be encouraged to look for collaboration with their academics. The experience of NIK-05 Ltd gives good grounds for optimism that such contacts are possible. C. How can a Master’s programme in Entrepreneurship and Innovation play a linking role between the academics and the students who aim to be starters? There are several possible dimensions to this question: -Students should become aware that if they participate in a Master’s programme in Entrepreneurship and Innovation they will be able to discuss their entrepreneurial intentions with their academics. Such a programme is useful for facilitating closer interaction between the academics (scientists with excellence in a specific field) and entrepreneurs (or would be entrepreneurs) and to help develop long term relationships between them. -The top management of a university and faculties become aware that such a Master’s programme could generate extra income for the academics. It could also facilitate better application of scientific achievements. Lecturers are able to develop business incubators in the class and to continue these business–university relations after the programme ends. All of this generates additional revenues for the institution and its academics. -The academics themselves are expected to teach interactively. Thus they become excellent consultants able to participate in or even initiate commercial projects between business and the university. D. Search for information related to other universities, which actively support their students in their entrepreneurial intentions. -Students see that Silicon Valley at Stanford University (among other examples) is a result of successful collaboration between students and academics. The development of the businesses described in this case is also related to collaboration with academics. -For the top university managers and the Deans this case is an opportunity to rediscover some good practice and to better forecast and plan the activities of the university or faculty they manage. 6. Assessment criteria: Students could be assessed by the following criteria: 20% - preparation for the course. The lecturer would ask the students questions A, B, C and D to assess how carefully students have read the case in advance. 40% - developing a written proposal (200 words maximum) from a starter for collaboration with Ruse University academics. The proposal is a kind of ‘road map’, which shows the small steps necessary in this collaboration. It comes as an answer to questions A, B and D. The written proposal would show the readiness of Ruse University to become a 3GU. 40% - a written answer to question C (200 words maximum). In fact the Master’s students pay to attend the programme and the academics are paid for their teaching. Everything they do together is directly related to entrepreneurship. How could this ‘partnership’ be useful for both sides – the students (clients) and the academics (producers of knowledge and skills)? Students’ written answersshould reveal their personal level of readiness to participate in such a partnership. 7. Additional readings and references if helpful Home page of Ruse University – www.uni-ruse.bg General information about the activities of Ruse University Entrepreneurship Centre. Available at http://nis.uni-ruse.bg/lab/view/cent_predpriemachestvo/ WISSEMA, J.G. (2008) Towards the Third Generation University. Edward Elgar Publishers, UK: 2008.
PAVLOV, D. (2009) Financial Limits to Small Starters in Pellet Production – the Case of NIK-05 Ltd // Web Journal in Entrepreneurship and Innovation, , № 1. http://fbm.uni-ruse.bg/jei/Issue-92009/16.pdf, ISSN 1314-0175, p.p.176-183. Page | 47