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Parent Category: Law Scholarship

Category: Entrepreneurship Education

Last Updated: Nov 21, 2015

Written by Entrepreneurship Law Editorial Team

Articles

Magnus Dahlstedt & Fredrik Hertzberg, In the Name of Liberation, 45 Eur. Educ. 26 (2013).

Abstract (by authors): The focus of this article is the growing importance of entrepreneurship in the context of Swedish education policy. Departing from Foucault’s concept of governmentality, this article analyzes some of the main ideas in the discourse on entrepreneurship education in Sweden and points out its specifics, as an instance of the broader educational and governing program of lifelong learning. This increasing emphasis on entrepreneurship challenges older pedagogical doctrines. In visions of entrepreneurial education, it becomes logical to emphasize the value of education for the economic system.

Frank R. Gunter, A Simple Model of Entrepreneurship for Principles of Economics Courses (2011), available at http://ssrn.com/abstract=1961235.

Abstract (from author): Over the last four decades since Baumol’s 1968 critique, there has been some progress in incorporating entrepreneurship into principles of economics texts. However, the critical roles of entrepreneurs in creating, operating, and destroying markets are generally either absent or relegated to later chapters. The primary difficulties in explaining entrepreneurship at the principles level are the lack of a universally accepted definition, a plausible explanation of the demand for entrepreneurship, and a diagram that summarizes the impact of entrepreneurship on market equilibrium – a definition, a story, and a picture. This paper discusses how the notion of the stationary state associated with Schumpeter (1911), Knight (1921), and Weber (1930) can provide a framework for integrating the entrepreneur into the early part of principles of economics courses. In addition, the research of Romer (1990), Audretsch et al (2006), and others is used to demonstrate the critical role of entrepreneurship in explaining economic growth.

Matthijs H. M. Hammer & Niek Thuijs, What to Learn from Entrepreneurial Summer Schools? A Logical Typology (4th Finpin Conference, 2012), available athttp://ssrn.com/abstract=2086767.

Abstract: In the last decades, it seems to be hype for every entrepreneurial university to organize a kind of a summer school for entrepreneurship. In the adverts of these events there are many promises, but what is it they actually do? The name ‘summer (or winter) school’ sounds universal. Contra dictionary, the programmes seems to be unique for each university. It is obvious that a short entrepreneurial support programme, like a summer school, is a popular instrument to contribute to the economic development of a region. Not every region has its own summer school yet. Governmental ambitions throughout Europe makes that soon every region will have an entrepreneurship-stimulating instrument like a summer school. To learn from the summer schools established, a qualitative study of 38 of them held in the United States and Europe. Comparison of the gathered data shows that there is a broad scope of goals and aims, as well as the size, cost, duration and financing. Noticeable differences found between Europe and the United States, as well as between the West, East and South of Europe. The findings of study have resulted in a logical typology of entrepreneurial summer schools.

Colette Henry, Entrepreneurship Education in HE: Are Policy Makers Expecting too Much?, 55 Educ. + Training 836 (2013).

Abstract (adapted from author): The purpose of this paper is to explore current entrepreneurship and enterprise education policy in the UK. The key question addressed in the paper is whether policy makers are expecting too much from current entrepreneurship provision in UK HE.

This paper helps further an understanding of entrepreneurship and enterprise education as portrayed in current policy documents, and suggests that expectations of outcomes from its inclusion in higher education (HE) may have spiraled beyond what is both realistic and possible. The author argues for a more realistic and measurable perspective of the expectations of entrepreneurship and enterprise education in HE, particularly in non-traditional discipline areas, and suggests that policy in this regard is in need of realignment. The paper has implications for educators and policy makers in terms of curriculum design and expectations. The paper should be of value to researchers, educators and those involved in curricula design in the area of entrepreneurship and enterprise education. The paper should be of particular value to policy makers in the context of helping them to be more realistic in relation to their expectations of such education.

M. Lekoko & E. M. Rankhumise, Entrepreneurship Education: Survey of Two Universities in Botswana, 3 OIDA Int'l J. Sustainable Dev. 11 (2012), also available at http://ssrn.com/abstract=2008009.

