Professor Paul D. Hannon
Using HEInnovate is a great tool for taking stock of where an institution currently is on its journey to becoming more entrepreneurial. It challenges perceptions, initiates dialogue and encourages action.
I have facilitated group workshops across multiple institutions as well as focusing it onto just one HEI. In all cases it is remarkable how quickly the tool stimulates interaction even where all seven themes may not have relevance to all participants. The visual representation of the data makes it simple to see where key differences and similarities in perceptions exist and how diverse the views of individuals might be even from the same organisation.
Fostering an entrepreneurial spirit in a HEI presents a major challenge. It requires the ability to look at things from a new perspective while sharing and promoting a different way of thinking.
The HEInnovate workshop facilitator was very insightful and the examples and experiences she shared exemplified and supported HEInnovate principles.
Moreover, she skillfully engaged all participants, transforming a large audience into an interactive session, keeping the discussions lively, facilitating open and creative thinking. The discussions were varied, imaginative, engaging and easily transferable to our institutional and professional situation.
My role as director of the Copenhagen Innovation and Entrepreneurship Lab (CIEL) was to develop a number of entrepreneurial teaching, research and co-curricular programmes across the three major universities in Copenhagen: Copenhagen University, Technical University of Denmark and Copenhagen Business School.
I have used HEInnovate in a number of occasions to facilitate discussion among our stakeholders, such as the top-management group of rectors and vice-directors, staff and students.
I enjoy using HEInnovate because it takes a holistic approach to the development of the whole institutions and the surrounding entrepreneurial eco-system. It examines how to improve the role of all stakeholders.
The tool is very inclusive, and still it provides a framework for a structured process. The systemic approach is very important, as universities tend to divide into silos, where the different units are sub-optimising, rather than improving the overall performance.