Teaching Entrepreneurship

Teaching Entrepreneurship

A Practice-Based Approach

Heidi M. Neck, Patricia G. Greene and Candida G. Brush

Teaching Entrepreneurship moves entrepreneurship education from the traditional process view to a practice-based approach and advocates teaching entrepreneurship using a portfolio of practices, which includes play, empathy, creation, experimentation, and reflection. Together these practices help students develop the competency to think and act entrepreneurially in order to create, find, and exploit opportunities of all kinds in a continuously changing and uncertain world. Divided into two parts, the book is written for those educators who want their students to develop a bias for action and who are willing to explore new approaches in their own classrooms. A set of 42 exercises with detailed teaching notes is also included to help educators effectively teach the practices in their curriculum.

Chapter 4: The practice of creation

Heidi M. Neck, Patricia G. Greene and Candida G. Brush

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


In order to have any form of entrepreneurship, it is pretty much agreed that creation of something new of value is a core aspect. The process of creation requires some form of entrepreneurial action which leads to creating new products or processes, creating a new market, creating new ventures, and developing new channels of distribution or even personal initiatives (Schumpeter, 1934; Gartner, 1985). The approach to creation in the entrepreneurial context is most often characterized as a prescriptive, linear process. This process is inherent in our textbooks, our syllabi, and the way we generally teach entrepreneurship, which is often driven towards the writing of a business plan. A quick survey of business plan competitions shows that every year in the U.S. there are more than 230 business plan competitions. In any month, there are between 30 and 70 business plan events for the various phases, including submissions, presentations, final presentations, and awards (http://www.bizplancompetitions. com/competitions/). This obsession with the business plan is rooted in what Neck and Greene (2011) refer to as a process approach, where entrepreneurship is taught in a linear fashion, by identifying an opportunity, developing the concept, assessing and acquiring resources, implementing the business, and exit (Morris, 1998). The predominant model is to approach teaching and pedagogy in entrepreneurship from a "planning" perspective, which generally involves identifying and evaluating an opportunity, determining the resources, and creating actions to exploit the opportunity (Neck and Greene, 2011).

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information