HANDBOOK OF RESEARCH IN ENTREPRENEURSHIP EDUCATION, VOLUME Handbook of Research in Entrepreneurship Education, Volume A General Perspective Edited by Alain Fayolle EM Lyon and CERAG Laboratory, France and Visiting Professor, Solvay Business School, Belgium Edward Elgar Cheltenham, UK • Northampton, MA, USA © Alain Fayolle, 2007 All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical or photocopying, recording, or otherwise without the prior permission of the publisher Published by Edward Elgar Publishing Limited Glensanda House Montpellier Parade Cheltenham Glos GL50 1UA UK Edward Elgar Publishing, Inc William Pratt House Dewey Court Northampton Massachusetts 01060 USA A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Handbook of research in entrepreneurship education/edited by Alain Fayolle v cm Includes bibliographical references and index Contents: v A general perspective Entrepreneurship—Study and teaching Business education Entrepreneurship—Research I Fayolle, Alain HB615.H26595 2007 338’.04071—dc22 2006017881 ISBN 978 84542 106 (cased) Printed and bound in Great Britain by MPG Books Ltd, Bodmin, Cornwall Contents List of figures List of tables List of contributors Foreword: the third wave of entrepreneurship education and the importance of fun in learning by Jerome A Katz Cornerstones of change: revisiting and challenging new perspectives on research in entrepreneurship education Jill Kickul and Alain Fayolle PART I xi CHANGING PARADIGMS Changing the entrepreneurship education paradigm David Kirby Learning as an entrepreneurial process Daniel Hjorth and Bengt Johannisson Creating the entrepreneurial university: we need a wholly different model of entrepreneurship? Allan Gibb Teaching entrepreneurship at university: from the wrong building to the right philosophy Kevin Hindle The framework of static and dynamic components: an examination of entrepreneurial orientation and university ability to teach entrepreneurship Zelimir W Todorovic PART II vii viii ix 21 46 67 104 127 RENEWING METHODS Strategies for teaching entrepreneurship: what else beyond lectures, case studies and business plans? Camille Carrier Social constructionist thinking: some implications for entrepreneurship research and education Denise Fletcher Multi-disciplinary entrepreneurship clinic: experiential education in theory and practice Peter Robinson and Sandra Malach v 143 160 173 vi Contents 10 Towards a new methodology to assess the entrepreneurship teaching programmes Alain Fayolle, Benoît Gailly and Narjisse Lassas-Clerc A conceptual approach to better diagnosis and resolution of cross-cultural and gender challenges in entrepreneurial research Bonita L Betters-Reed, Lynda L Moore and Laurie M Hunt 11 PART III 12 13 14 15 16 198 UNDERSTANDING CONTENTS Entrepreneurial marketing and university education Gerald E Hills, Claes M Hultman and Morgan P Miles The role of entrepreneurship education in the entrepreneurial process Francisco Liñán Evaluating entrepreneurship education and training: implications for programme design Colette Henry, Frances M Hill and Claire M Leitch Archetypes of pedagogical innovation for entrepreneurship in higher education: model and illustrations Jean-Pierre Béchard and Denis Grégoire Learning risk-taking competences Paula Kyrö and Annukka Tapani Index 187 219 230 248 261 285 311 Figures 1.1 1.2 1.3 1.4 2.1 4.1 4.2 5.1 5.2 6.1 10.1 11.1 13.1 13.2 13.3 13.4 14.1 14.2 Teaching and learning perspectives Entrepreneurial life cycle/issues Pedagogical elements in entrepreneurship education University integration of multiple applications of learning Critical and creative thinking The dominant model of the entrepreneur being taught? Towards an appropriate model for entrepreneurial teaching The pyramid approach to business education The wheel template for building an entrepreneurship curriculum Conceptual framework of entrepreneurial education at an entrepreneurially oriented university ETP assessment model The five factors: from a unilateral to a multidimensional approach The entrepreneurial process Entrepreneurial intention model Objectives of entrepreneurship education Role of entrepreneurship education in the entrepreneurial process Methodology employed for