Boosting Entrepreneurship Culture
Through Education. The Case of the
Istanbul University
ASSOC. PROF. KIVANÇ ULUSOY
FACULTY OF POLITICAL SCIENCES,
THE ISTANBUL UNIVERSITY
Education and Entrepreneurship
 Integrating an entrepreneurial perspective in the
education system and teaching entrepreneurship
contributes to increase the number of entrepreneurs. The
education system helps to improve the skills of young
people for self-employment
 Developing skills such as creativity, responsibility, risktaking, problem-solving and team-working
 Developing business competencies on how to create and
run an enterprise.
 Contributing competitiveness and accelerating economic
growth through promoting the entrepreneurial mindset
in the next generation.
AER-YES Project
 The AER European Citizens' Forum aims to
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contribute member regions:
to discover how entrepreneurial perspective can be
integrated in the educational systems.
to absorb new knowledge and inspiration on youth
entrepreneurship strategies.
to review regional policies concerning youth
entrepreneurship and to spread lessons learned and good
practice.
To map prerequisites for promoting youth
entrepreneurship in regional development policies and in
education systems.
Turkish Political and Economic Context
 Political liberalization and the initiation to the
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multi-party regime since the 1950s
From Etatism to Mixed Economy 1930-1950.
ISI and Planned economy form the 1960-1980
Liberalization of Economy from the early 1980s
onwards
2001 Economic crisis and massive privatization
2002-2010 JDP Government in Power
Enterpreneurship Curricula at the Istanbul
University
 The Istanbul University at the core of economic changes in
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Turkey
Prioritizing the “Enterpreneuship” concept in the University
Curricula with the aim of developing entrepreneurship
culture among the students
The Institute of Bussiness Economy(1954)
The role of the Faculty of Management (1968)
The Departments of Management at the Faculty of
Economics (1936) and the Faculty of Political Sciences (1979)
Techno-Park. Integrating education and small-bussiness
activity
The Vocational Schools of the Istanbul University
 Florence Nightingale Nursing School
 School of Physical Therapy and Rehabilitation
 Vocational School of Social Sciences
 Vocational School of Technical Sciences
 Bakirkoy Health Vocational School
 School of Transportation and Logistics
 Istanbul University State Conservatory
 School of Physical Education and Sports
 Vocational School of Forestry
 Vocational School of Health Services
 Vocational School of Veterinary Medicine
 Sapanca Fisheries Vocational School
 School of Jurisprudence
Florence NtingalS
Meeting Sectoral Challenges: Creating an
Entrepreneurship Culture
 Career Festivals: leading firms of various sectors
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regularly invited to the faculties of the Istanbul
University
Annual Management Conferences at the various
faculties and the Management
Tech-Centre: Techno-Entrepreneurship
Seminars
Entrepreneurship prizes of the consultancy
firms such as “Ernst and Young”-, “Deloitte”,
“Bosch and Siemens”
Activities of the student clubs!
Supporting Local Business
 Small Business Act- aims to improve the overall
approach to entrepreneurship, to irreversibly anchor
the "Think Small first" principle in policy making
from regulation to public service, and to promote
SMEs' growth by helping them tackle the remaining
problems which hamper their development. The
Small Business Act for Europe applies to all
companies which are independent and have fewer
than 250 employees: 99% of all European
businesses.
Universities, Local Governments, Local
Development
 Centralized character of the Turkish state
 Planning from the centre
 EU decision at Helsinki Summit (1999) and the reform
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process-9 reform packages
Administrative reform (2004)
EU accession process- Negotiations started in 2005
The priority of local and regional development
Development agencies (2006); 26 Agencies established
Capacity development at the regional level: Universities
as major partners of project formulation and
implementation.
Development Agencies I
 26 Development Agencies established since 2006
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on the basis of Nuts2 category- Regions Level 2:
Effective regional planning and policy implementation
Ecouragement of local networks for development
purposes
Incorporation of civil society and economics actors for
regional cohesion.
The relations with the local universities
Project drafting and implementation- universities
collaborate with development agencies
Development Agencies II
TR10: İstanbul (Istanbul Development Agency)
TR21: Edirne, Kırklareli, Tekirdağ
TR22: Balıkesir, Çanakkale
TR31: İzmir (Izmir Development Agency)
TR32: Aydın, Denizli, Muğla
TR33: Afyon, Kütahya, Manisa, Uşak
TR41: Bilecik, Bursa, Eskişehir
TR42: Bolu, Düzce, Kocaeli, Sakarya, Yalova
TR51: Ankara
TR52: Karaman, Konya (Mevlana Development Agency)
TR61: Antalya, Burdur, Isparta
TR62: Adana, Mersin (Çukurova Development Agency)
TR63: Hatay, Kahramanmaraş, Osmaniye (Eastern Mediterranean
Development Agency)
 TR71: Aksaray, Kırıkkale, Kırşehir, Niğde, Nevşehir (Ahiler
Development Agency)
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Development Agencies III
 TR72: Kayseri, Sivas, Yozgat
 TR81: Bartın, Karabük, Zonguldak
 TR82: Çankırı, Kastamonu, Sinop (Northern Anatolia Development
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Agency)
TR83: Amasya, Çorum, Samsun, Tokat (Central Black Sea Development
Agency)
TR90: Artvin, Giresun, Gümüşhane, Ordu, Rize, Trabzon
TRA1: Bayburt, Erzincan, Erzurum
TRA2: Ağrı, Ardahan, Iğdır, Kars
TRB1: Bingöl, Elazığ, Malatya, Tunceli
TRB2: Bitlis, Hakkari, Muş, Van (Eastern Anatolia Development
Agency)
TRC1: Adıyaman, Gaziantep, Kilis (Ipekyolu Development Agency)
TRC2: Diyarbakır, Şanlıurfa (Diyarbakır Şanlıurfa Development
Agency)
TRC3: Batman, Mardin, Şırnak, Siirt (Dicle Development Agency)