Annals of Entrepreneurship Education and Pedagogy – 2014
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Annals of Entrepreneurship Education and Pedagogy – 2014

Edited by Michael H. Morris

A sizable gap exists between the ample demands for (and growing supply of) entrepreneurship education and our understanding of how to best approach the teaching and learning of entrepreneurship. To help close this gap, the United States Association for Small Business and Entrepreneurship (USASBE) has identified some of the most important and provocative work on entrepreneurship education over the years, and worked with the authors of this work to produce updated perspectives. The intent is to capture the richest insights and best practices in teaching entrepreneurship, building entrepreneurship curricula, and developing educational programs.
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Chapter 6: The road to excellence in international entrepreneurship education: further analysis of the original 2005 article

Ronald K. Mitchell


This chapter is based on my original article (Mitchell, 2005), where I attempted to demonstrate (using some then recently developed border-spanning cognition-based entrepreneurship theory), that as a global society we have in certain ways been wrong in our approach to entrepreneurship education, and that as a result, entrepreneurship education as an engine of global value creation might be ‘ready for a tune-up’ (2005: 187). Using an entrepreneurial cognitions-based argument, I argued (based upon my previous cross-cultural research into entrepreneurial expert scripts) (for example, Mitchell et al., 2000, 2002, and others) that international entrepreneurship education is more about creating the border-crossing entrepreneurial cognitions that are universally present in entrepreneurs – based upon developing the same model in a variety of settings – versus trying to develop differing models to match setting variety. Global entrepreneurship can thus be defined to be: the capability to create new and valuable transactions anywhere on the globe (Mitchell, 2003). In the original article, after presenting some brief background, I therefore outlined the relationship between education and value creation, to support the argument that while entrepreneurs are special, creating them is general – that there is, in actuality, a commonly available process for creating the entrepreneurial expertise that has in the past been viewed to be an uncommon and inaccessible process. I then proceeded to present and discuss the international implications of the emerging ‘deliberate-practice school’ of entrepreneurship education for the creation of global entrepreneurs.

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