Entrepreneurship Education: Innovations and Best Practices
Entrepreneurship education has become a priority for policy-makers especially in developing countries. Such interventions in the education system are expected to create a culture of entrepreneurship in the society and thereby bring economic benefits throu
- PDF / 916,867 Bytes
- 51 Pages / 439.37 x 666.142 pts Page_size
- 60 Downloads / 233 Views
Entrepreneurship Education: Innovations and Best Practices Mathew J. Manimala and Princy Thomas
Abstract Entrepreneurship education has become a priority for policy-makers especially in developing countries. Such interventions in the education system are expected to create a culture of entrepreneurship in the society and thereby bring economic benefits through the enterprising behaviour of individuals resulting in better performance of existing organizations as well as creation of new ventures. While the process appears to be simple and straightforward, the experiences have often belied the expectations. The fact that it is rather difficult to assess the long-term impact of entrepreneurship education adds to the confusion and ambiguities. Educators therefore have been tinkering with various aspects of entrepreneurship education and training in the hope of arriving at the best design. Obviously, this has led to many innovations in the curriculum, pedagogy, target groups and institutions involved in entrepreneurship education. The present paper attempts to document these innovations and best practices under a ‘WHAT-HOW-WHO-WHERE’ framework to capture the four domains of activities involved. Based on a comprehensive review of the literature, we have developed a fairly comprehensive picture of what is happening in the field and proposed a theoretical model highlighting the dual role of entrepreneurship education, namely developing enterprising individuals in the society and providing knowledge and skills required for enterprise creation. Keyword Entrepreneurship education Innovation Best practices
Curriculum Pedagogy Target groups
M.J. Manimala (&) Xavier Institute of Management and Entrepreneurship (XIME), Bangalore, India e-mail: [email protected] P. Thomas Department of Social Work, Christ University, Bangalore, India e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 M.J. Manimala and P. Thomas (eds.), Entrepreneurship Education, DOI 10.1007/978-981-10-3319-3_1
3
4
M.J. Manimala and P. Thomas
1 Introduction Entrepreneurship education has become a priority for policy-makers and is developing as a field of study (Singh 1990). Its popularity with policy-makers, academics, researchers and trainers could be legitimately attributed to its positive impact on new venture creation (Petridou et al. 2009; Menzies and Tatroff 2006; Menzies and Paradi 2003; Charney and Lidecap 2000) and thereby on the economic development of the country (Carree and Thurik 2010; Thurik and Wennekers 2004) which has been observed by many researchers. While there is a group of researchers who believe that entrepreneurs are born and not made, there are some research evidences to the contrary, based on which these researchers have defined entrepreneurship as an attitude that can be learned (Robinson and Haynes 1991; Solomon et al. 2002). The collective view of this group can be summarized by the following statement of Gorman et al. (1997, p. 63): ‘Entrepreneurship can be taught, or at least encouraged, by entr
Data Loading...