constructing the framework A framework for the development of entrepreneurship training programmes vii 11 27 71 78 118 119 132 190 202 234 236 238 241 255 256 Tables 2.1 4.1 4.2 4.3 8.1 9.1 10.1 10.2 10.3 10.4 12.1 15.1 15.2 15.3 15.4 16.1 16.2 16.3 16.4 16.5 16.6 16.7 16.8 16.9 The focus of learning Values in the teaching paradigm The entrepreneurial life world Guidelines for designing the entrepreneurial organization The application of social constructionist ideas in entrepreneurship research and education Sources of cognitive knowledge Survey results Validation of Azjen’s model Analysis of students’ background Analysis of students’ initial intention Teaching marketing principles propositions: entrepreneurs’ marketing behavior and action teaching implications Analytical framework Consulted sources to identify innovative entrepreneurship programs in higher education Source material for each case Four archetypes of pedagogical innovation in entrepreneurship education Reflection format Levels of learning deduced from the critical theory The results of the open coding: three core categories in the learning process The individual risk-taking learning paths Summary of the sources of confusion Summary of action orientation Summary of learning orientation Combined individual risk learning paths Summary of the results and coding phases viii 26 73 80 83 165 183 192 192 194 194 227 263 267 268 269 294 294 295 298 299 299 299 300 302 Contributors Jean-Pierre Béchard, HEC Montréal, Canada Bonita L Betters-Reed, Simmons School of Management, US Camille Carrier, Université du Québec Trois-Rivières, Canada Alain Fayolle, EM Lyon, CERAG (Université de Grenoble), France, Solvay Business School, Belgium Denise Fletcher, University of Sheffield Management School, England Benoît Gailly, Université catholique de Louvain, Belgium Allan Gibb, University of Durham, England Denis Grégoire, J Mack Robinson College of Business, Georgia State University, USA Colette Henry, School of Business and Humanities, Dundalk Institute of Technology, Ireland Frances M Hill, School of Management and Economics, Queen’s University, Belfast, Northern Ireland Gerald E Hills, University of Illinois at Chicago, USA Kevin Hindle, Australian Graduate School of Entrepreneurship, Australia Daniel Hjorth, Copenhagen Business School, Denmark Claes M Hultman, Faculty of Business, Orebro University, Sweden Laurie M Hunt, Simmons School of Management, USA Bengt Johannisson, Växjö University, Sweden Jerome A Katz, John Cook School of Business, Saint Louis University, USA Jill Kickul, Forsythe Chair in Entrepreneurship, Thomas C Page Center for Entrepreneurship, Richard T Farmer School of Business, Miami University, USA David Kirby, School of Management, University of Surrey, England Paula Kyrö, University of Tampere, Finland Narjisse Lassas-Clerc, EM Lyon, France Claire M Leitch, School of Management and Economics, Queen’s University, Belfast, Northern Ireland Francisco Liñán, University of Seville, Spain ix x Contributors Sandra Malach, University of Calgary, Canada Morgan P Miles, Georgia Southern University, USA Lynda L Moore, Simmons School of Management, USA Peter Robinson, Utah Valley State College, USA Annukka Tapani, University of Tampere, Finland Zelimir W Todorovic, Indiana Purdue University, USA 306 Handbook of research in entrepreneurship education Scott, M.G., Rosa, P and Klandt, H (1998), ‘Educating entrepreneurs for wealth creation’, in M.G Scott, P Rosa and H Klandt (eds), Educating Entrepreneurs for Wealth Creation, Aldershot: Ashgate, pp 1–14 Siitonen, J (1999), ‘Voimaantumisteorian perusteiden hahmottelua’, Acta Univ Oul E37, Oulu: Oulu University Press Stewart, A (1991), ‘A prospectus on the anthropology of entrepreneurship’, Entrepreneurship Theory and Practice, Winter, 71–91 Strauss, A and Corbin, J (1990), Basics of Qualitative Research: Grounded Theory Procedures and Techniques, London: Sage Publications Suojanen, U (1998), ‘Toimintatutkimus ammatillisen kehittymisen välineenä’, in Teoksessa E Haapanen and E Löfström (eds), Missä tieto ja taito kohtaavat – PD-ohjelma ammatillisen ja persoonallisen kehityksen tukijana, Helsingin yliopiston Vantaan täydennyskoulutuskeskuksen julkaisuja 15, 