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The second edition of Annals of Entrepreneurship Education and Pedagogy provides entirely new insights into a number of the leading issues surrounding the teaching of entrepreneurship and the building of entrepreneurship programs. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this book features fifteen scholarly perspectives on a range of entrepreneurship education issues.

Unique ideas, insights and themes from diverse disciplines—from engineering, science and medicine to arts, design, and music—have the potential to enrich and deepen our understanding of entrepreneurship. This book brings together contributions from an eclectic set of entrepreneurship scholars and educators from different fields to advance cross-disciplinary entrepreneurial thinking.

A sizable gap exists between the ample demands for (and growing supply of) entrepreneurship education and our understanding of how to best approach the teaching and learning of entrepreneurship. To help close this gap, the United States Association for Small Business and Entrepreneurship (USASBE) has identified some of the most important and provocative work on entrepreneurship education over the years, and worked with the authors of this work to produce updated perspectives. The intent is to capture the richest insights and best practices in teaching entrepreneurship, building entrepreneurship curricula, and developing educational programs.

Teaching Entrepreneurship moves entrepreneurship education from the traditional process view to a practice-based approach and advocates teaching entrepreneurship using a portfolio of practices, which includes play, empathy, creation, experimentation, and reflection. Together these practices help students develop the competency to think and act entrepreneurially in order to create, find, and exploit opportunities of all kinds in a continuously changing and uncertain world. Divided into two parts, the book is written for those educators who want their students to develop a bias for action and who are willing to explore new approaches in their own classrooms. A set of 42 exercises with detailed teaching notes is also included to help educators effectively teach the practices in their curriculum.

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.

Written by the author of the successful Teaching Entrepreneurship to Undergraduates, this book promotes a learner-centred approach to thinking about how to teach entrepreneurship to postgraduates.

While creativity and entrepreneurship may appear to be unlikely allies, they are increasingly intersecting to produce economic and social value in new and exciting ways. This groundbreaking volume examines how creativity and entrepreneurship can be used in conjunction to foster positive change and innovation, particularly in areas such as higher education and sustainable global development.

The continuing success of the Asian Miracle relies on an entrepreneurial revolution that has increased the productivity and flexibility of economies across the region. Yet this revolution has largely been necessity-driven, traditional and vulnerable to erosion as the region becomes increasingly prosperous and well educated. How to educate the next wave of entrepreneurs is a pressing Asian question that resonates around the world and is the subject of this volume.

This timely book examines the rising phenomenon of academic entrepreneurship and technology commercialization among leading universities in Asia, by presenting in-depth analysis of thirteen leading universities from nine Asian economies, including Tokyo University in Japan, Tsinghua in China, IIT Bombay in India, and the National University of Singapore.

An experienced entrepreneur and educator, Colin Jones has written this book to help entrepreneurship educators pause and reflect upon their students’ learning, and therefore their own responsibilities as educators. He advocates a student-centric way to teach entrepreneurship and to building the curriculum. He shakes up the reader’s thinking and invites discussion on an experiential learning approach, to engage students in learning about entrepreneurship. This book is deliberatively provocative, and awakens another level of thinking on how to teach entrepreneurship. It will be required reading for entrepreneurship educators and those building a university entrepreneurship programme for years to come.