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Louisa Huxtable-Thomas and Paul D. Hannon

This chapter is based on evidence from a programme of learning aimed at entrepreneur(ial) learners and identifies three dimensions that need to be taken into account when prescribing pedagogies. The results of this study suggest that the traditional methods of designing course delivery have been oversimplified and as a result fail to recognise and utilise the inherent complexity of the learner. That stance is further developed to suggest that ‘what the learner learns’ can only be influenced, not dictated, by what the teacher teaches and therefore the most efficient method is to provide a diverse menu of learning opportunities that look beyond traditional input and feedback designs and plan for intangible and unintended learning outcomes. These include motivation, inspiration, increases in confidence and behavioural changes. This is particularly relevant when considering how best to deliver learning to entrepreneurs in an attempt to improve economic performance in the SME economy.