53–74 Tang, Z (2005), ‘An empirical study of environmental uncertainty, internal variety, and firm performances in SMEs’, entrepreneurship paper abstract, paper presented in the Academy of Management Annual Meeting, Hawaii, 5–10 August Tesch, R (1990), Qualitative Research Analysis Types and Software Tools, New York: Falmer Press Wadhwa, A., Basu, S and Kotha, S.P (2005), ‘Learning under uncertainty: structural heterogeneity in corporate venture capital relationships’, entrepreneurship paper abstract, paper presented in the Academy of Management Annual Meeting, Hawaii, 5–10 August Wu, B and Knott, A.M (2005), ‘Entrepreneurial risk and market entry’, entrepreneurship paper abstract, paper presented in the Academy of Management Annual Meeting, Hawaii, 5–10 August Yates, J.F (ed.) (1992), Risk-taking Behavior, New York: Wiley Zuber-Skerrit, O (1992), ‘Improving learning and teaching through action learning and action research’, draft paper for the HERDSA Conference, University of Queensland 307 Individual orientation International group ● During the course I have practised and trained my patience and my argumentation I know that it is an essential skill to have in the society and in real life ● it has truly changed my thinking of how to organize, plan and develop a system that was previously abstract or without structure of any kind ● The readings and own literature research was motivated by many cases and one big project ● I did not realize that I learned so much until I started preparing myself for the exam Finnish group ● When I studied the references it became clearer to me what the term of entrepreneurship education means ● Getting acquainted with literature and other material I got a more clear picture about ● During this course I have experienced one of my most meaningful development jumps in my life: first-born child and Venture cup bronze expecting the international ranking next week ● By reading my knowledge increased by peer evaluation I got ● In my opinion I have learned I still have to my thoughts went Course arrangement International group ● I did not really know who was responsible for the course if I had a question ● The first lectures gave me an impression of not a very well thought out plan of action ● I believe that we should have gathered more information about the expectations of the lecturers ● Different and sometimes conflicting opinions were given to us Finnish group None Content International group ● I didn’t like the lectures in the beginning because I thought they focused on irrelevant issues in relation to the subject of small business management ● Some of their lectures, however, were sometimes quite unrelated to the major topic of the course ● I not see how I shall apply this knowledge ● So the student does not get stuck in a course that does not Action Confusion Learning orientation International group ● In the course we had free hands and I find this method hard But even if I find the method hard I think that it is useful to practise different learning methods Sometimes learning should be hard ● I did not get what I had originally expected from the course, but I did learn how different people approach cases, which helped me better understand small business management ● At first I was critical, but towards the end I learned to accept the benefits of such a concept mapping technique ● a very good way of learning to collaborate, to compromise and also to take responsibility ● The conceptual map, I’m just beginning to understand It seems like it is a good thing to connect different parts of a subject and getting a holistic picture of how everything is related to each other ● I liked the idea of empowerment applied to the course Since the basic principle of the course is empowerment, it is likely that the results of the learning process can differ very much ● we, as students, have been empowered during the course I agree that we were encouraged in some way by taking a more active role in making the decisions about our own choices ● I sometimes felt a bit lost but I think this was a good thing because in a way it forced me to think a bit deeper and try to come up with my own opinion instead of automatically accepting the one given by