Institutional and academic entrepreneurship: implications for university governance and management

Abstract

The teaching of Entrepreneurship in universities, particularly in the German‐speaking countries, began to take off in the 1990s. Once the idea was accepted, introduction of chairs and course programmes posed no particular difficulties. Some traditional academics have questioned the academic rigour of the subject, particularly when the teaching and practical training aspects of Entrepreneurship have been in greater demand than the research aspect. The author gives pointers as to how best to set up Entrepreneurship programmes in unviversities as per three models: the campus‐based integrative model, the campus independent model, and the campus‐based dual model. Two American examples of the latter model are presented.

Notes

Most of the assumptions underlying these ideas rest on plausibility rather than on tested hypotheses. But a discussion of this problem is beyond the scope of this article. The question here is what are the implications of the different orientations for university governance and management.

“Texas knows that successful, practicing business leaders make the best entrepreneur teachers”, at ⟨http://mba.mccombs.utexas.edu/admissions/program/entre.asp⟩.