Chapter 11: Entrepreneurship Education
11 Entrepreneurship education1 Alain Fayolle 1 INTRODUCTION Entrepreneurship has become an important economic and social phenomenon as well as a popular research subject. It has also become an academic and teaching field, considering the fast-increasing number of universities worldwide which offer entrepreneurship programmes and courses. However, there is nothing further from the truth and numerous epistemological, theoretical, pedagogical and practical challenges remain. As previously stated by numerous researchers, there is no consensus regarding what entrepreneurship is. As a consequence, how could there be a consensus regarding what entrepreneurship stands for as a teaching subject? In this context, the objective of this chapter is to contribute to turn the current conceptual weaknesses into strengths. We aim at offering a generic ‘teaching model’, a coherent framework, in terms of perspectives, objectives, content and pedagogical methods, towards a renewed and more mature approach to entrepreneurship education. The basis of our approach is to accept the diversity of contexts, points of view, definitions and methods found in entrepreneurship courses and programmes, and to leverage them as opportunities for the participants. Such a framework should indeed be very helpful for entrepreneurship educators and teachers when designing entrepreneurship teaching programmes and fostering effective learning processes in entrepreneurship education. As stated by researchers in entrepreneurship worldwide, the field is very young, emergent and in adolescence (or infancy) phase (Brazeal and Herbert, 1999; Low, 2001). Entrepreneurship as a human behaviour still seems somewhat mysterious and to a certain extent magical. Numerous researchers have stressed this lack of accepted...
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