Development of new ventures, particularly in manufacturing, has slowed in recent years, and today U.S. manufacturing is in decline. Whether or not there is a direct cause and…
Abstract
Development of new ventures, particularly in manufacturing, has slowed in recent years, and today U.S. manufacturing is in decline. Whether or not there is a direct cause and effect between these two developments, they are part of the same picture.
James McAlexander, Rachel Nelson and Chris Bates
Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an…
Abstract
Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an infrastructure that effectively encourages entrepreneurship and incubates entrepreneurial endeavors. Western State University has responded to this call by developing the Harvey Entrepreneurship Program, which is integrated in the Enterprise Residential College.The Harvey program provides a socially embedded experiential learning approach to entrepreneurial education. Faculty, students, entrepreneurs, and technical experts are drawn together in an environment that provides space for business incubators and an entrepreneurially focused curriculum. In this article, we present a case study in which we use qualitative research methods to explore the benefits and challenges of creating such a program.The delivery model that Enterprise Residential College provides for entrepreneurial education is examined through the perspectives of program administrators, faculty, and students. The findings reveal evidence that a residential college can form a powerful nexus of formal instruction, experiential learning, socialization, and networking to influence entrepreneurship. We discuss relevant findings that may aid others considering similar endeavors.
Jonas Gabrielsson, Hans Landström, Diamanto Politis and Roger Sørheim
Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world…
Abstract
Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.
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Robert F. Scherer, Janet S. Adams and Frank A. Wiebe
Research on entrepreneurial behaviour has been largely descriptivein nature. Critics of the field have called for an interdisciplinaryapproach to build theory. A social learning…
Abstract
Research on entrepreneurial behaviour has been largely descriptive in nature. Critics of the field have called for an interdisciplinary approach to build theory. A social learning theory framework is proposed for explanation and prediction of entrepreneurial development. Research questions are posed and a model developed to guide future enquiry.
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Kirk C. Heriot and Noel D. Campbell
Entrepreneurship has been widely recognized as having greatly influenced the United States. Its influence has especially been documented over the past 20 years. Paralleling our…
Abstract
Entrepreneurship has been widely recognized as having greatly influenced the United States. Its influence has especially been documented over the past 20 years. Paralleling our societal interest in entrepreneurship has been increasing interest in entrepreneurship education. While our interest in entrepreneurship education has grown considerably over the past two decades, this field of study continues to have critics both within and outside of schools and colleges of business (Kuratko 2004). In spite of these criticisms, some researchers suggest that the United States is still far ahead of other regions of the world in terms of entrepreneurial education (Solomon et al. 1998).
Using entrepreneurship education in the United States as a point of departure, this article uses a case study to analyze the efforts of a private university in Bogota, Colombia, to create a new program in entrepreneurship. The Colombian Legislature passed Law 590 in July 2000 as a means to promote and develop entrepreneurship in the nation. Shortly thereafter a private university in Bogota started a new program in entrepreneurship. At the university's invitation, a small number of faculty from U.S. universities participated in the school's “kick-off” efforts. The paper offers analysis and recommendations based on five criteria: 1) What is taught, 2) Why it is taught, 3) How it is taught, 4) How well it works, and 5) Leadership support. In addition, rather than simply adopting a U.S. or European model of entrepreneurship education, the authors propose that they should develop a center that integrates lessons from other models with elements that are relevant to the local situation.
Jonas Gabrielsson, Gustav Hägg, Hans Landström and Diamanto Politis
The purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core…
Abstract
Purpose
The purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core topics and core scholarly works have developed over time.
Design/methodology/approach
The authors combine a systematic literature review technique and bibliometric analysis to depict the development of this stream of research in the period 1995–2018.
Findings
Findings from the analyses suggests that research addressing pedagogy in entrepreneurship education has developed into a coherent research theme over the past decade, with a noticeable cognitive structure in core research topics and core works, as well as a number of core journal outlets for debates and dissemination of findings.
Research limitations/implications
The study is anchored in a bibliometric research tradition and influenced by the strengths and weaknesses of this approach.
Originality/value
The paper provided contributes to the understanding of knowledge accumulation in research addressing pedagogy in entrepreneurial education.
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This chapter looks at the development of the original contribution “Toward a Theory of Entrepreneurial Competency” in the 1995 volume of the Advances series. The reflection…
Abstract
This chapter looks at the development of the original contribution “Toward a Theory of Entrepreneurial Competency” in the 1995 volume of the Advances series. The reflection discusses the conceptual and career issues underlying that original work. What follows is a reflection on the impact of the original chapter and on the key concept of the competency of learning itself. Among major ideas that emerge from this analysis is that entrepreneurship education helps individuals develop self-concepts and the social roles of entrepreneurs, that the intersection of personality, learning style, and learning effectiveness could be a useful focus of future work, that reflection is an under-developed competency, that success-related competencies need to be the focus going forward, that the atemporality of entrepreneurship and competencies should be tested, that critical entrepreneurship competencies may be industry-specific, and that the relative weights of competencies also need to be considered.
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The history of the field of entrepreneurship and the entrepreneurship program at Saint Louis University is discussed, along with the descriptions of the Gateways to…
Abstract
The history of the field of entrepreneurship and the entrepreneurship program at Saint Louis University is discussed, along with the descriptions of the Gateways to Entrepreneurship Conferences and the creation of the Advances in Entrepreneurship, Firm Emergence, and Growth (AEFEG) series given in relation to those national- and campus-level contexts. The growth and development of the AEFEG series is discussed and the editorial contributors are noted, which could be of use to those interested in editorial roles and processes. Based on these elements, the chapter concludes with observations on the field of entrepreneurship and some ideas about its future.
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A great deal of policy thinking in the last ten to 15 years has been driven by the insights gained from the so‐called “new growth theory”. The theory emphasizes that investments…
Abstract
Purpose
A great deal of policy thinking in the last ten to 15 years has been driven by the insights gained from the so‐called “new growth theory”. The theory emphasizes that investments in knowledge and human capital generate economic growth through spillover of knowledge, and the policy implication is that investments in knowledge and human capital are the best way to stimulate growth. However, there is a couple of missing links in the “spillover argument” in that the theory seems to disregard the role of the entrepreneur. The paper aims to answer the question: Why haven't entrepreneurship researchers become a strong voice regarding the understanding of the development of the knowledge economy?
Design/methodology/approach
The author argues that a dynamic and innovative research field is characterized by a balance between the pursuit of new issues and knowledge in research, for example, by being sensitive for changes in society, and the development of existing knowledge, by integrating and validating the knowledge base already existing within the field.
Findings
The paper shows that one important reason for the lack of visibility of entrepreneurship research can be found in an internal scientific development of the research field – entrepreneurship research has become more and more theory‐driven and shows less sensitivity and openness for changes in society.
Originality/value
The article gives a critical reflection on the development of entrepreneurship as a research field. In this sense the article provides an increased understanding of the knowledge that is within the field, and gives also suggestions for the future development of the research field.