The field of entrepreneurship continues to experience considerable growth, embedded in beliefs of economic development, innovation, and meritocracy. The chapter examines a new concept in entrepreneurship: compensatory entrepreneurship. It is defined as the political endorsement of entrepreneurship promotion activities, including training, incubation, and media dissemination, for the primary objective of maintaining political and/or economic control of one population over another. The paper discusses the contemporary field of entrepreneurship with the expectation of creating more awareness and dialog regarding some of the socio-political consequences of entrepreneurship promotion.
Israel Drori, Benson Honig and Joseph Lampel
Edited by Benson Honig, Joseph Lampel and Israel Drori
Robert B. Anderson, Benson Honig and Ana Maria Paredo
Bruce Martin, Dirk De Clercq and Benson Honig
Research studying the impact of entrepreneurship education and training (EET) has grown rapidly over the past two decades, but the literature has limitations in clarity and depth due to methodological weaknesses in study design and analysis, a lack of theoretical grounding, and use of inconsistent variables for tracking EET outcomes over time. We highlight the specific weaknesses of the literature, argue for the theory of planned behaviour as a grounding theory, outline a plan for improving future EET research, and provide an example study to demonstrate the usefulness of our proposed model. In so doing, we contribute to efforts that seek to provide more rigour and relevance in EET scholarship and practice.
Jeffrey J. McNally, Benson Honig and Bruce Martin
Though the development of wisdom is a primary goal of higher education, it has received little empirical attention in an entrepreneurship education (EE) context. We conduct a preliminary, exploratory investigation into the teaching of wisdom in EE. Applying Sternberg’s (1998) balance theory of wisdom, we examine whether entrepreneurship courses deliver on the potential of wisdom development by studying the syllabi of 50 university entrepreneurship courses from around the world. We also examine the contents of the major entrepreneurship textbooks used in EE classrooms today. We find that both textbook use and course design are negatively related to the development of wisdom in the classroom. Theoretical and practical implications are discussed.