the teacher ● The course gave me a lot of different perspectives to understand that there is not any single right answer and that there are many different aspects of small business management Learning orientation Appendix 16.1: Qualifications of axial coding categories of individual learning paths 308 around in my head I found myself at three o’clock in the morning drafting a new outline Collaborative orientation International group ● After analysing a case, speaking with the course participants and sharing our ideas, many things were uncovered concerning problem-solving in small business management After lots of discussion, it always worked out in the end ● It is always nice to work with international students ● Case gave me a chance to exchange ideas with other groups and come up with one refined solution to a problem ● As a group member, to work in collaboration with a real small business Finnish group ● After the difficulties in the first module our group started to work very intensively and we finally made a good team Our group work was broadened and widened because of the active role of every single member of our group How will we together define what we should take as our theme? What is the ‘conclusion’ that we should reach? These things were discussed often handle the issues it is supposed to Finnish group ● I noticed quite soon, that my knowledge of business plan was superficial ● During the first day I could identify frustration among the students, since defining the concept is so challenging ● Other participants seemed to share the same thought about what is this entrepreneurship education ● I was waiting for the knowledge about my business, which I felt I did not get Pedagogy International group ● The way of learning was quite new for me, for example the discussions we had in the lectures ● Kind of shock the students that are not used to that learning method ● it was totally free for each student to choose ● The confusion, especially for the international students who are not used to this freedom, I think the learning arrangements by letting the students decide how and what to learn created uncertainty Action Confusion Appendix 16.1 (continued) Working life orientation International group ● gave me a holistic view of the company and how the Working life orientation (small business management) International group ● Maybe when I come home, I will start my own firm together with a friend We talked about this before, but I was never sure, wanted to work in a big and convenient surrounding ● As forthcoming entrepreneurs or owners of companies the awareness of the complexity will hopefully lead to less failure Even if nobody should be afraid of starting a business, the course might result in some reflection before take off The benefit is obvious Finnish group ● Feeling certain about and understanding entrepreneurship as well as at a personal level investing in it in the future is what I learned I have an agreement of Finnish group ● In the end, it is only up to me what doors I open or close from myself With my own entrepreneurial behaviour I can make the right doors open for me ● My experiences got a conceptual representation I noticed how society drives and affects individuals and the individuals not even always notice it ● It is obvious that no one else can give me knowledge, since I know what I need ● Comparing the situation between the first day and now, the difference is like day and night, now I am able to ● As a whole the course was rewarding, but demanded entrepreneurial behaviour from the students we only got the opportunities ● As a learner I am best creative, free and trustful/ confidential atmosphere Learning orientation 309 Grading (learning for credit) International group ● Furthermore, the written exam is worth half the course, but, in my opinion, there has been a lack of information about the exam ● The stress put on concept mapping is, in my opinion, a little too much After one lecture on concept mapping 50% of our grade is based on our concept map ● There has been a lack of information about the exam ● didn’t know what was the level of importance that those contents have for the grading Finnish group ● The working method confused me at