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  • Series: Annals in Entrepreneurship Education series x
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Ying Zhang

This chapter explores business education’s past, current, and the future in order to shed a light on the education revolution and the role of entrepreneurship in education. It is posited in this essay that both play a significant role in helping our society transform from an inequality to the equality-oriented structure. Education is not only the mean to transform a society from one stage of economic development to another, but also an important driver of our humanity and civilization development.

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Katarina Ellborg

There is no common way to implement entrepreneurship education in higher education, and a lack of research underpinning how it practically can be done. An increasing number of students undergo entrepreneurship education, and several studies highlight a need to develop new pedagogical methods. This paper examines how visual research methods can contribute as didactic tools in entrepreneurship education. A visual-based exercise, conducted with 394 students from different disciplines, is presented and analysed, showing that images create interactive and reflective ways to see and talk about entrepreneurship, thus making students’ perceptions visible and helping educators to better student-customize their education.

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Cesar Bandera, Aurélien Eminet, Katia Passerini and Kevin Pon

Just as entrepreneurship practice and policy are tailored to regional culture, so should entrepreneurship education.  But how is the instructor to assess the impact of culture on students’ entrepreneurial disposition, and account for it pedagogically?  We adopt the Moore-Bygrave staged model of entrepreneurship to represent student disposition, and measure the effect of culture using semantic scoring of student mind maps.  With this process, we observe differences in disposition between students in French and United States universities, and between colleges within a university.  The model then guides the instructor on how to compensate pedagogically for culturally-driven deficiencies in students’ entrepreneurial disposition.

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Jerome A. Katz

In corners of academe today one can hear “the business plan is dead,” but is it? This chapter seeks to shine a light on where and when business plans remain not only alive, but central to the achievement of entrepreneurship dreams. To give away the conclusion in advance, those places represent the vast majority of startup situations - among the vast majority of investors, the vast majority of bankers, and the vast majority of professionals. The chapter concludes with some observations on how business plans and feasibility analyses fit into contemporary entrepreneurship pedagogy.

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Younggeun Lee, Patrick Kreiser, Alex H. Wrede and Sanvisna Kogelen

In this chapter, we examine the influence of university-based education on students’ entrepreneurship capabilities. While the prevalence of entrepreneurship education is dramatically increasing worldwide, the education that business and engineering students receive throughout their academic experience wields a direct influence on several entrepreneurship capabilities. The purpose of this chapter is to assess educational influences on three specific entrepreneurship capabilities – networking skill, proactiveness, and self-confidence. Moreover, we aim to raise awareness for faculty and students in various programs as they form networks and optimize the knowledge obtained throughout their education. We test the hypotheses using data collected from 927 university students.

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Raj V. Mahto, William McDowell, Sandipen Sen and Saurabh Ahluwalia

Entrepreneurship education and training programs are attracting significant student followers in colleges and universities in the US and countries across the globe. The strong correlation between entrepreneurship and economic development has informed policymakers at various levels of government to enact policies and legislations supporting entrepreneurship that is further fueling demand for entrepreneurship education. This has notably increased the call to improve entrepreneurship education in general, and a need for greater numbers of qualified faculty to teach entrepreneurship. The limited availability of entrepreneurship faculty, however, coupled with rapid growth of entrepreneurship course offerings in colleges offers multiple opportunities for improvement. We believe the current entrepreneurship education can be transformed using the application of new technologies, such as the Internet of Things (IoT). In this article, we examine the transformative power of the IoT and related technologies and its current and potential impact on entrepreneurship education. The application of IoT is already disrupting many industries, transforming consumers’ lives, and changing business operations. Institutions of higher education can benefit through the application of IoT. The application of IoT can specially benefit entrepreneurship education and training programs leading to more startups by graduates. We argue that IoT allows faculty and universities to customize entrepreneurship course content for each individual student. The application of IoT empowers faculty to offer an enriching experiential learning, leverage resources, integrate various stakeholders, and engage and support students in a post-graduate phase.

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Yury Rubin, Michael Lednev and Daniel Mozhzhukhin

One objective of this paper is to develop a model of competencies in entrepreneurship based on professional entrepreneurial tasks. The second objective is to study the nature of competencies and the impact of an entrepreneur’s personal capabilities and personality traits in entrepreneurship. The structure of competencies in entrepreneurship is described in detail, attending to four categories: core professional, profile professional, additional professional and universal competencies. Methods, applied within a competence-oriented approach to the study of education, lead to the establishment of competencies in entrepreneurship as the most significant outcomes of an entrepreneurship bachelor's degree program and the creation matrix of competencies.

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Benson Honig

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.

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Prateek Shekhar, Aileen Huang-Saad and Julie Libarkin

Undergraduate engineering students are increasingly being exposed to entrepreneurship through curricular and co-curricular programs (Gilmartin, Chen, & Estrada, 2016). While historically, self-employment and venture creation has been the target of entrepreneurship education (Katz, 2003), recent efforts and advances in entrepreneurship education focus on developing graduates with skills to identify and develop opportunities, fostering innovation in their respective fields of work (Standish- Kuon & Rice, 2002). This shift in focus of entrepreneurship education from venture creation and conceptualization of entrepreneurship as a developable skillset rather than an innate characteristic has fueled the development of entrepreneurship programs outside of business schools in the United States (U.S.) and other parts of the world (Katz, 2003). Expanding from traditional business-focused programs, the pedagogy and content of these emergent entrepreneurship programs has evolved from traditional case-based methods to more immersive, experiential approaches to entrepreneurship education. In addition to imparting entrepreneurial content knowledge, these programs target the development of entrepreneurship-related characteristics and domain-general skills in undergraduate students. In the U.S., fueled by recent National Science Foundation initiatives in entrepreneurship such as the Epicenter Program: National Center for Engineering Pathways to Innovation (Epicenter, 2017) and I-Corps Program (NSF, 2016), entrepreneurship is gaining significant traction in higher education institutions. Using a wide variety of student-centered pedagogical approaches and formats, undergraduate entrepreneurship programs focus on preparing students to succeed in a competitive technology-driven economy by exposing them to entrepreneurial practice (e.g. opportunity identification and customary discovery) and business content knowledge. Due to this student-centered experiential learning emphasis, universities offer entrepreneurship education to undergraduates through both curricular coursework and informal co-curricular programs. Our presented work focuses on examining differences in self-efficacy outcomes resulting from engagement in these curricular and co-curricular learning experiences.

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Siri Terjesen and Hezun Li

This chapter reviews American University Center for Innovation (AUCI)’s award-winning curriculum, incubator, research, and other programming. AUCI curricula include general education courses, as well as an undergraduate minor and specialization and graduate specialization and certificate, available to students across campus. The AUCI Incubator helps students and recently graduated alumni develop and stabilize early-stage ventures. AUCI’s impactful research and thought leadership focuses on entrepreneurship theory, practice, and pedagogy. AUCI maintains a broad range of strategic partnerships with local, national, and foreign governments, public and private corporations, non-profits, and think tanks. The chapter concludes with a discussion of AUCI’s historical roots and connection to local and global communities.