Edited by Alain Fayolle
Teresa Nelson and Susan Duffy Talking about a female entrepreneur can only make sense if there is a non-female entrepreneur, which she is not, and which she is constructed as different from. (Ahl, 2002, p. 83) Introduction The domain of entrepreneurship education is now faced with ever more interesting choices about what to be, who to serve and from what principles to profess. Opportunities and challenges in teaching and training related to globalization, technology, political organization and shifting demographics and social views have created entirely new understandings of what is important and where attention should be directed. As just one example, we note the escalation of focus on the intersection of policy and entrepreneurship, illustrated by burgeoning interest in social and developmental entrepreneurship; the institutional promotion of entrepreneurship as a social stability tool for immigrants; and the growing drive for innovation entrepreneurship to protect and promote national economic competitiveness. It is easy to continue to build such a list: entrepreneurship is exciting and valued, and most agree that while academics and others can not help every person to be an entrepreneur, we can help those who are interested with tools, skill acquisition and ideas. In the classrooms of business schools worldwide, faculty work with students as they become entrepreneurs (now or later) using sophisticated technology products and practice-based curricula, with an emphasis often on the formation of high growth, highimpact ventures, in addition to small and medium-sized enterprises. Faculty in their roles as scholars and teachers – before each teaching semester...
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