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Edited by G. Page West III, Elizabeth J. Gatewood and Kelly G. Shaver
Chapter 13: Entrepreneurship Simulation Game Seminars: Perceived Learning Effects on Natural Science, Liberal Arts and Business School Students
Christian Lendner and Jutta Huebscher* Introduction It is now widely acknowledged that entrepreneurs contribute in a valuable way as innovators, employers and risk-bearers to the economy as well as to society as a whole. One major policy aim in fostering entrepreneurship is, therefore, the general support and training of would-be entrepreneurs. After a lengthy period of disagreement among scholars about the possibilities of entrepreneurial training, the general opinion is now that entrepreneurs can indeed be trained – at least to some extent, see, for example, Ronstadt (1987), Timmons (1990), Solomon and Fernald (1991) and Klandt and Volkmann (2006). Many universities have established professorships in entrepreneurship in their business school department, but it is common practice that entrepreneurship courses are available to, or are attended mainly by, business school students. In consequence, scientific evaluation of the effects of entrepreneurship education is also focused on datasets provided by business students only. But from what we know about entrepreneurial development (which is often technology based, see Venkataraman, 2004), these courses should be reaching students of other disciplines as well, such as those in the natural sciences, engineering or the arts. It is mainly those non-business school students who might have the specialized knowledge necessary to generate new business ideas for their specific branch of industry. In comparison, business school students often state that they would like to start up a business of their own, but lack the right idea. So successful implementation of entrepreneurship education in disciplines outside of business school is of prime...
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