Elgar original reference
Edited by Alain Fayolle and Dana T. Redford
Chapter 9: 'The apple doesnít fall far from the tree': the entrepreneurial university as nurturer of entrepreneurial values
Entrepreneurship has been in vogue for the past 30 years. During that time, entrepreneurship education gained a permanent home at many business schools and universities. Despite a growing understanding that entrepreneurship is a practice and a mindset, the majority of entrepreneurship curricula still focus on teaching about and not in entrepreneurship. Educating in entrepreneurship requires a different epistemology and different methodology of transferring entrepreneurial values to individuals and their organizations. It is much more about instilling entrepreneurial intentions, competences and capabilities than knowledge in and of itself. Extant research exploring the triggers of entrepreneurial competence development and the acquisition of entrepreneurial values stresses four different mechanisms that facilitate this process (cf. Markowska, 2011). These triggersñaction-control beliefs, development of entrepreneurial identity, access and interaction with entrepreneurial role models and ability to set adaptive goalsñcan be developed and strengthened through a supportive context. The role of an entrepreneurial university is thus to create conditions that foster the development of an entrepreneurial mindset. More specifically, the importance of practical examples that increase entrepreneurial propensity has been emphasized in the literature (Bandura, 1986; Davidsson and Honig, 2003). In order to be able to effectively instil entrepreneurial values in others, universities need to become entrepreneurial themselves (Etzkowitz, 2003; Mueller, 2006). They need to adopt and live by entrepreneurial values. Crucial in this process is the translation of the concept of entrepreneurship to everyday practice, for example its meaning to an universityís International Office or programme managers.
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