Perspectives on Entrepreneurial Education: A US-Europe Comparison (original) (raw)

The evolution of the literature on entrepreneurship. Uncovering some under researched themes

Recently bibliometrics techniques are being widely used to complement traditional qualitative reviews of the literature in given scientific areas. The majority of these reviews are based in large databases of articles published in ISI indexed journals, overlooking the richness of studies that are being published in key handbooks and books. This is particularly true in the case of entrepreneurship field. In the present paper we provide a survey of the literature based on an in-depth analysis of major handbooks, books and scientific journals in the field, identifying its major topics, their evolution across time and the current trends. From this exercise, we found that entrepreneurship education emerges as a recent theme with most of the papers in the area focusing on entrepreneurial universities, productivity of technology transfer offices, new firm creation and the environmental context. The largest part of these studies analyse US universities or universities from highly developed European countries, such as Germany, Sweden and United Kingdom. The review of the literature performed highlights that the theme of (higher education) students' entrepreneurial intents is under researched. Furthermore, it uncovers that the (potential) link between university entrepreneurial models and the propensity of students for new venture creation is likely to constitute an interesting and challenging path for future research.

A THEORETICAL PREMISEOF ENTREPRENEURSHIP

Shodha Saritha, 2021

Entrepreneurship is considered a major factor in the progress of an economy. Governments are encouraging and supporting entrepreneurship critically, as it leads to productivity and profitability for the community and country. The sides of deliberations on entrepreneurship literature are whether entrepreneurship is learned or not. This discussion lies between the ends of "entrepreneurs are born", and "entrepreneurs can be made". In reaching a conclusion between these two points of discourse, there are policy efforts and instruments in terms of programs and sustaining institutions to create and sustain entrepreneurship. The support for this view comes from an appraisal of wide literature on entrepreneurship and business creation, suggesting important links between entrepreneurship education, training and development programs, business creation, and entrepreneurial outcomes. The development of an entrepreneur means inculcating entrepreneurial traits in a person, imparting essential knowledge, developing technical, managerial, financial, and marketing skills, and building an entrepreneurial attitude. In this milieu, the present paper is an attempt to review the accessible literature and theories on Entrepreneurship. The main objective of the paper is to understand and construct a theoretical background so as to reach a conclusion on entrepreneurship and its development. To achieve this purpose, the authors make use of relevant secondary data sources related to entrepreneurship. An outcome paper reveals that entrepreneurship is a broad-based discipline that borrows ideologies and can be evolved through systematic and holistic efforts.

Toward the Entrepreneurial Society

The Shift to the Entrepreneurial Society, 2012

Not only growth but better growth is required to address the tremendous challenges that European economies are facing. More entrepreneurs and more entrepreneurial firms -new and innovative firms-can contribute. A variety of factors may be considered to promote entrepreneurship among young people, and innovative activities among firms. Education is certainly one of the most relevant. The need to create a more favourable social climate for new businesses requires not only changing the state of mind but also improving globally the skills of entrepreneurs. It is also important to identify the most favourable context for the creation and development of sustainable, innovative companies, especially during economic crisis. This paper has been prepared to introduce and present original contributions from scholars in economics, management and sociology, that are collected in a book entitled The

The Role of Entreprenurship Education in Fostering Entrepreneurial Intentions

EMAN 2019 – Economics & Management: How to Cope With Disrupted Times SELECTED PAPERS, 2019

Nowadays, in the context of economic crises, the challenges of globalization processes and dynamic changes with existing knowledge societies, more emphasis is placed on the entrepreneurship as a driver for economic growth and innovation. The EU has also recognized the importance of entrepreneurship, as a factor influencing its progress. In addition, the European Commission states that entrepreneurship is a skill that can be learned. Therefore, one of the key goals of the EU and the Member States has been the promotion of entrepreneurial education for many years. The reason for its introduction and fostering lies in its importance, which manifests itself in developing young people's potential, initiating their own ideas, developing the skills, knowledge and attitudes that are necessary to create entrepreneurial culture, which ultimately can lead to job creation. In this paper, the perceived capabilities and perceived opportunities related to the entrepreneurial intentions (percentage of population aged 18-64 who intend to start a business within three years) are considered. Perceived capabilities refer to the percentage of people aged 18-64 who believe that they have the required skills and knowledge to start a business, and perceived opportunities also apply to the same age of the population, who see good opportunities to start a firm in the area where they live. The research was conducted among the EU countries based on Global Entrepreneurship Monitor (GEM) data, the world's largest entrepreneurship research. The results of the paper indicate that the perceived capabilities to start a firm are the greatest in Slovakia, Croatia, and Slovenia, and regarding the perceived opportunities to start a firm, Slovakia and Croatia are below the European average level, where Sweden, Poland, and the Netherlands are leading. That brings the question of why that is so and how the education system can influence the acquisition of entrepreneurial skills, knowledge, and attitudes to recognize business opportunities. According to the GEM, entrepreneurial education is one of twelve key elements of an entrepreneurial environment that contribute to the acquisition of knowledge, developing attitudes and skills of individuals and leading to the increase of entrepreneurial activity and self-employment in a particular country. Consequently, a comparison between the EU countries on the approaches to entrepreneurial education at the primary and secondary levels of education was made. It shows how particular countries of the EU (with the highest marks for entrepreneurial education by GEM experts) integrate entrepreneurial education into their education system. According to the current state of education for entrepreneurship in the EU, the European Commission documents and examples of good practice, it is evident how entrepreneurship education differs between countries and that a unified entrepreneurship education approach has not yet been established. The above refers to the need for EU members to recognize the importance of entrepreneurship education and to make greater efforts to implement it in the school curriculum and greater support of the European Commission in caring out this process.