first It was contradictory to what I expected the university teaching to be ● I experienced a different and a new way of learning that also caused a sort of anxiety ● It was sometimes unclear what the learner is expected to learn This bothered me until I understood that the most important are my own learning aims ● First day left me in insecurity I didn’t quite understand the meaning perhaps the organizers tried to get us to understand what is the life of an entrepreneur with insecurity and stress theories can be used in reality Further, we the students will in the future be employed by companies so they have indirectly learned something, or will learn something ● By taking this approach, I learned a lot about how it would feel to be responsible for making decisions for a company This made me realize a lot about myself and how I might positively manage a firm Finnish group None Knowledge orientation International group ● this course allowed me to learn a lot about the concept of Small Business Management, because I did not know Knowledge transfer orientation International group ● concrete way to put the theory in practice ● the knowledge given by the books dealt with the matter in a perspective in which they showed the techniques more or less in a kind of recipe style of how to run a small business, fact that was quite different ● The concept mapping technique proved to be useful and I will continually use it as a good technique for pinpointing flaws and fully thinking out procedures Further, the technique is useful for any business process ● Showed my group that literature is not always right and that it is not always necessary to follow predetermined steps the theory became more applicable to the small business field Finnish group ● The subject (entrepreneurial education) is interesting and it gives me a lot to think about in my own working context and it gives a lot to the themes I am working (with in incubators) ● I feel I can gain more knowledge for my master theses and professional competences ● This course has opened my eyes to think on things by using the entrepreneurial perspective ● 310 that is a major concern for the students overall Finnish group ● The evaluation bothers me: what is the amount that we should know to get on the report? ● The instructions of the exam are quite a mess What are the grading criteria, to avoid confusion again? Confusion Appendix 16.1 (continued) Action anything before about this subject what I have learned during this class made me conscious of all the knowledge I acquired has given us a picture of what is Small Business Management in our society ● gives you a broader view Finnish group ● Can say I have learned about intrapreneurship and noticed how diverse it can be The concept map helped me to understand how the intrapreneurship is located in relation to the other things we have learned ● Learning orientation Index achievement motivation 286 Achtenhagen, L 274, 275 Acs, Z.J 231 Adams, B 205 Adams, P xiii Adler, N 199, 205, 209, 210 affective development 81 The Aims of Education and Other Essays (Whitehead) 110–11 Ajzen, I 14, 174, 187, 189, 190, 232, 233, 235, 236, 237 Åkerman, N 62 Albert, P 28, 29 Aldrich, H.E 161, 230 Allen, C 231 Allport, G.W 175 Alsos, G.A 233 Alvarez, S 287, 288 Amit, R 128 Anderson, A.R 167 Anderson, B.F 287 Anderson, L.W 263 Andersson, T 252, 258 angel funds 9–10 Angelo, T.A 264, 265, 271, 273, 276 Anghern, A 157 Anzaldúa, G 203 archetypes 268–70 Ardichvili, A 151 Argyris, C xii Aronsson, Magnus 106, 107, 109 Ashmore, C.M 235 aspiring entrepreneurs 248 Atherton, A 72, 78, 79 Atkinson, J.W 286 Aubrey, R Audet, J 144 Audretsch, D.B 231, 240 Austin Entrepreneurship Program (AEP) 267–8, 271–2, 278 Autio, E 188, 189 Avis, J 55 avoidance motivation 286 awareness education 238–9, 240–41 axial coding 291, 294–301 Badawy, M 127 Baker, T 161 Bakhtin, Michail 53–4 balanced brain thinking 26–7 Bandura, A 233, 236, 237 Bar-Tal, Y 175 Barnett, R 266, 280 Barney, J.B 130, 166, 249 Barreto, H 285 Bass, A 163 Bauman, Z 54 Baumol, William J 125 Bearden, W 220 Beaulieu, P 268 Béchard, J.