Show Less

International Entrepreneurship Education

Issues and Newness

Edited by Alain Fayolle

This book discusses paradigmatic changes in the field of entrepreneurship education in response to economic, political and social needs, and the consequential need to reassess, redevelop and renew curricula and methods used in teaching entrepreneurship.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 5: Attitudes, Intentions and Behaviour: New Approaches to Evaluating Entrepreneurship Education

Alain Fayolle and Jean Michel Degeorge


Alain Fayolle and Jean Michel Degeorge Introduction In recent years, entrepreneurship education has been developing steadily but unevenly in most countries. In the USA, for example, which has been a trailblazer and leader in the field, the past decade has been described as an important era, with a significant increase in student interest (Fiet, 2001a). The figures tend to support this statement. In 1971, only 16 colleges and universities in the USA offered entrepreneurship education programmes, while today there are more than 800. More American students are showing an interest in venture creation and independent employment, and are seriously considering entrepreneurship as a career option. They are therefore looking for and choosing entrepreneurship programmes. In 1996, for example, roughly 45 per cent1 of first-year students in Northwestern University’s management programme said they wanted to specialize in entrepreneurship (Fiet, 2001a). During the same period, entrepreneurship teachers began to meet regularly at conferences to discuss recent developments and compare their educational practices and methods (Fiet, 2001b). In France, entrepreneurship education has spread considerably over the past few years, and is currently in a structural phase (Fayolle, 2000a; 2003). Two recent initiatives clearly illustrate the process: first, the creation in 1998 of the ‘Academie de l’Entrepreneuriat’, a French association of entrepreneurship teachers and trainers from the secondary and higher education levels; and second, the creation in 2001 of the ‘Observatoire des Pratiques Pédagogiques en Entrepreneuriat’, a joint initiative involving three government departments whose primary mission is to identify entrepreneurship teaching and training...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.