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 13: Enhancing the employability of doctoral students through entrepreneurship education

Nathalie Duval-Couetil and Mandy Wheadon

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


Over the last few decades an assortment of transformative social, economic, and technological forces have emerged, bringing with them rapid changes in the needs of a global society and in institutions created to respond to those needs (Duderstadt, 1999; Nyquist, 2002). The shift from an industrial economy based on the production of goods to one based on the production and trade of discovery and information (Wendler et al., 2010) requires new kinds of learners and creators (Duderstadt et al., 2005) in every profession who have entrepreneurial experience (Creed et al., 2002), who possess leadership skills (Nerad, 2009; Nyquist, 2002), who can manage shifting goals (McCook, 2011), and who are adept at collaborating and communicating with others both inside and outside of their areas of specialization (COSEPUP, 1995; Etzkowitz et al., 2000; Gilbert et al., 2004; National Academy of Science, 2004; Nerad et al., 2007; Nerad, 2004; Nyquist, 2002; Taylor, 2011). It has been stated that, ‘today educated people and the knowledge they produce and utilize have become the keys to the economic prosperity and well-being of our society’ (Duderstadt, 2001a, p. 11). Given these trends, universities are key elements of the innovation system, both as seed-beds of entrepreneurship and economic development and creators of qualified human capital (Etzkowitz et al., 2000).

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