Chapter 6: The Continental and Anglo-American Approaches to Entrepreneurship Education – Differences and Bridges
Paula Kyrö The discussion between entrepreneurship and education has strengthened towards the end of the twentieth century. However, the discussion of the dynamics of learning entrepreneurship has taken only very preliminary steps. So far the focus has changed from the trait theories of biological heritage, that is, assuming that we are born to be entrepreneurs, towards the belief that we learn to be entrepreneurs and that we learn how to behave like entrepreneurs. This education-orientated focus has, however, generated studies and courses in the fields of business and engineering rather than attracted researchers and educators in educational disciplines and institutions. This study suggests that the lack of this contribution appears as an apparent shortage of advancing conceptual discussion of entrepreneurship education. Furthermore, it is argued that the confusion related to entrepreneurship education and its neighbouring concepts does not only reflect the current state of research, but also the cultural differences in the meanings of the basic educational concepts of pedagogy and didactics. In order to encourage the conceptual debate on entrepreneurship education as an interplay between education and entrepreneurship research, this study delineates the conceptual bases and elements for this interplay by employing a descriptive interpretative concept method. Increasing demand for conceptual understanding on entrepreneurship education1 Entrepreneurship education has slightly less than a 30-year history in science (for example, Alberti, 1999). Three findings have stimulated its development since the 1970s. The first of these is the fact that small businesses and organizations, rather than large firms and institutions, created new...
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