Edited by Michael H. Morris
Chapter 7: Entrepreneurial (versus managerial) competencies as drivers of entrepreneurship education
Does entrepreneurship education actually work? Once a course, program of study, or degree program is completed, what should the student know or be able to do? What kinds of metrics tell us if these programs really make any difference? The answers to these questions affect the design of entrepreneurship courses and curricula as well as assessment or assurance of learning. The former topic is of growing concern as entrepreneurship programs expand the depth and breadth of their course and degree offerings. The latter topic has become a major strategic and operational issue in universities and in business schools, and among accrediting bodies. Design and assessment must ultimately be tied to an entrepreneurship program’s purpose and objectives. In the contemporary university, the role of entrepreneurship has expanded to include everything from technology commercialization and fostering social ventures to managing and growing family businesses and establishing connections between entrepreneurship and disciplines across the campus. Further, programs differ in the extent to which they are focused more on curriculum, student support programs or community outreach and engagement. But if we concentrate on the basic educational mission of a university, a key issue is the extent to which a program is focused on (a) helping students learn how to start ventures, with an emphasis on the basic functional areas of business and how they must be combined to create a viable enterprise; or (b) teaching students how to think and act in an entrepreneurial manner (in other words, the entrepreneurial mindset).
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