Abstract (from authors): Entrepreneurship education is topical in many universities. This offering is imperative in preparing learners to be job creators instead of being job seekers. This paper aims to assess the state of entrepreneurship at the two universities in Botswana and to evaluate how students feel about entrepreneurship education in the context of giving a good grounding for starting businesses after graduation. Data were collected through structured questionnaires to measure students’ perceptions of the effectiveness of entrepreneurship offerings at the two universities. The results show that at the two universities, teaching strategies involve lectures, group and individuals assignments. The strategies used seem not to be aligned with the current trend of teaching entrepreneurship education. This paper provides valuable insight on the appropriateness of the teaching strategies used.

Sandra Malach, Peter Robinson & Tannis Radcliffe, Differentiating Legal Issues By Business Type, 44 J. Small Bus. Mgmt. (2006).www.allbusiness.com/management-companies-enterprises/3896438-1.html

Abstract (from authors):  Developing legal strategies is a fundamental part of business formation and strategic operation. The ability to incorporate legal planning into the business planning process allows entrepreneurs to strategically plan their operations to minimize risks arising from legal and regulatory regimes and better protect the assets of the business and entrepreneur. Research regarding the legal issues encountered in nascent business ventures is just beginning. Conducting a content analysis of 292 legal information letters, prepared in a university-based legal clinic for new ventures, legal issues and business type were identified. An analysis of the data indicated that: (1) certain legal issues are relevant to all new ventures, (2) certain legal issues are relevant to specific types of new ventures, and (3) the relevancy of individual legal issues will vary depending on the category of business. 

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M. Mars & M. Ginter, Academic Innovation and Autonomy: An Exploration of Entrepreneurship Education Within American Community Colleges and the Academic Capitalist Context, 40 Com. C. R. 75 (2012).

Abstract (from publisher): Employing interviews with individuals from 16 community colleges across the country, as well as an independent consultant engaged in activities of the National Association for Community College Entrepreneurship (NACCE), this study considers the organizational structures and academic practices associated with community college entrepreneurship education. More specifically, community college entrepreneurship education is argued to be a market-oriented trend that has been largely overlooked as a curricular alternative to workforce development models. The exploration is guided by and placed within the context of academic capitalism as articulated by Slaughter and Rhoades.

Dogukan Ozgen, The New Approaches in Entrepreneurship Education: Integrated Education Models (2012), available athttp://ssrn.com/abstract=2164274.

Abstract (by author): This paper aims to investigate the education methodologies of entrepreneurship and business in the world. Furthermore it analyzes a model within consideration of these methodologies. The success of entrepreneurship education depends on the holistic design of an educational system with respect to entrepreneurship and business education rather than adding singular modules to the current curriculum. This design is realized in Turkey by the adaptation of Michael Porter's Diamond Model. The dynamic relationship between education modules creates a supportive interaction through this design, just as it is stated in the clustering model. Different methodologies of entrepreneurship education can be provided in the same platform. This brings more productivity to integrated models than singular modules.

Barbara J. Phipps et al., Principles of Economics Without the Prince of Denmark, 43 J. Econ. Educ. 58 (2012)

Abstract (from authors): In most introductory textbooks on principles of economics, discussion of the theory or practice of entrepreneurship is almost entirely absent. This omission is striking, given the important role in economic growth that economists assign to the entrepreneur. While there are plausible explanations for this omission, new research suggests the beginnings of a body of formal microtheory on innovative entrepreneurship. In this article, the authors first review treatment of the entrepreneur in the latest editions of three commonly used introductory economics textbooks, each of which includes a substantive discussion of entrepreneurship. Second, the authors present brief overviews of new microtheories of entrepreneurship (Parker 2009; Spulber 2009; and Baumol 2010), each of which has potential to serve as inspiration and to provide a framework for inclusion of entrepreneurship in introductory microtheory.

Robert A. Prentice, The Case for Educating Legally-Aware Accountants, 38 Am. Bus. L.J. 597 (2001).

Abstract (from author):  In this paper I discuss the importance of including basic legal education in a broad accounting curriculum and of including the subjects taught in the curriculum on the American Institute of Certified Public Accountant's (AICPA's) professional certification examination. I am prompted in part by the AICPA's current reexamination of the content of its Uniform Certified Public Accountant (CPA) exam. In 1993, the AICPA's Content Validity Task Force recommended a reevaluation of the examination and the Board of Examiners appointed a new task force, the Content Oversight Task Force. The Task Force is apparently considering reducing or eliminating the business law portion of the CPA exam. The impetus for this proposal apparently stems from the responses to a small and decidedly unscientific survey that produced very mixed results.

