Advancing Entrepreneurship Education in Universities

Concepts and Practices for Teaching and Support

Robert James Crammond

• Publisher: Palgrave Macmillan
• Year: 2020
• Print ISBN:
  9783030351908
• eBook ISBN:
  9783030351915
• Topic: Business
• Subtopic: Entrepreneurship
• Index: Business

In the context of the changing nature of universities, this book discusses the progression of enterprise and entrepreneurship education, and conceptualises 'best practice' with the aim of enhancing teaching and support for entrepreneurs. Including an overview of entrepreneurship, teaching entrepreneurship, enterprising universities and industrial ecosystems, the author also discusses stakeholder theory and analysis, concluding with a perspective on effective and enterprising learning spaces. An insightful read for researchers, educators and policy-makers, this comprehensive overview provides up-to-date literature and case studies to describe the need for entrepreneurship education, its growth, the influence of key institutional stakeholders, and the future of programme delivery and assessment.

© The Author(s) 2020

R. J. CrammondAdvancing Entrepreneurship Education in Universitieshttps://doi.org/10.1007/978-3-030-35191-5_1

Begin Abstract

1. Introduction: Advancing Entrepreneurship Education in Universities

Robert James Crammond¹

(1)

School of Business and Enterprise, University of the West of Scotland, South Lanarkshire, UK

Robert James Crammond

Email: [email protected]

Our determination exists within; yet emerges with opportunity

Robert James Crammond

Keywords

Entrepreneurship educationEntrepreneurialismUniversitiesStakeholdersTeaching

End Abstract

1.1 Introduction

The changing nature of education from traditional to more progressive and contemporary schools of thought, as expressed by theorists and current researchers and educators, has allowed the majority of universities to embrace and advance entrepreneurship education. This undoubtedly will influence and impact levels of entrepreneurial activity and resultant start-ups. The Entrepreneurial University that materialises can appear in many guises, as per discipline, activity, or research ambition. This notion, along with the proliferation of many different types of entrepreneurship education programmes and entrepreneurial activity, affects the institutional structures of higher education institutions (HEIs), and the responsibilities and modes of engagement from related stakeholders. Expected therefore are improved levels of entrepreneurship education delivery and effective support. With related impact and legacy studies of entrepreneurship education consistently conducted, investigations that question the identity of internal stakeholders, their activities, and understanding their perspectives are appearing, but are not extensively witnessed.

This book, Advancing Entrepreneurship Education in Universities: Concepts and Practices for Teaching and Support, acknowledges purposive and dynamic roles, relationships, and perspectives of delivery and support to stakeholders within higher education. This includes witnessing the many patterns of delivery and supportive behaviour through institutional screening, realisation of resources, and engagement with individuals and groups.

Whether it be socially, economically, or organisationally, entrepreneurship education strives to improve the fortunes of local, national, and international regions by utilising a variety of engaging, experiential, enterprise-based, skill-building activities within transformative educational settings (Hytti and O’Gorman 2004; Burns 2011, 2017; Jones 2011, 2013). This increasingly involves the participation of those who, regardless of academic background or calibre, have been exposed to entrepreneurship and business activity. Support from local and national government is voiced, as HEI-surrounding groups (chiefly edited by academics, partnered research universities and colleges, and industry leaders) continue to publish guidelines, evidence, and future plans concerning progressive entrepreneurship education at university level (Volkmann et al. 2009; Williamson et al. 2013; EC 2013, 2015). Additionally, in some instances, close collaboration and relationship building with industry is witnessed through studied modules or programmes, and by initiating in-house employability and business enterprise services. Organisations and industries, as a whole, can source new talent, skills, and ideas from local or national universities (Matlay 2010; Gibb and Haskins 2014; EC 2015).

As a result, the expected audience of this book is wide-ranging, and this book informs multiple stakeholder groups of their potential involvement in future entrepreneurship education curriculum and initiatives. The acknowledgement of multiple university stakeholders concerning this delivery and support further highlights the many narratives that must be addressed.

1.2 Advancing the Entrepreneurship Educational Context

Entrepreneurship education studies have encountered, investigated, and commented on a number of issues of importance for universities, higher education teaching, and student support. However, a fragmented, entrepreneurial experience amongst academics and students is dependent on the forms of programmes available. This in itself contributes to distinctly dissimilar course structures, forms of assessments, and resultant entrepreneurial learning experiences. Optimistically, students are reacting to and endorsing practical elements of entrepreneurship education. Although differences are evident, productive steps are considered for a unified approach to entrepreneurship education within universities.

