Professor Christian Greiner received his master's degree and his PH.D. in mathematics from the University of Ulm, Germany with a focus on decision-making processes. He has more than ten years of experience as a professional manager and as consultant for knowledge and information management. Dr. Greiner has been Professor for information systems and management since joining Munich University of Applied Sciences in 2003. At the moment, he serves in his faculty as the associate dean for applied research and he is the program director for the bachelor and master's degree program Information Systems & Management. Dr Greiner's research interest include intelligent information systems in business applications and entrepreneurship education. He has published related to his field.

Various scholars contributed extensively to the area of entrepreneurial education. Nevertheless our key findings in assessing successful entrepreneurs is that strategic partnerships are very important in the daily practice of entrepreneurial companies but these partnerships are almost completely ignored in entrepreneurship courses and business models. These courses and models seem to focus on standalone products and services. It appears that the question of partnerships and system thinking is not fully understood and supported by applied research. The authors argue that using a qualitative as well as a quantitative approach helps to verify a potential deficit in entrepreneurial education. In particular, the propositions were piloted in analyzing 86 business plans at bachelors and masters level in courses delivered by the authors. The initial conclusion shows that entrepreneurial education has to shift its own paradigm – from business planning to business modeling including partnerships with established firms. In addition, an empirical qualitative study on sixteen entrepreneurship textbooks in German and English was conducted. Finally, the authors propose an innovative teaching approach that is centered around a structured analysis of campaigns on crowdfunding platforms. Student learning includes cognitive/rational analysis as well as emotional/trust engagement, in particular with the invest/not invest question as the tangible outcome. This concept has been applied in academic teaching for six semesters with more than 150 business and non-business students.