Elaine C. Rideout & Denis O. Gray, Does Entrepreneurship Education Really Work? A Review and Methodological Critique of the Empirical Literature on the Effects of University‐Based Entrepreneurship Education, 51 J. Small Bus. Mgmt. 329 (2013), available at http://ssrn.com/abstract=2280990.

Abstract (by authors): Does entrepreneurship education (E‐ed) really work to create business enterprise? The authors conducted a comprehensive review and methodological critique of the empirical research on the outcomes of university‐based E‐ed. They identified every empirical study conducted over the past decade, and found 12 that minimally met their methodologically “robust” (Storey Steps 4–6) standard. The systematic critique of the studies' research methods found a variety of methodological weaknesses, undermining confidence in the belief that E‐ed can produce entrepreneurship. The implications for both practice and policy are discussed, and recommendations are made for conducting future E‐ed outcome research.

Banjo Roxas, Effects of Entrepreneurial Knowledge on Entrepreneurial Intentions: A Longitudinal Study of Selected South-East Asian Business Students, 27 J. Educ. & Work 432 (2014).

Abstract (by author): Drawing on the theory of planned behavior, this study examines the direct and indirect effects of knowledge gained from a formal entrepreneurship education program on an individual’s entrepreneurial intentions (EI). It tracks the changes in students’ entrepreneurial knowledge (EK), perceptions of desirability of, and self-efficacy in, engaging in entrepreneurship and the impact of those changes on students’ EI upon completion of an entrepreneurship course. It uses longitudinal survey data of 245 business students in a Philippine university. Using cross-lagged panel method and partial-least squares-based structural equation modeling, the study builds and tests the measurement and structural models to examine the hypothesized interactions of EK, perceived desirability of, self-efficacy towards entrepreneurship, and EI. The findings underscore the importance of developing knowledge to nurture students’ self-confidence and attitudinal propensity to engage in entrepreneurship.

Daphyne Saunders Thomas & Mark L. Usry, Entrepreneurship Classes Must Include More Legal Topics, 16 Bus. F. 10-11 (1991).

Abstract:   Focuses on the need for entrepreneurship classes to include more legal topics. Classroom data; Business survey; Subjects covered in entrepreneurship classes; Questions concerning topics covered.

George J. Siedel, Six Forces and the Legal Environment of Business: The Relative Value of Business Law Among Business School Core Courses, 37 Am. Bus. L.J. 717 (2000).

Abstract: Sessions on the legal environment in The Executive Program are designed to provide participants with an overview of substantive law (both public and private) and procedural law. Specific topics include: law and ethics, contracts, torts, product liability, securities regulation (emphasizing the impact on decision-making and corporate communications), employee rights (including wrongful discharge, sexual harassment, and workers' compensation), and dispute prevention, management, and resolution (including the use of decision tree analysis to make legal decisions).

George T. Solomon, Susan Duffy & Ayman Tarabishy, The State of Entrepreneurship Education in the United States: A Nationwide Survey and Analysis, Int’l J.  Entrepreneurship Educ. 1:1 , 65-86 (2002).

Abstract: This paper presents the current state of entrepreneurship education in the United States and Internationally as reported by participants in the 1999-2000 National Survey of Entrepreneurship Education. Survey results indicate a small but growing trend in the number of courses, concentrations and degrees in the academic fields of small business management and entrepreneurship. There is also evidence that institutions are receiving major endowments for entrepreneurship education in the form of chairs, professorships and centers. A surprising trend emerged from the data regarding entrepreneurship education and the use of technology. Of those that responded to the survey 49 percent indicated that they offer information on the web regarding entrepreneurship and new venture creation to students and entrepreneurs. Also, 30 percent of those who responded indicated that they offer on-line management and technical assistance for students and entrepreneurs. Finally, 21 percent of the respondents indicated they use distance-learning technologies in their entrepreneurship education courses or concentrations. Growth in Entrepreneurship Education has accelerated over the last two decades. The dilemma is for the field to stay on the "cutting edge." To continue to be a vibrant member of the academic community, pedagogies must reflect the changing times.