Special Issue of Technological Forecasting and Social Change

Educating Scientist and Engineers for Technology Entrepreneurship in Our Knowledge Based Economies

Guest Editors: Wadid Lamine, Sarfraz Mian, Alain Fayolle, Jonathan Linton

Educators are increasingly being called upon to adapt education systems to prepare young scientist and engineers for the broader participation in the global knowledge economy. Entrepreneurship Education needs to meet the challenge of preparing people from non-social science backgrounds to contribute more directly to the social and technological transformations and the associated challenges and opportunities that our economies are faced with as a consequence. There is a need to offer/develop tools, knowledge, skills, and competences to students in order to meet the evolution of the economy and social structures as they change to better align with the reality of a global knowledge society. Developing “entrepreneurial skills” in primary, secondary, post-secondary and continuing education is important not only for future managers of new ventures, but for established enterprises as students need flexibility in both knowledge, social skills and adaptability to become more effective team members and managers to better support and develop innovation in organizations and society.

Increasing discussion and funding of translational science, indicate the ongoing opportunities and pressures to provide science and engineering students with a commercialization skill set more specifically and entrepreneurship and social science skill sets more generally. Information Communication Technologies (ICT) have simultaneously created opportunities for innovation in development and delivery of skills. ICT provides a unique opportunity to enhance and reinvent Science and Technology Entrepreneurship Education (STEE). It democratizes access to high-quality learning experiences and provides a large and widespread potential audience for entrepreneurship educators. The emergence of free online learning resources, such as Massive Open Online Courses (MOOCs), text, audio, interactive simulations, and games has been particularly useful for delivering digital content both in and out of the classroom. Free online courses on entrepreneurship also allow faculty and students far removed from vibrant entrepreneurial ecosystems to access a wide range of supports, enablers and content.

This special issue aims to shed light on how universities and other organizations can adapt to the new social and technological challenges in curriculum and instruction, thereby, seizing upon entrepreneurial opportunities in the emerging knowledge society. This special issue explores the impact of the digital transformations and social evolution on approaching science and engineering embedded entrepreneurship education at the institutional and individual level. The issue aims to add to the body of knowledge in entrepreneurship education by important topics, including:

– How digitalization impacts STEE education?

– What are the major challenges facing entrepreneurial university, educators and students due to digital disruption?

– STEE for globally dispersed students in virtual teams to address societal challenges

– Online learning resources: balance between in and out classroom

– Online entrepreneurship courses assessment

– How the developments of online learning contents influence social relationships between professors, colleagues, students and hierarchy?

– How digitalization impacts entrepreneurial support mechanisms?

– Virtual vs. real student incubation space

– How digitalization impacts ecosystem for supporting student startups?

– How do technological changes impact the learning outcomes expected by established firms?

– How do technological changes impact the processes of entrepreneurial opportunity identification and exploitation?

– How do technological evolutions impact entrepreneurial social network: virtual vs. real network?

– Distance versus proximity – what works best when?

– How the needs of science and engineering students are different from management and social science students?

– Developing and understanding potential unanticipated consequences of science and technology and its impact on society

– What are the roles of non-management education (social sciences, arts and humanities) in high tech entrepreneurship

– How does a social (non-economic) entrepreneurship focus affect entrepreneurship education and when is this a good thing?

– Does stage of development, economic and political system impact what sort of education at the intersection of sciences and social sciences is most appropriate?

– How is the interplay between policy, regulation and emerging technologies best considered in an educational environment?

– How universities are coping with this rapid and global change in pedagogical approach and skills requirements?

All submissions will go through the journal’s standard peer-review process. For guidelines to prepare your manuscript and for manuscript submission, please visit https://www.elsevier.com/journals/technological-forecasting-and-social-change/0040-1625/guide-for-authors. When submitting your manuscript, please choose “SI: STEE and Technological changes” for “Article Type” to ensure that your submission will be considered for this special issue instead of being handled as a regular paper.

Important Dates

Deadline for submission of full papers: January 31th, 2018

Feedback from first-round reviews: April 1st, 2018

Deadline for re-submission of papers: June 30th, 2018

Feedback from second-round reviews (if required): September 30th, 2018

Final manuscripts due: November 30th, 2018


Potential authors are strongly encouraged to contact the Guest Editors for feedback and comments regarding possible topics of the research papers. Such inquiries should be forwarded to Wadid Lamine, Guest Editor at wmlamine