A transversal reconceptualization of entrepreneurship education: applying insights from the lean social launch framework to the entrepreneurial university

Entrepreneurship education has long been framed as a crucial component of the entrepreneurial university and its corresponding economic impact. The predominantly commercial focus of academic entrepreneurship, however, potentially limits theorizing about how academic units not otherwise involved in entrepreneurship contribute to the entrepreneurial university. Following recent calls for scholars to conceptualize transversal approaches to entrepreneurship education, this paper examines the design and delivery of lean social launch (LSL), a socially oriented derivative of the emerging lean launch method. We find that by broadening the context in which opportunities are identified and value is created, LSL attracts individuals who might not otherwise participate in entrepreneurial activities. Further, LSL provides participants with pathways to social and commercial value creation and serves as a venue for socially focused entrepreneurial identity play, an important antecedent to entrepreneurial behavior. Implications for the conceptualization of the entrepreneurial university and its policy and programmatic supports are explored. Socially oriented entrepreneurship education approach attracts diverse students and expands the impact of entrepreneurial universities. How might we expand the impact of entrepreneurial universities? In this paper, we present a case of using socially oriented entrepreneurship education, called the lean social launch (LSL), that bridges the teaching and impact missions of the universities. Our analysis shows that the method's focus on addressing social problems, emphasis on feasible solution development, and requirement for continual engagement with community partners attracts and empowers diverse student groups that might not otherwise participate in entrepreneurship education. Further, these courses help students develop an early-stage entrepreneurial identity and provide pathways to create real social impact in their communities. We also discuss several management and policy challenges associated with course delivery, the most surprising of which is the difficulty of working with other entrepreneurship support programs to support and scale student enterprises.