Table of Contents

Handbook of Research in Entrepreneurship Education, Volume 3

Handbook of Research in Entrepreneurship Education, Volume 3

International Perspectives

Elgar original reference

Edited by Alain Fayolle

This important Handbook takes an international perspective on entrepreneurship education. The contributors highlight the contextual dimension of entrepreneurship education and training, and provide strong insights into how researchers and educators can learn from international practice diversity. The volume covers a wide variety of pedagogical objectives and settings in entrepreneurship education while providing a plurality of cultural and institutional points of view.

Chapter 4: Hunting the Entrepreneurial Expertise: Entrepreneurs in Education

Per Blenker and Poul Rind Christensen

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


Per Blenker and Poul Rind Christensen Background Over the years a huge number of contributions have asked: can entrepreneurship be taught (Fiet, 2000; Jack and Anderson, 1999; Sexton and Upton, 1987)? We have without a doubt reached a point of general recognition that it can. However, we need to innovate curriculum as well as didactics in order to pave the way for a stronger contribution from university graduates to the benefit of the entrepreneurial society. The inclusion of entrepreneurs as teachers in the entrepreneurship curriculum is widely recognized to be of core value to learning for entrepreneurship. In a new export panel report from the European Commission, Enterprise and Industry Directorate-General (2008, p. 31), it is thus stated: As regards the current state of play in European higher education, experts believe that entrepreneurs and business practitioners are in general involved in the teaching, but their presence needs to be increased. Also, there are few examples of entrepreneurial practitioners engaged in the full curricula experience. Most frequently, they are only engaged in short presentations to students (e.g. as testimonials or guest lecturers) or as judges in competitions. Another report (NIRAS Consultants, FORA, ECON Pöyry 2008) made for the European Commission in 2008 concludes along the same line. It stated that ‘academic staff should have personal entrepreneurship experience to fully appreciate and fully communicate the benefits and obstacles of entrepreneurial activities’. However, it is only rarely the case that academic staff have this. As a possible solution to the problem, the...

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