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iNNoVaNDiS started in 2005 at the University of Deusto (Spain) as a program that aimed to train students to perform as entrepreneurs. The aim of the chapter is to share the story of this 10-year old experience.

The chapter follows a case study approach, describing in a narrative form the evolution had by the program, from the perspective of the people that have been involved in it. It draws on the analysis of the different stages the program has gone through, over these 10 years, until the current structure of the program has been defined. Primary data are used to explain this evolution.

The chapter illustrates how the approach followed in iNNoVaNDiS has always been action-oriented. The rationale is that being entrepreneurial and innovative is a way of thinking, a mindset, and a personal identity. To achieve this different contexts are built during various workshops, working with real challenges faced by local organizations.

The program is run by a team with very different profiles, including consultants, researchers, academics, coaches, artists, engineers, entrepreneurs, actors, etc. This diversity allows the program to be in constant renewal. The program demystifies prejudices about the entrepreneur, the business idea and failure.

The philosophy behind the program is that entrepreneurship and innovation are not goals or disciplines to learn, and their purposes go far beyond starting a business. The scope of the initiative has not been the development of a business but rather to foster ethical entrepreneurship and innovative behavior in everyday life.

We consider the relationship between external aid and development in Mozambique from 1980–2004, identifying the specific mechanisms through which aid has influenced the developmental trajectory of the country. We undertake both a growth accounting analysis and review the intended and unintended effects of aid at the micro-level. Sustained aid flows to Mozambique, in conflict and post-conflict periods, have made an unambiguous, positive contribution to rapid growth since 1992. However, proliferation of donors and aid-supported interventions has burdened local administration, indicating a need for deeper domestic government accountability. To sustain growth, Mozambique must maximize benefits from natural resources while promoting constructive international market integration.

The authors describe a hypothetical course that educators can use as a resource and model to (1) inform students about the transformations currently occurring as societies grounded in practices of the 20th century Industrial Age experiment with the emergent systems and structures of the 21st century Innovation Age, (2) identify experiential learning strategies that actively engage students in practicing the collaboration skills they will need to be successful, and (3) expose students to the field of positive psychology to understand their psychological strengths and to learn how to use them strategically to enjoy more success across multiple social networks. These multiple social networks present a complexity to learners that require students to develop a navigational compass. Psychological strengths refer to personality traits and competencies that enable people to do things well. In this three module course, students learn how moments of positive emotion can contribute to the high levels of engagement that occur when operating from strengths. Awareness and use of strengths energize the drive for achievement, sustain resilience, and improve performance. Students systematically identify their strengths and learn to spot strengths in others. In portfolios, they document engaged experiences to understand what truly energizes them and improves productivity. They reflect on how strengths and moments of positive emotion affect their self-esteem and self-efficacy. In class activities, students explore how to deploy strengths effectively in different settings. In the last module, they set goals and work with teams to discover why collaboration and communication are essential to maximizing the value of strengths-based learning in social networks.