Table of Contents

Annals of Entrepreneurship Education and Pedagogy – 2014

Annals of Entrepreneurship Education and Pedagogy – 2014

Annals in Entrepreneurship Education series

Edited by Michael H. Morris

A sizable gap exists between the ample demands for (and growing supply of) entrepreneurship education and our understanding of how to best approach the teaching and learning of entrepreneurship. To help close this gap, the United States Association for Small Business and Entrepreneurship (USASBE) has identified some of the most important and provocative work on entrepreneurship education over the years, and worked with the authors of this work to produce updated perspectives. The intent is to capture the richest insights and best practices in teaching entrepreneurship, building entrepreneurship curricula, and developing educational programs.

Chapter 4: Neuroentrepreneurship: what can entrepreneurship learn from neuroscience?

Norris Krueger and Isabell Welpe

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


A study at Cambridge (Lawrence et al. 2008) compared serial entrepreneurs to top managers and found that successful entrepreneurs and managers shared great ability at rational analysis (‘cold’ cognition). However, entrepreneurs demonstrated a significant edge in analyses that engaged both rational and emotional thinking (‘hot’ cognition). Perhaps unsurprisingly, ‘hot’ and ‘cold’ cognition tend to occur in different areas of the brain’s front lobes. This is but one striking study suggesting a fruitful research agenda for applying theory and methods from neuroscience to a deeper, richer understanding of entrepreneurs and the processes that lie beneath entrepreneurial cognition and emotion. We propose here to present (a) a concise overview of the key issues where neuroscience can play a useful role and (b) present experimental evidence that examines interesting differences between economic entrepreneurs and social entrepreneurs. Note carefully that emotions matter; it is no surprise that the Cambridge study found that ‘hot’ cognition was critical.

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