Handbook of Research in Entrepreneurship Education, Volume 3
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Handbook of Research in Entrepreneurship Education, Volume 3

International Perspectives

Edited by Alain Fayolle

This important Handbook takes an international perspective on entrepreneurship education. The contributors highlight the contextual dimension of entrepreneurship education and training, and provide strong insights into how researchers and educators can learn from international practice diversity. The volume covers a wide variety of pedagogical objectives and settings in entrepreneurship education while providing a plurality of cultural and institutional points of view.
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Chapter 18: Corporate Entrepreneurship Training: A Routine Inquiry

Janice Byrne


Janice Byrne Introduction Competitive advantage is achieved through innovation (Porter, 1990). However as organizations age and become more bureaucratic, they run the risk of losing the entrepreneurial and innovative drive upon which they were founded. To revitalize the innovation process, organizations need to actively select, promote and support ‘change champions’ within the firm (Kanter, 1983). One way to create and nurture these ‘change champions’ is through the provision of transformational training to firm executives. Corporate entrepreneurship (CE) programmes may help combat the rigidity and bureaucracy which often accompanies a growth in company size (Thornberry, 2003). Extensive employee training has been found to contribute to organizational innovation (Shipton et al., 2006) and today’s organizations increasingly use training solutions as part of a system-wide change to gain their competitive edge (Kraiger et al., 2004). Many organizations engage in corporate entrepreneurship training (CET) programmes as a way to induce innovative behaviour and entrepreneurial activity within an established organization (Hornsby et al., 2002; Kanter, 1985; Kuratko et al., 1990; Thornberry, 2003). Training programmes targeted at executives are no longer about mere knowledge transmission but instead seek to evoke long lasting behavioural change (Conger and Xin, 2000). A transformational programme presupposes a change in behaviour of the attending executive so that the latter becomes more effective in personal or organizational change (Kets de Vries and Korotov, 2007). Executive education programmes are increasingly ‘harnessed as opportunities to recast the world views of executives and to align organizations to new directions’ (Conger and Xin, 2000, p. 73)...

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