Changing Currents in Education and Public Life
Edited by Lynn Book and David Phillips
Chapter 7: How to develop an entrepreneur: Teaching creative process management in the academy and industry
Creativity and entrepreneurship are buzzwords in American culture and much on the public mind, echoing from the media to corporate boardrooms to the halls of postsecondary education. Reed Hundt (2006), in the online magazine The American, ties entrepreneurship to core cultural values: ‘In American culture, entrepreneurship stems directly from a belief in the virtue of individual liberty’. The National Commission on Entrepreneurship positions entrepreneurs at the center of the country’s hopes for prosperity in the postmillennial global market, generating ‘concrete benefits for our national bottom line’ (2003, p. 1), citing job creation, economic growth and wealth investment and positioning in the world economy as examples. Similarly, research on the role of creativity in business has increased steadily since the 1980s – no wonder, since it seems critical to recognizing and exploiting opportunity. The dot-com boom combined imagination and technology, though the subsequent bust indicates that many were increasingly entrepreneurial but not necessarily better at business. More recently, traditional backbone institutions, such as banking and insurance, have tried to be more creative and entrepreneurial, but some would argue that coupled with regulatory permissiveness, this brand of creativity led to the credit default swaps and other approaches that caused institutional breakdown.
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