-P 143, 261, 262, 264, 265, 268, 271, 272, 273, 274, 275, 276, 277, 280 Becker, H.W 200 becoming, philosophies of 50–53 Begley, T.M 187, 188, 233 behavioural simulations 146–8 Benson, G.L 148 Berger, P 163 Bergson, Henri 51 Bertrand, D 268 Betters-Reed, B.L 200, 203, 204, 205, 207 Bigelow, J.D Biggs, J 264, 279 Birch, David 22, 104, 106–7, 117, 118, 119, 124 Bird, B.J 233 Birley, S 219 Birney, R 286 Bjerke, B 219, 220 Black Enterprise Magazine 205 Blake-Beard, S.D 204 Block, Z 143, 190, 261, 280 Bloom, Allan 111, 112, 112–13, 113 Blumer, H 163 Boberg, A.L 175 Boivin, M 157 Bok, D 68 Bolton, J.E 224 Borden, N 224 Borrero Cabal, A 281 Bosman, C 151 Bosserman, D 26 Bouchikhi, H 163, 166 Bouwen, R 163 Box, R.C 136 Boyatzis, R.E Boyer, E.K 265 Brazeal, D.V 232 Brecklet, S.J 175 311 312 Index Brenner, O.C 188 Bridge, S 258 Brockhaus, R.H 21, 238, 288 Brooks, G 87 Brown, C.A 178 Brown, J.S 275, 276 Brown, R 240, 241 Bruce, R Brunsson, N 58 Bruton, G 145 Bruton, G.D 130 Bruyat, C 128, 166 Buchanan, J.M 286 Buckley, M.R 149, 151 Burchell, G 47 Burr, V 169 Burrell and Morgan framework 162 Burrell, G 162 Busenitz, L.W 161, 162, 166 The Business Enterprise Simulator 145 business model focus 74 business plans 72, 143–4 Buttner, E.H 208, 209, 210 Bygrave, W.D 21, 23, 134, 231, 232, 233 Calas, M.B 206 Campbell, M.W 130 Cantillon, R 248 Carland, W.J 130 Carrier, C 143, 144, 152, 154, 242, 280 Carroll, J.J carrying capacity 233 Carson, D 219, 225 Carsrud, A.L 232, 233 Carswell, M 149 Carter, N.M xiii, 250 Carter, S 21 Casson, M 128 Cauthorn, R.C 129 Chandler, G.N 151, 152, 156, 161, 233, 234, 242 Chapman, S 176 Charney, A 143 Chaudhury, A 127 Chell, E 163, 166 Chen, C.C 188 Chenitz, W.C 290 Chesteen, S.A 150, 268 Chia, R 51, 63, 64, 166, 167 Child, J 129 Chrisman, J.J 135, 249, 250, 253, 257 Churchill, N Cianni, M 203 Clark, B.R 88, 281 classics, teaching using 148 clinical experience 175; see also experiential education Clinton, Bill 123 The Closing of the American Mind (Bloom) 112–13 co-participation, teacher/student 6–7 Coate, K 266, 280 coding process, grounded theory 291–2 cognative development 81 Cohen, B 275 Cohen, C Cohen, W.M 231 Cole, A.H 248 Colebrook, C 49, 50, 51, 52, 53 College, G.C Collins, P 203 Companys, Y.E 127, 131, 133, 136 competence model of teaching 264–5 computer-based simulations 145–6 Conant, J.S 136 conative development 81 conceptual models addressing policy questions 85–9 alternative 77–85 dominant 70–77 confusion phase 297 Connerley, M 211 content, proposed 24 continuing education 239 Corbin, J 290, 291, 295, 296, 301, 302 Corey, S 146 Cotton, J 70 Courtney, H 78 Covin, J.G 129 Cox, T., Jr 204, 206, 208, 211 creative thinking 153–4 Crespo, M 266, 268 Crosby, A 174 cross-campus entrepreneurship xi–xii Cross, K.P 264, 265, 271, 273, 276 Cunningham, A.C 226 Curran, J 238, 239, 251, 252, 253 curriculum 2–5, 117–24 Czarniawska, B 163 Czarniawska-Joerges, B 163 Dachler, H.P 169 Dalley, J 257 Darroch, J 220 Davidsson, Per 107, 162, 233 Davis, C.H 219 Davis, M.G 145 De Bono, E 27 Dead Poets Society (film) 149 Deal (software) 145–6 Index Dean, M 47 Dearing, R 266 deductive learning Degeorge, J.M 232 degree, value of 85 Delaire, G 155, 157 Deleuze, G 51, 53 Deleuze, Gilles 48, 52–3 demand model of teaching 264 Dess, G.G 128, 129, 136, 285, 286, 287 DeTienne, D.R 152, 156, 233, 234, 242 Develay, M 190 Dewey, J 64 dialogue, and learning 53–5 Dickson, P.R 190 Dilts, J.C 189 Dodd, S.D 160 Donald, J 265, 279 Donnay, J 265 double-loop learning xii–xiii Douglas, D 290 Dowling, M 242 Doyle, B 30 Drexel, I 304 Drucker, P.F 22 du Gay, P 47 Duderstadt, J 127, 133, 134 Dulewicz, V 79 Durkheim, E 163 Dutton, J.E 157, 175, 178 dynamic components 131–2 dynamic paradigm 173–4 dynamism, education for 239 Ehrlich, S.B 189 Eisenhardt, K.M 127, 130, 131, 133, 136, 267 Elliot, A.J 286 emotional intelligence 79–80 emotional investment 176 Enterprise in Higher Education Programme 87 Enterprise Insight campaign 67 Entrepreneur: A Simulation 145 entrepreneurial attributes 94 entrepreneurial behaviours 72–3, 94 entrepreneurial consulting, see field consulting Entrepreneurial Forum 60, 62–3 entrepreneurial graduates 23–4 Entrepreneurial Learning Model 149 entrepreneurial marketing behaviour in high-growth SMEs 220–21 goals 224 market research 222 nature of 220–21 networking and referrals 223 overview 219–20, 