TY - JOUR
T1 - Entrepreneurship Education at the Crossroads
T2 - Challenging Taken-for-Granted Assumptions and Opening New Perspectives
AU - Loi, Michela
AU - Fayolle, Alain
AU - van Gelderen, Marco
AU - Riot, Elen
AU - Refai, Deema
AU - Higgins, David
AU - Haloub, Radi
AU - Salusse, Marcus Alexandre Yshikawa
AU - Lamy, Erwan
AU - Verzat, Caroline
AU - Cavarretta, Fabrice
N1 - Publisher Copyright:
© The Author(s) 2021.
PY - 2022/4/1
Y1 - 2022/4/1
N2 - This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants’ representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurship have room to emerge. Defining knowledge priorities, instead of targeting knowledge exhaustiveness, becomes of greatest importance to make entrepreneurship education‘s impact more relevant.
AB - This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants’ representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurship have room to emerge. Defining knowledge priorities, instead of targeting knowledge exhaustiveness, becomes of greatest importance to make entrepreneurship education‘s impact more relevant.
KW - entrepreneurship education
KW - happiness entrepreneurship
KW - paradigms
KW - positive stereotypes
KW - values
UR - http://www.scopus.com/inward/record.url?scp=85119126174&partnerID=8YFLogxK
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U2 - 10.1177/10564926211042222
DO - 10.1177/10564926211042222
M3 - Article
AN - SCOPUS:85119126174
SN - 1056-4926
VL - 31
SP - 123
EP - 134
JO - Journal of Management Inquiry
JF - Journal of Management Inquiry
IS - 2
ER -