Entrepreneurship Curriculum in Management Programmes: Benchmarking with the Curricula of Top International Universities
Entrepreneurship is widely accepted as a catalyst capable of creating wealth and job. Many social scientists have established the success of entrepreneurship education (EE) in influencing students’ entrepreneurial orientation and behaviours (Fayolle, Int.
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Entrepreneurship Curriculum in Management Programmes: Benchmarking with the Curricula of Top International Universities Az-har Basheer and M.M. Sulphey
Abstract Entrepreneurship is widely accepted as a catalyst capable of creating wealth and job. Many social scientists have established the success of entrepreneurship education (EE) in influencing students’ entrepreneurial orientation and behaviours (Fayolle, Int. J. Entrep. Small Bus., 2(1):89–98, 2005). According to the Strategic Framework for European Cooperation in Education and Training (ET2020), the main objectives of EE programme include creativity, awareness of students about self-employment and entrepreneurship as possible career options, working on concrete enterprise projects and activities, and providing specific business skills and knowledge of how to start a company. In the present study, the entrepreneurship syllabus provided in postgraduate management programmes of 86 universities/institutions from the four states of South India is critically analyzed, for its content. These syllabuses and pedagogies are compared for effectiveness with those of the top 10 international universities in the world. The comparisons revealed lesser importance to action learning, innovation management and new venture development in Indian universities’ syllabus. It is suggested that a broad framework which includes the best practices and contents of top 10 universities and ET2020 objectives may be provided by bodies such as UGC/AICTE.
Keywords Creativity Entrepreneurship Management programmes Self-employment
Entrepreneurship education
A. Basheer M.M. Sulphey (&) TKM Institute of Management, Kollam, Kerala, India e-mail: mmzulfi@tkmim.ac.in A. Basheer 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_6
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A. Basheer and M.M. Sulphey
1 Introduction The world over entrepreneurship education (EE) is now considered as a stimulant for economic growth and a source of competitiveness (Arthur et al. 2012). This has made many governments to initiate policies that seek to encourage students to promote self-/small business employment as an alternative and viable career option. For instance, in countries like UK, graduates are encouraged to take up careers in self-/small business employment (Small Business Service—SBS 2002; Yorkshire and Humberside Regional Development Agency 2006). A number of social scientists have established the success of EE in influencing students’ entrepreneurial orientation and behaviours (Fayolle 2005). Emerging economies like India also have a lot to gain from entrepreneurial culture, which can be attained only through EE (Timmons and Spinelli 2004). Towards this, a number of core academic courses, elective courses, entrepreneurship programmes, entrepreneurship degrees, postgraduate courses, etc. have been offered to foster entrepreneurialism (Collins et al 2004; Gatchalian 2010). Though the contents required for EE
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