224–7 313 planning 221–2 relationships 222–3 reputation 223 vs selling 221 entrepreneurial organizations 129 entrepreneurial orientation (EO) overview 127–8, 135–7 theoretical context 129–30 university culture 132–5 entrepreneurial process 230–35, 243–4 Entrepreneurial Research Project 121 Entrepreneurial Simulation Program 145 entrepreneurial skills 94 entrepreneurial values 73, 94; see also values heart entrepreneurship concept of 68–70, 89, 235–8 see also conceptual models definitions 23, 46, 50, 71, 107, 128–9, 219 in large firms 75 learning 50 vs management 46–7 unteachability of 107–10, 130–31 entrepreneurship education locating in business schools 105–7, 111–13 location 113–14 objectives of 21–2, 31 rationale for 22–3 rise in literature 104–5 role in entrepreneurial process 230–31, 243–4 role of 239–42 ‘Entrepreneurship education in the nineties’ (McMullan and Long) 106 The Entrepreneurship Game 146–7 Entrepreneurship Program (University of Victoria) 267–8, 275–7, 279 entrepreneurship study paradigm scrutiny 162–3 reflexive monitoring of 160–62 social constructionist ideas 167–70 social constructivist ideas 164–7 entrepreneurship training case study 253–6 definitions 248–9 evaluation criteria 252–3 framework 256–8 overview 248–9, 258–9 problems 250–52 value of 249–50 Epstein, R 152, 242 Erikson, T 128 Eskew, D.E 150 Etemad, H 127 314 Index ETP (entrepreneurship teaching programmes), impact 188–9 ETP assessment methodology experimentation and empirical results 190–94 overview 187–8, 195 theoretical model 189–90 EXIST 267–8, 274–5, 278 experiential education and attitude theory 174–5 clinical protocols 180–81 overview 183–4 in practice 175–6 teaching methodology 182–3 theory 173–4 experiential knowledge, see tacit/experiential knowledge expert scripts 150 explicit knowledge 74–5 Fanghanel, J 265, 266, 279 Fayolle, A 14, 143, 187, 188, 189, 190, 230, 232, 235, 237, 244, 268, 288 fear of failure 286 Feather, N.T 286 Feldman, J.M 127, 130, 131, 133, 134, 135, 136 Fernald, L.W., Jr 127, 148 Fernández, W.D 290 FIELD (Microenterprise Fund for Innovation, Effectiveness, Learning and Dissemination) 253 field consulting emerging enterprises 10–12 in incubator programs inductive learning in learning process Fiet, J.O 109, 127, 130, 131, 133, 152, 156 Filion, L.-J 151 Fillion, L.J 240, 241 films 148–9 Fischer, E 163 Fishbein, M 189 Fleming, P 188 Fletcher, D.E 160, 163, 169 Foley, A 240, 241 Foley, P.W 289 Foucault, M 49 Fountain, M.W xi Fowler, S.M 189 Franke, N 187, 188, 189 Frankensteinian model 76–7 Friesen, P.H 129 Fry, F.L 209 Fuller, T 82 fun xiii–xiv FUSE (Future University of Surrey Entrepreneurs) 30, 44–5 Gadamer, H.G 213 Gaglio, C.M 152, 153 Gailly, B 14, 187, 190, 230, 237, 244 games, see simulations and games Garavan, T.N 155, 238, 239, 240, 241, 242, 249 Garforth, C xi Gartner, W.B xiii, 8, 46, 104, 107, 128, 130, 132, 133, 151, 160, 161, 231, 232, 233, 261, 288 Gasse, Y 190, 268, 288 Gaynor, L 28, 29 gazelles 106 Gerard, F.-M 151 Gergen, K.K 163, 164, 169 Ghosh, A 190 Ghoshal, S 69, 74, 87 Gibb, A.A 2, 22, 24, 25, 26, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 82, 83, 84, 87, 127, 130, 131, 132, 134, 143, 151, 155, 190, 240, 242, 250 Gilligan, C 204, 210 Gillin, L.M 238 Gilmore, A 225 Glancey, K.S 21 Glaser, B 290 Glaser, Barney 290 Global Entrepreneurship Monitor (GEM) 72, 108 globalization context 84 Goel, U 285 Goffman, E 163 Golden, P.A 145 Goleman, D 79 Goodchild, P 53 Gordon, C 47 Gorman, G 242, 280 Gow, L 264 Graham, G 86 Grant, P 162 Grant, R.M 129 Green, R.P Greenberg, J 150 Greenblatt, S 49 Greene, Patricia G 105, 125 Grégoire, D 264, 265, 268, 271, 272, 273, 274, 275, 276, 277 Griffth, B 240, 241 Groebe, N 271, 273 Groenwald, D 25 Gronroos, C 219 grounded theory 290 Index Guillen, M.F 287, 288 Guler, I 287, 288 Gundry, L.K 153, 154 Gunning, J.P 286 Gupta, S.K 145 Guzmán, J 237, 239 Haahti, A.J 78 Hacking, I 163 Hackley, C.E 163 Hager, P 85 Hallberg, K 250, 251, 254, 258 Hamilton, B 257 Hamman, R.T 145 Handy, C 22 Hannan, A 265, 266, 279 Hannafin, M.J 136 Hannon, P.D 72, 79 Hansemark, O.C 189 Harland, T 54 Harris, S 127, 128, 130, 131, 133, 135 Harrison, R 188 Harrison, R.T 161, 251 Hart, M 188 Hartshorn, C 242 Harvard Design and