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Edited by Kevin Hindle and Kim Klyver
Chapter 16: Entrepreneurship Education and New Venture Creation: A Comprehensive Approach
Torben Bager INTRODUCTION Policy makers across the world increasingly see entrepreneurship education as important. Following the argumentation by leading economists and international organizations like the OECD and the EU, and assisted by growing media attention, they see the ability to foster ideas, pursue innovation and create new ventures as core to economic progress (Schramm 2006; EU Expert Group 2008; OECD 2008). The economic rationale behind this view can often be boiled down to ‘more jobs’, particularly more knowledge-intensive jobs. Entrepreneurship education is assumed to lead to more knowledge-intensive start-ups and more high-end innovation in existing firms, which are seen as basic drivers in long-term job creation. This has implications for the educational system. It has long been commonplace to regard education as a key to improved economic performance in knowledge-intensive economies, but education does not by itself produce the needed entrepreneurial capacity and may even diminish this capacity through overdose of lecturing and limited involvement of the learners (Baumol 2004). In addition, policy makers increasingly understand that improved educational standards and research output does not by itself lead to a higher level of knowledge spillover from universities and other research institutions to society (Audretsch and Keilbach 2007). Therefore they argue for a change in the educational system in general and universities in particular, seeing entrepreneurship teaching and training as an important means to achieve overall economic goals. In this view, entrepreneurship teaching and training should permeate the entire educational system to such an extent that all young people, whatever educational...
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