Table of Contents

The Dynamics between Entrepreneurship, Environment and Education

The Dynamics between Entrepreneurship, Environment and Education

European Research in Entrepreneurship series

Edited by Alain Fayolle and Paula Kyrö

This book introduces the expanding European dialogue between entrepreneurship, environment and education. It considers the shape, dimensions and horizon of this multidisciplinary landscape in entrepreneurship research. The striking differences and contradictions in entrepreneurial activities, readiness and innovativeness within European countries and the proactive attitude and activities of European competitors impose a demand for a better understanding of the complex dynamics.

Chapter 3: Micro–macro Paradoxes of Entrepreneurship

Villy Søgaard

Subjects: business and management, entrepreneurship, management education, management and universities, economics and finance, environmental economics, education, management and universities, management education, environment, environmental economics

Extract

Villy Søgaard Classical economics optimizes what already exists, as does mainstream economic theory to this day, including the Keynesians, the Friedmanites, and the Supply-siders. It focuses on getting the most out of existing resources and aims at establishing equilibrium. It cannot handle the entrepreneur but consigns him to the shadowy realm of ‘external forces’, together with climate and weather, government and politics, pestilence and war, but also technology. The traditional economist, regardless of school or ‘ism’, does not deny, of course, that these external forces exist or that they matter. But they are not part of his world, nor accounted for in his model, his equations, or his predictions. (Peter Drucker, 1985 [1994], p. 24) INTRODUCTION Over the past decades, entrepreneurship research has grown tremendously. Increasing numbers of journals, chairs, researchers, conferences, and so on are devoted to the field of entrepreneurship. Some researchers, such as Cornelius, Landström and Persson (2006), have empirically examined the ‘maturing’ of this field of research, that is, the process through which it comes to resemble other mature disciplines with an increasingly internal orientation of researchers citing one another, a stabilization of key topics, an increased level of specialization among researchers, and the emergence of a research community led by core researchers (Cornelius et al., 2006, p. 2). No doubt this process reflects, at least in part, the growing insight and wisdom that comes with age and experience, but – as every teenage rebel knows – maturing and ageing can also lead to entrenched...

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