Handbook on the Entrepreneurial University
Show Less

Handbook on the Entrepreneurial University

Edited by Alain Fayolle and Dana T. Redford

This insightful Handbook offers a lens through which to view entrepreneurship strategy for higher education institutions, as it becomes increasingly necessary for universities to consider changing their strategies, culture and practices to become more entrepreneurial.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 12: Not just the what and how, but also the who: the impact of entrepreneurship educators

Susanne Steiner


The profile of entrepreneurship educators is as unexplored as it is diverse. While many studies in entrepreneurship education (EE) look at students and their entrepreneurial learning process (e.g., Peterman and Kennedy, 2003; Fayolle et al., 2006; Pittaway and Cope, 2007; M¸ller, 2009), they have so far paid little attention to the profiles of educators. Educatorsí profiles, however, might play a key role in the quality of delivery of EE. This study therefore aims at filling this research gap by analysing educator profiles and their potential impact. This interdependency has become all the more important in the course of striving towards the ëentrepreneurial universityí (Clark, 1998). National policy-makers have increasingly set the target of developing entrepreneurial profiles for their Higher Education Institutions (HEIs) (cf. Potter, 2008; Schleinkofer and Kulicke, 2009). But building and driving entrepreneurial universities will require faculties with suitable competencies, for example, building networks between universities and external players. Why look at e-educator profiles? What could be their impact on EE? As the major carrier of these competencies, the entrepreneurship educator (e-educator) is not only one of the wide range of EE-stakeholders (cf. Matlay, 2010), but also plays the central role in meeting the requirements of an entrepreneurial university. ëAcademic autobiographyí is known to influence teaching style (Fiet, 2001a, p. 4). Moreover, differences in EE course design can result from an educatorís ëunwillingness or inability to view the world through other lensesí (ibid.).

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.