What We Know and What We Need to Know
Edited by Alain Fayolle
Entrepreneurship, an emergent field of the relatively new discipline of management, continues to enjoy considerable growing interest. A search for entrepreneurship at the ISI Web of Knowledge reports over 2000 articles published between 2009 and 2010. While the first course in entrepreneurship may have taken place at Harvard Business School only in 1947, today it is taught at nearly every American Assembly of Collegiate Schools of Business (AACSB) accredited institution, at over 1400 post-secondary schools, and is enjoying considerable worldwide growth (Katz, 2003). Faculty positions continue to increase, as do endowed chairs, and there are now well over 40 peer reviewed journals (Katz, 2003). Governments, municipalities and universities worldwide look toward entrepreneurship as a source of job creation, an engine of economic growth and revitalization, and an answer to issues ranging from demographic constraints to business cycles. It is no wonder that entrepreneurship education has been developed and delivered for groups as diverse as young children, persons with disabilities, and the unemployed, as well as being standard fare for high schools, universities, incubators and professional schools worldwide. For better or for worse, entrepreneurship is often considered the silver bullet to cure social ills, whether they be structural, cultural or material. Entrepreneurship is promoted for activities that include economic development, equity and access, poverty reduction, family business, intrapreneurship, firm growth, community renewal and community development (through the newly expanding field of social entrepreneurship).
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