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 16: Entrepreneurship Education at Universities in German-Speaking Countries: Empirical Findings and Proposals for the Design of University-wide Concepts

Norbert Kailer

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


1 Norbert Kailer 1 Introduction: the importance of university-wide concepts The European Union (EU) wants to boost entrepreneurship as part of its strategy to transform its economy and to build up its future economic and competitive strength. The European Community’s Lisbon Strategy aims to foster economic dynamism while helping to create more and better jobs. Some of the most important priorities of the EU’s enterprise policy are creating entrepreneurial mindsets through education and learning, as well as promoting entrepreneurship through the encouragement of business creation and the supporting of small and medium enterprises (SMEs) during their start-up and development phase. Entrepreneurship is considered to be a core competence for growth, employment and personal fulfillment (EC/Enterprise Directorate-General, 2004; EC, 2006a; 2006b). Entrepreneurship Education (EE) therefore is considered to be a crucial measure in fostering entrepreneurship (EC/Enterprise and Industry Directorate, 2008; EU Commission/DG Enterprise and Industry, 2008a; 2008b; 2008c). It is expected of graduates that they will found enterprises with high growth orientation which will have sustained success (Josten et al., 2008; EC 2002a; 2002b). The ‘International Survey on Collegiate Entrepreneurship’ (ISCE 2006) (Fueglistaller et al., 2006) as well as its successor study, the ‘Global University Entrepreneurial Spirit Students Survey’ (GUESSS) both underline the high potential for undergraduate and graduate students to start or succeed a business (Fueglistaller et al., 2009). Entrepreneurship Education (EE) has long been established in the Anglo-American area (Cone, 2005; Katz, 2004; Solomon et al., 2002). For this reason a clear gap in respective activities in Europe seems...

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