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Abstract
Entrepreneurship education is growing worldwide, but key educational and didactical issues remain. What are we talking about when we talk about entrepreneurship education? What are we really doing when we teach or educate people in entrepreneurship, in terms of the nature and the impact of our interventions? What do we know about the appropriateness, the relevancy, the coherency, the social usefulness and the efficiency of our initiatives and practices in entrepreneurship education? Addressing these issues and challenges, this article suggests that at least two major evolutions might reinforce the future of entrepreneurship education. First, we need strong intellectual and conceptual foundations, drawing from the fields of entrepreneurship and education, to strengthen our entrepreneurship courses. And finally, we also need to deeply reflect on our practices, as researchers and educators, taking a more critical stance toward a too often adopted “taken for granted” position.
Notes
This essay is based on the keynote lecture delivered by the author when he received the 2013 European Entrepreneurship Education Award on 17 May 2013 at the University of Lund (Sweden). For more details on the award and the ceremony, see http://www.entrepreneur.lu.se/en/eew2013/eeea2013.
1. The OECD projects included in this line of action are under the responsibility of the LEED programme (Local Economic and Employment Development) – http://www.oecd.org/cfe/leed/.
2. This is perhaps about to change as, for the first time, a special issue on “Measuring the Impact of Entrepreneurship Education” has been offered in a top-five ranked entrepreneurship journal (Journal of Small Business Management 51 (3), 2013).