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Seitdem in den 1990er Jahren eine neue Förderkultur für Unternehmensgründungen in Deutschland entstand legt auch die Wissenschaft einen Fokus auf die Ausbildung von Unter-nehmensgründern, also auf die Entrepreneurship Education. Diese umfasst alle didaktischen Anstrengungen, die jeweilige Zielgruppe für eine potenzielle selbstständige Tätigkeit zu sen-sibilisieren und zielt auf den Erwerb spezifischer Kenntnisse und Fähigkeiten, die in grün-dungsrelevanten Handlungs- und Entscheidungsfeldern ausgerichtet sind (Uebelacker 2005). Doch welche Methodiken eignen sich im Besonderen dazu, diese umfangreichen und kom-plexen Kenntnisse und Fähigkeiten zu vermitteln? Nach Meinung der Verfasser ist die Fall-studien-Methodik besonders dazu geeignet, diese schwierige Aufgabe zu bewerkstelligen. Die Bezeichnung als „besonders dazu geeignet“ impliziert dabei keinesfalls die Behauptung einer alleinigen oder ausschließlichen Eignung. Die Verfasser befürworten vielmehr einen Methodenpluralismus in der Lehre, fokussieren im vorliegenden Beitrag aber auf Fallstudien, da diese Methode in Deutschland eher unterbewertet wird.
In our first contribution to this volume we have lined out how academic entrepreneurship emerged. In this second article we would like to describe its further evolution. The development is structured by two main phases according to the impulses generated by EXIST II and EXIST III. In a conclusion we will provide a representative group of examples for start-ups that had been founded through all three stages of the EXIST program. Some thoughts on further development of academic entrepreneurship at Wuppertal University will end our journey through the development of Wuppertal’s EXIST initiative BIZEPS.
The University of Wuppertal is among the relatively small group of universities which were continuously supported by the EXIST program through all three stages of EXIST I, II, and III. In this article we want to outline the development of “BIZEPS” from 1999 to 2003/04. A subsequent article in this volume will reflect on the development from 2005 to 2011. The acronym BIZEPS has always remained part of the names of follow-up projects and sustainable structures which persisted after the end of government financing. At the end of February 2011, the latest EXIST-project in Wuppertal, BIZEPS gazelles, has been concluded formally; but then again it did not really come to an end, since its core functions can now be continued through internal funding. Sustainable structural changes have been established, and the lessons learned as well as the spirit of BIZEPS gazelles are still present. Now, in summer 2011, Wuppertal is preparing for its second application for EXIST IV. EXIST IV would be the concluding highlight to the university’s long-lasting commitment to entrepreneurship by crafting and – more important – incorporating an entrepreneurial strategy not only for parts of the university, but rather for its entire body. But how did Wuppertal University get to this point? In this article we would like to describe the history of entrepreneurship at the University of Wuppertal. This reflection in form of a case study might offer insights and lessons to be learned that are instructive to other universities which are about to start or to advance their entrepreneurial ecosystem (for a similar approach in describing the development of entrepreneurship within educational institutions see e.g. Cruikshank 2005; in addition see e.g. Wright et al. (ed.) (2007), Isenberg (2010), and Fetters (2010)).