Handbook of Research on New Venture Creation
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Handbook of Research on New Venture Creation

Edited by Kevin Hindle and Kim Klyver

This comprehensive Handbook provides an essential analysis of new venture creation research. The eminent contributors critically discuss and explore the current literature as well as suggest improvements to the field. They reveal a strong sense of both the ‘state-of-the-art’ (what has and has not been done in new venture creation research) and the ‘state-of-the-could-be’ (future directions the field should take to improve knowledge). The Handbook comprises nineteen chapters divided into four main sections: setting the agenda; theoretical perspectives; data and measurements; and new venture creation through contextual lenses.
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Chapter 16: Entrepreneurship Education and New Venture Creation: A Comprehensive Approach

Torben Bager


Torben Bager INTRODUCTION Policy makers across the world increasingly see entrepreneurship education as important. Following the argumentation by leading economists and international organizations like the OECD and the EU, and assisted by growing media attention, they see the ability to foster ideas, pursue innovation and create new ventures as core to economic progress (Schramm 2006; EU Expert Group 2008; OECD 2008). The economic rationale behind this view can often be boiled down to ‘more jobs’, particularly more knowledge-intensive jobs. Entrepreneurship education is assumed to lead to more knowledge-intensive start-ups and more high-end innovation in existing firms, which are seen as basic drivers in long-term job creation. This has implications for the educational system. It has long been commonplace to regard education as a key to improved economic performance in knowledge-intensive economies, but education does not by itself produce the needed entrepreneurial capacity and may even diminish this capacity through overdose of lecturing and limited involvement of the learners (Baumol 2004). In addition, policy makers increasingly understand that improved educational standards and research output does not by itself lead to a higher level of knowledge spillover from universities and other research institutions to society (Audretsch and Keilbach 2007). Therefore they argue for a change in the educational system in general and universities in particular, seeing entrepreneurship teaching and training as an important means to achieve overall economic goals. In this view, entrepreneurship teaching and training should permeate the entire educational system to such an extent that all young people, whatever educational...

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