Table of Contents

Handbook on the Entrepreneurial University

Handbook on the Entrepreneurial University

Elgar original reference

Edited by Alain Fayolle and Dana T. Redford

This insightful Handbook offers a lens through which to view entrepreneurship strategy for higher education institutions, as it becomes increasingly necessary for universities to consider changing their strategies, culture and practices to become more entrepreneurial.

Chapter 12: Not just the what and how, but also the who: the impact of entrepreneurship educators

Susanne Steiner

Subjects: business and management, entrepreneurship, management education, management and universities, education, management and universities, management education


The profile of entrepreneurship educators is as unexplored as it is diverse. While many studies in entrepreneurship education (EE) look at students and their entrepreneurial learning process (e.g., Peterman and Kennedy, 2003; Fayolle et al., 2006; Pittaway and Cope, 2007; M¸ller, 2009), they have so far paid little attention to the profiles of educators. Educatorsí profiles, however, might play a key role in the quality of delivery of EE. This study therefore aims at filling this research gap by analysing educator profiles and their potential impact. This interdependency has become all the more important in the course of striving towards the ëentrepreneurial universityí (Clark, 1998). National policy-makers have increasingly set the target of developing entrepreneurial profiles for their Higher Education Institutions (HEIs) (cf. Potter, 2008; Schleinkofer and Kulicke, 2009). But building and driving entrepreneurial universities will require faculties with suitable competencies, for example, building networks between universities and external players. Why look at e-educator profiles? What could be their impact on EE? As the major carrier of these competencies, the entrepreneurship educator (e-educator) is not only one of the wide range of EE-stakeholders (cf. Matlay, 2010), but also plays the central role in meeting the requirements of an entrepreneurial university. ëAcademic autobiographyí is known to influence teaching style (Fiet, 2001a, p. 4). Moreover, differences in EE course design can result from an educatorís ëunwillingness or inability to view the world through other lensesí (ibid.).

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