“Bioneering” – teaching biotechnology entrepreneurship at the undergraduate level

Abstract

Purpose

The authors have developed an educational model that operates at the undergraduate level and aims to produce graduates who can comfortably operate in the gulf between the laboratory bench and the commercial marketplace. The purpose of the paper is to describe the course, approaches, activities and initial outcomes of the Bachelor of Biotechnology Innovation course at Queensland University of Technology.

Design/methodology/approach

Students undertake “hard science” subjects and business subjects on entrepreneurship, innovation and market development. Synthesis of these disparate disciplines is driven through formation of virtual companies that serve to contextualize subject content and provide start‐up company experience across the four‐year course. Student companies design biotechnology products and processes and can progress their product through initial research and development phases or undertake an industry‐based internship working as a team on initial concept projects. This focused, team‐based approach to learning is contrary to traditional science courses that focus on the individual.

Findings

Outcomes include graduates of high quality that have moved into positions associated with commercialization and technology transfer where previously a PhD and MBA were required qualifications. Other measures of course success include acceptance and promotion of the new course by business, academia and government.

Originality/value

Postgraduate courses provide the most common pathway for assisted self‐development of entrepreneurial skills in science and engineering graduates. In contrast, this model aims to train entrepreneurs in technological disciplines at an undergraduate level in a framework where innovation and enterprising behaviour are embedded in the fabric of the degree.

Citation

Collet, C. and Wyatt, D. (2005), "“Bioneering” – teaching biotechnology entrepreneurship at the undergraduate level", Education + Training, Vol. 47 No. 6, pp. 408-421. https://doi.org/10.1108/00400910510617033