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 14: Conclusion: Towards New Challenges and More Powerful Dynamics

Alain Fayolle and Paula Kyrö

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

Alain Fayolle and Paula Kyrö Entrepreneurship is a social and economic phenomenon, a research object and a teaching subject (Fayolle, 2007). The chapters of this book demonstrate convincingly how social demand is booming and results in the emergence of new needs in terms of support, training and access to new knowledge. Undeniably, meeting the challenges of the coming years and improving the economic and social dynamics are directly linked to catering for these new needs. The gatekeeper in this process is training of teachers, researchers and professionals who specialize in entrepreneurship. As Carrier (2005) summarizes it, the question of whether entrepreneurship can be taught has become obsolete, and the more relevant question is ‘what should be taught and how should it be taught?’ In this concluding chapter, we would like to elaborate and focus on this specific type of need in order to expand the horizon for future books in this series. Entrepreneurship training programmes are steadily developing (Katz, 2003; Kuratko, 2005), and one can rightly wonder whether this expansion is supported by sufficient availability and quality of knowledge, resources and especially teachers who are able to foster entrepreneurial and enterprising learning (Fayolle and Gailly, 2007). Since the first-ever class in entrepreneurship at Harvard in 1947, soon followed by a second one delivered by Peter Drucker at New York University in 1953, how dramatically have things changed, and how fast! Today in the USA, entrepreneurship accounts for more than 2200 courses in more than 1600 institutions, 277...

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