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Figure 1. Innovation U: Conceptual Framework
organization can cover the exploitation of a col-
lective intellectual property portfolio or joint
projects for specific research areas.
Each activity presented in table 1 can be rel-
evant for the entrepreneurial education process
in universities but these activities have to be cor-
related with knowledge transfer intimate process
that is developed through the learning process
(Figure 3). Entrepreneurship education seeks to
provide students with the knowledge, skills and
motivation to encourage entrepreneurial success
in a variety of settings (Draghici, et. al., 2009).
The researches regarding the knowledge trans-
fer mechanism, together with the state-of-art study
of the specific methods and tools (developed under
the UNIKM project) have been the premise of the
CE@ANPART virtual center for entrepreneurship
development.
action-oriented teaching methods is crucial for
developing entrepreneurial competencies, but this
is labor intensive and costly, and requires specific
training. Funding can be obtained by applications
in national research projects because entrepreneur-
ship is a national priority, too.
Professors have to be trained for entrepreneur-
ship (inside/outside the university). Professors
should have a better understanding of entrepre-
neurship education, and of the range of aims, meth-
ods and contents. There is also, a need to graduate
enough PhD. students in entrepreneurship, to
build-up new and modern teaching resources.
After the market research, a few seminars
were organized in the university with training and
consulting experts and also, with some successful
entrepreneurs from the West part of Romania. The
aim of these meetings was to reform the license
studies and curricula in the university (in particular
at the Faculty of Management in Production and
Transportation), in accord with the market trends
and needs. Experts were, asked to identify factors
of success for integrating entrepreneurship into
higher education, for spreading it across the cur-
riculum of different fields of study (Izvercianu &
Draghici, 2008).
While public policies and the overall outside
environment can play an important role in ensuring
that the entrepreneurship teaching can be spread
entrepreneurial competencies
training: the case study
of “politehnica” university
of timisoara, romania
The preliminary researche studies have identified
a strong need for more entrepreneurship education
but it is not possible to meet this demand fully
with the current staff involved in entrepreneurship
studies or business studies, in general. The use of
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