Chapter 1: Issues and Newness in the Field of Entrepreneurship Education: New Lenses for New Practical and Academic Questions
Alain Fayolle and Heinz Klandt Following a trend initiated in the USA in the 1970s (Fiet, 2001), the number of public and private initiatives to train and educate people to be more entrepreneurial have multiplied on both sides of the Atlantic (see, for example, Fayolle, 2000; Klandt, 2004). Those entrepreneurship education programmes respond to, on the one hand, an increasing interest from students about entrepreneurial careers (Brenner et al., 1991; Fleming, 1994; Hart and Harrison, 1992; Kolvereid, 1996) and, on the other hand, an increasing awareness from public authorities about the importance of entrepreneurship as a contributor to economic development (Hytti and Kuopusjärvi, 2004). In the context of this book we define entrepreneurship education in a wide sense as any pedagogical programme or process of education for entrepreneurial attitudes and skills, which involves developing certain personal qualities. It is therefore not exclusively focused on the immediate creation of new businesses. Hence this definition covers a wide variety of situations, aims, methods and teaching approaches. The introductory chapter pursues two objectives. First, we would like to highlight some changes in the paradigmatic approach of entrepreneurship education and their consequences on research in the field. Secondly, we provide an overview of the book through a presentation of the chapters. Towards a change of paradigm in entrepreneurship education? Entrepreneurship education is becoming a great focal point of interest for researchers since a dedicated conference1 to that topic appeared in the scientific world at the beginning of the 1990s. As the entrepreneurship concept...
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