula of each degree.
This means that the subjects in each term have to find a space where these activities fit. The large
common ground among different degrees enables the roadmap to be useful for every title.
Nonetheless, when students reach the third course, it is necessary to customize the roadmap.
With this in mind, Fig. 5 shows a sample of the roadmap proposed for one of the seven engineering
degrees taught at the Polytechnic School.

Course Activity Objective Participation

1 Creativity Workshop 1 To lose one’s inhibitions and feel free to Individual level
create

2 Creativity Workshop 2 Generation of ideas, to build and Individual and

evaluate ideas group level

3 Creativity Workshop 3 Generation of ideas oriented to fulfill a Group level

real societal or industrial need

New Business Ideas Encourage students to participate in the Individual and

Competition New Business Ideas Competition group level
Two Speeches or Listen to some real experiences related Individual level
Breakfasts with to entrepreneurship; people similar to
entrepreneurs them that have started a new venture
Be part of an Have the opportunity to live the Individual level
entrepreneurship entrepreneurship experience and gain
related event the spirit
Semester project Have the opportunity to live the Group level
entrepreneurship entrepreneurship experience and give an
oriented answer to a real market need

Figure 5 Entrepreneurship Roadmap sample for engineering degrees.

As can be seen, the most active course is the third, where customization becomes meaningful, and
where students are ready to work deeper and beyond the world of ideas.

XXXX

4 CONCLUSIONS
Even if the work developed to date is satisfactory, there still remains much to do, starting with the
refinement of the application method and its integration among the different engineering programs,
development of further contents, and spreading its use. Moreover, the master program’s roadmap has
to be defined.
It is rather premature to conclude that the proposed roadmap works. This said, the effort invested as
well as the implication of staff at all levels has been considerable, so good results are to be expected.
We are just starting to apply the proposed actions and taking the very first steps through the defined
roadmap, but as continuous improvement is one of our basic values, any unexpected issue will be
solved in the most efficient way possible.

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