The EICAA Pilot Round implementation within AMS

AMS is leading the work on the EICAA Competence Monitor. The main activities were: a. Establish a (self-)assessment rubric to determine entrepreneurship competence achievement of HEI students and employees or practicing entrepreneurs b. Design and prototype competence assessment instruments

The alignment of the survey with students’ coursework and consideration of timing constraints emerged as a pivotal aspect during the planning phase. Ensuring that the survey did not coincide with significant exams was of utmost importance. To address this, we strategically integrated our survey with the Global Leadership Skills (GLS) opening day of the Full Time Master’s program at AMS. The GLS initiative aims to cultivate leadership capabilities among students, fostering collaborative work and a steadfast commitment to a sustainable future. Given our objective to reach the entire cohort of the Full Time Master’s program, encompassing diverse fields of study such as Innovation and Entrepreneurship, Finance, and Human Resource Management, extensive coordination with professors and program managers was necessary to maximize survey participation.

In the pilot round involving employees, or “intrapreneurs” in AMS lingo, we endeavored to employ a similar approach by intertwining the pilot round with a Design Thinking Masterclass targeting professionals from various sectors across Belgium. Regrettably, due to timing constraints, this could not be pursued. As an alternative, we went ahead with the approach of getting AMS employees to fill the survey.

Approaching The Pilot Round

Students: Approximately 250 students from the esteemed Full Time Master’s program at AMS were engaged in our study, resulting in commendable 49 responses. As part of their Global Leadership Skills (GLS) opening day, Dr. Wouter Van Bockhaven, the lead of the work on the EICAA Competence Monitor, addressed all students, some in person and some online, and delivered an impactful presentation elucidating the significance of entrepreneurial competences and how our EICAA framework can facilitate their measurement and development. The students were then asked to fill in the survey while being with us in the meeting.

Given the objective to reach the entire cohort of the Full Time Master’s program, encompassing diverse fields of study. extensive coordination with professors and program managers was necessary to maximize survey participation.

Employees: For employees, we reached out to the entirety of AMS’s workforce, comprising over 100 dedicated professionals. Within 3 days, we received about 10 responses, giving us a 10% response rate already. The cohort of the target audience represented diverse spheres within the organization, encompassing teaching staff, administrative personnel, researchers, marketing professionals, and finance experts, among others.

Given the supportive relationship between students and their professors, the task of having students fill a survey becomes comparatively more feasible, accompanied by an increased likelihood of their cooperation, thereby augmenting the overall quality of survey responses. Moreover, students’ inherent commitment to ongoing learning and growth nurtures a receptive disposition, and hence a similar approach can be used to convince all of them. Capitalizing on this advantage, it is possible to administer the survey within a controlled classroom setting, fostering a conducive environment that heightens response rates.

Conversely, the diverse functions encompassed by employees within the organization necessitate tailored strategies for each group in order to highlight the correct value proposition. Furthermore, given the pressing demands of their daily work responsibilities, survey participation assumes a lower priority in the hierarchy of tasks for employees.

Outcomes Of The Pilot Round

Students: The outcomes derived from the pilot round provide valuable insights into quantifying the impact of a transversal programme like GLS, which traditionally poses challenges in terms of assessment. This empirical evidence enables us to delve into the intricacies of students’ competency gaps, thereby facilitating the design and implementation of targeted electives. By leveraging the diverse modules available on the platform, we can effectively address and bridge these identified gaps, fostering a more holistic educational experience.

Employees: In adherence to the regulatory framework mandating companies in Belgium with a workforce surpassing a specified threshold to submit an education plan for their employees, we align our approach with AMS’ foundational principles of entrepreneurship and innovation. Drawing upon the insights obtained from the pilot round, we attain a comprehensive assessment of the staff’s current proficiency level, establishing a baseline measurement. This invaluable data empowers us to discern the optimal learning and development trajectory for employees, facilitating a targeted approach to enhance their skill set and knowledge acquisition.

By leveraging the diverse modules available on the platform, the identified gaps can effectively be addressed, fostering a more holistic educational experience.