Our understanding of history is shaped not only by our knowledge of the factual events of the past but also our perceptions of those events. It is our perceptions that help us make sense of what has happened and allow us to apply what we have learned from the past in the present. The following discussion is intended as an interpretive history of a remarkable organization, the United States Association for Small Business and Entrepreneurship. The purpose is not to provide a treatise but rather a selective view of the perceptions of a number of individuals privileged to hold leadership positions in the organization. The discussion begins with an overview of a number of strategic pivots taken by the leadership of the organization during particularly challenging times since just before and following the national economic crisis of 2008. The discussion is augmented by the personal recollections of three United States Association for Small Business and Entrepreneurship (USASBE) presidents who led the organization during particularly eventful periods. Jeffrey Alves, President in 2008, provides a broad perspective regarding what he views as the key strategic pivot points leading up to and following his time both as President and as a long-serving board member. Jeff Cornwall, President in 2010, presents a personal recollection of the events leading up to his decision to accept the nomination as President and the challenges the organization faced in the aftermath of the U.S. economic crisis. Finally, Heidi Neck, President in 2017, reviews a more recent period of the organization’s history. She details a significant strategic pivot made by the organization, not in response to a financial crisis, but rather in response to a crisis of strategic identity.
Nawaf Alabduljader, Ravi S. Ramani and George T. Solomon
An overview of the state of the field of entrepreneurship education in the United States (U.S.), its attempts to differentiate itself from traditional business education, and the curricular confusion between high growth potential ventures (HGPV) and small business or steady state growth ventures (SBGV) is examined. This review and discussion also include an analytical examination of the results of a survey of 105 U.S. four-year colleges and universities that offer entrepreneurship programs. Our analysis compares and contrasts institutions that differentiate between high growth potential ventures and small business or steady state growth ventures and those programs that do not make this distinction across eight key areas: (1) program types, (2) courses offered, (3) course content, (4) student enrollment, (5) activities and resources available, (6) sources of funding, (7) pedagogical approaches, and (8) learning materials used. Although small businesses are by far the most popular type of firm in the U. S., our analysis suggests a relative lack of focus on a curriculum focused on small business or steady state growth ventures. Moreover, the results reveal a high degree of overlap in the curriculum between education aimed at promoting high growth potential ventures and education aimed at developing small business growth ventures, indicating that educational offerings have not sufficiently differentiated between these two endeavors. Implications of these results for the field of entrepreneurship education are discussed.
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.
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.
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.
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.
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.
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.
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.
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.