Handbook of University-wide Entrepreneurship Education
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Handbook of University-wide Entrepreneurship Education

Edited by G. Page West III, Elizabeth J. Gatewood and Kelly G. Shaver

This Handbook explores the current state of university-wide entrepreneurship education programs and provides a comprehensive reference guide for the planning and implementation of an entrepreneurship curriculum beyond the business school environment. A variety of authors spanning five countries and multiple disciplines discuss the opportunities and universal challenges in extending entrepreneurship education to the sciences, performing arts, social sciences, humanities, and liberal arts environments. The Handbook is designed to assist educators in developing new programs and pedagogical approaches based upon the previous experiences of others who have forged this exciting new path.
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Chapter 14: Intersecting Entrepreneurship and Law: An Experiential Learning Exchange

Matthew M. Mars and Sherry Hoskinson


Matthew M. Mars and Sherry Hoskinson Introduction Entrepreneurship is considered to be one of the fastest-growing fields of study within the American higher education system (Katz, 2003, p. 284; Kuratko, 2006, p. 484). The growth of entrepreneurship education has not been contained within schools of business. Specifically, entrepreneurial curricula have been formally introduced into technical fields such as engineering, biosciences, optical sciences, as well as into the more liberal artsoriented disciplines that include history, sociology and the fine arts (Hynes, 1996, p. 11; Katz, 2003, p. 295; Mars, 2007, p. 43). As a result, new entrepreneurship courses, minors and less structured certificates have woven entrepreneurial principles and philosophies into the disciplinary fabric of higher education. This chapter focuses on an experiential learning model for connecting entrepreneurship students with law students within a clinical setting. Specifically, we describe the inaugural year of an entrepreneurship/law exchange at the University of Arizona, Tucson, AZ. This exchange joined entrepreneurship students in the McGuire Center for Entrepreneurship and law students in the James E. Rogers College of Law for the purpose of developing strong entrepreneurial and legal skill sets through the direct application of classroom knowledge to simulated ‘real-world’ problems. Our discussion of this exchange includes the direct reports of the students and instructors, as well as an analysis of the method’s strengths and weaknesses. Also, the discussion includes how the exchange was designed to reflect the entrepreneurial and legal conditions of the current knowledge economy. Lastly, suggestions for replicating the exchange in ways specific...

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