Consistent research has indicated the notable influence of particular stakeholders that continue to shape the educational offering from higher education (Fayolle 2005; Fayolle et al. 2006; Dew and Sarasvathy 2007; Gibb and Haskins 2014). An institution’s heightened awareness of their human, and intellectual, capital improves their ability to facilitate pragmatic and socially responsive programmes, activities, and support structures. Simply and succinctly: people mobilise entrepreneurial ideas. Additionally, institutions champion this related, entrepreneurial activity. Influential individuals and institutions set out, through entrepreneurship education programmes, to reshape and redefine the educational stakeholder towards stipulated actions and responsibilities. This is in response to changing industrial and educational environments.

This book documents internal stakeholders who are currently establishing, promoting, and maintaining entrepreneurship education. Related research and activity has markedly grown since the 1980s, with increasingly more institutions developing, delivering, and maintaining their own entrepreneurship education programmes (Katz 2003; Fayolle 2007, 2010). This has led to various methods of teaching and assessment being embedded from many educational stances on the subject (Hynes 1996; Matlay 2010, 2012; EC 2008; Blenker et al. 2012). The introduction of entrepreneurship education is crucial concerning a student’s career aspirations, as it enables them to become more entrepreneurial, realising creative skills and developing innovative intentions (Matlay and Carey 2007; Hamidi et al. 2008; Matlay 2011). Therefore, it is important that continued research in the field is conducted as practitioners adopt more efficient and notably effective means of entrepreneurship education delivery and support. Literature, past and present, highlights recurring themes that underpin a need for on-going research. Furthermore, surrounding issues have been noted that have stimulated deeper discussion and promoted critical reflection and further study within business and university contexts (Kuratko 2003). These themes and issues demonstrate the primitive nature of the topic, introduction of entrepreneurship education, with respect to some institutions, and the opportunity for greater identification and understanding of contributory factors.

Since the latter part of the twentieth century, research has confirmed the distinct value of entrepreneurship education and the responsibility of appropriate facilitators of the subject in maintaining economies, locally and nationally (Brockhaus et al. 2001; Burns 2011, 2017). A shift from the traditional higher educational paradigm in recent decades, entrepreneurship education vitally contributes to economic growth (Audretsch 2006; North et al. 2010; Matlay 2008, 2011), becoming a central business discipline which enriches lives and economies (Matlay and Carey 2007; Slavtchev et al. 2012). Those in receipt of this form of education are able to realise their potential and gain the necessary skillsets possible to increase entrepreneurial intention. Katz (2003), Pittaway and Cope (2007), and Hytti and O’Gorman (2004) note this progression of entrepreneurship education as a taught discipline, which has increasingly been witnessed at all levels of education (Nielsen et al. 2017).

Entrepreneurialism, and harnessing the ability to instigate entrepreneurial mind-sets, innovative new ventures, and prospective enterprises of all sizes is a vital aspect in promoting business growth and prosperity. In an environment, that is post-recession, conflicts of interest between certain factions of organisations, industries, and communities are seen and, as mentioned, a perceived lack of governmental help can be evident.

A universal ambition of relevant stakeholders, within this form of education, is to achieve shared goals between teaching staff, supportive workers, and senior university management (Matlay 2008, 2011). These goals can positively influence students into producing entrepreneurial outcomes. It is an overwhelming responsibility of higher education staff and management to ascertain what is actually specified within their entrepreneurship education roles, and what is deemed important during the facilitation and review stages of given entrepreneurship education programmes and surrounding entrepreneurial activities (Anderson and Jack 2008; Beresford and Beresford 2010). Aspiring entrepreneurs and recent graduate entrepreneurs at undergraduate, post-graduate, and research level may experience and, on occasion, negatively regard the current job market. Much discussed brain drains are highlighted annually, with many disheartened graduates in positions that they are over-skilled for. This problem can be rectified with implemented educational programmes that have a distinct focus on the needs of stakeholders and businesspeople, as well as maintaining and unearthing new entrepreneurial talent (Gimmon 2014). In an attempt to highlight the need for more precise entrepreneurship education in the country, the issues of unemployment and improving the quality of training and recruitment can be successfully addressed with publications such as this book. A distinct revision of entrepreneurship education can alleviate the issue of costs and enable both financial and resource efficiency to be witnessed from governmental help and/or initiatives.

This book recognises the delivery and support landscape within universities. This in turn enables greater entrepreneurship education implementation within higher educ...

Table of contents

• Cover
• Front Matter
• 1. Introduction: Advancing Entrepreneurship Education in Universities
• 2. Entrepreneurship: Origins and Nature
• 3. Teaching Entrepreneurship: International Contexts and Progress
• 4. Enterprising Universities and Industrial Ecosystems
• 5. The Entrepreneurship Education Stakeholder Within Universities
• 6. Entrepreneurship Education Futures and Learning Spaces
• 7. Conclusion: Moving Entrepreneurship Education Forward for Teaching and Support
• Back Matter