Mapping, Inc 204 Hassard, J 161, 170 Havnes, P.A 251 Haynes, M Heckman, J 255 Helgesen, S 204 Henry, C 248, 250, 251, 252, 254, 256 Herbert, R.F 285 Hernandez-Gantes, V.M 127 heroic heart 70–72; see also values heart Herron, L 130 High TEPP initiative, see EXIST Higher Education Academy 67 Higher Education Innovation Fund 67 Hill, J.R 136 Hill, R 164 Hills, G.E 124, 125, 219, 227, 234, 237 Hindle, K 104, 108 Hindle, K.G 111, 114, 125, 145, 157 Hisrich, R.D 150 Hitt, M.A 1, 5, 249 Hjorth, D 46, 47, 49, 56, 59, 61, 63, 68, 69, 160, 161, 170, 213 Hofstede, G 202 Hoglind, U 225 holistic management 81 Holmgren, C 57 Holvino, E 204 Honey, P 31 Honig, B 144, 146, 235, 240, 242 315 Honig, Benson 120 Hood, J.N hooks, B 203 Hoskin, K 61 Hosking, D.M 49, 63, 163 Hovland, C.I 174 Huberman, A.M 267 Hulbert, B 225 Hultman, C 219, 220, 225, 227 Hyland, P 127, 133, 134 Hyland, T 85 Hytti, U 187 ideas harvesting 84 incubator programs 8–9 incubators, definitions 28 inductive learning 7–8 Innovative Higher Education 262 intention models 191, 230, 235–6, 243 Internet use intersubjective uncertainty 286 intrapreneurship 75, 156 Ives, B Jack, S.L 167 Jackofsky, E Jaffe, A.B 135 James, L.R 173 Jamieson, I 248 Jansen, E 151 Jarillo, J.C 128, 129 Jarillo-Mossi, J.C 84 Jarvenpaa, S.L jazz rehearsal approach 123–4 Jenssen, J.I 251 Jeter, Darlene 207 Jimenez, J.E 188 Johannisson, B 28, 46, 56, 57, 59, 188, 190, 191, 223, 242 Jones-Evans, D 21 Jones, F.F 129, 130, 135, 136 Jones, G.E xi Jönköping International Business School 290, 292 Joplin, L 174, 176 Joyce, B.R 263 Julien, P.-A 128, 166 Kaikkonen, V 233 Kalleberg, A 209 Kalternborn, O 240 Kao, J.J 234 Karanen, N 81 Karlsson, C 134 Karlsson, M 134 316 Index Katz, J.A xi, xii, xiii, 7, 46, 104, 143, 150, 157, 232, 268 Kawasaki, G xiv Keeffe, M.J 148 Keleman, M 161, 170 Kelly, G.A 164 Kember, D 263, 264, 271, 272 Kennedy, J 241 Kent, C.A 240, 242 Kerr, J Kickul, J.R 153, 154 Kim, K 204 Kim, Kija 204 Kirby, D.A 21, 23, 25, 26, 28, 30, 31, 156, 233 Kirchhoff, B.A 231 Klandt, H 104, 268 Klapper, R 268, 273 Klepper, S 231 Klofsten, M 127, 128, 130, 131, 133, 134, 135, 136 Knott, A.M 287, 288 Knyphausen-Aufseß, D zu 268, 274, 275 Koch, Lambert T 104 Kolb, D.A 7, 31 Kolvereid, L 188, 191, 232, 235 Kostera, M 49 Kostopoulos, K.C 249 Kotler, P 219, 220 Kourilsky, M.L 156 Kowalski, R.B 130 Kozulin, A 64 Kristensen, K.B 175 Krueger, J.R 190 Krueger, N.F 232, 234, 235, 237 Kuopusjärvi, P 187 Kupferberg, F 160 Kuratko, D.F 268 Kyrö, P 143, 280 Landström, H 46 Lane, Frederic C 121 Langslow, A.K 86 lateral thinking 27 Latour, B 48 Launching a High-risk Business 146 Lave, J 80 Laycock, M 30 Le Boterf, G 264 Learned, K.E 150 learning 48–50 learning perspective, vs teaching perspective learning process, proposed changes 24–8 LeBrasseur, R 144 Lechner, C 242 Lee Choonwoo 129, 130 Lee, D.R 231 Leeds Metropolitan University 67 left-brain thinking 24 Léger-Jarniou, C 266, 268, 272, 273 Legge, J.M 114 Leicht, K 209 Leitch, C.M 161, 251 Leskinen, P.-L 287 Levenhagen, M 164 Levie, J 75 Lewis, D 25, 27 Lewis, J 82 Lewis, V Li, F 223 Libecap, G 143 life stories 149 lifestyle businesses 71 Liñán, F 235, 236, 238, 239 Link, A.N 285 Linstead, S 51, 52, 64 Loden, M 204 Long, Wayne A 106, 117, 118, 120, 122 Loucks, K.E 235 Low, M.B 146, 147, 160, 161, 162 Luckmann, T 163 Lumpkin, G.T 129, 222, 285, 286, 287 Lüthje, C 187, 188, 189 Lynch, B 268 Lynch, D.F 130 Lyon, D.W 161 Lyotard, J.-F 48 Lypunov, S 83 McClelland, D.C 79, 224, 286 MacDonald, R 264 Mace, Myles 143 McGrath, R 150 McGuire, W.J 175 McIntosh, P 203, 204 McIntyre, J.R 235 MacMillan, I.C 224 McMullan, C.A 175 McMullan, E 115, 248, 249, 250, 252 McMullan, W.E 21, 106, 117, 118, 120, 122, 238, 253 McQuaid, R.W 21 Mallick, D.N 127 Malmö University Malmö University Master’s programme 57–8, 60–61 Manimala, M.J 164 Marion, S 144 market context 76 Martin, J.A 130 Index Martinez, E 203 Maskell, D 68 Mason, C 75 Matsuda, M 206, 208 Matthews, C.H 187, 233 Mead, G.H 163 mentoring programs Menzies, T 143 Menzies, T.V 268 Merrill-Sands, D 209 Michelson, E 54 Miles, M.B 267 Miles, M.P 220 Miles, R.E 129 Miller, D 127, 129 Miller, P.B 232 Minefield 147 minority, as terminology 211 Mintzberg, H 73, 74, 87, 129 Mises, L von 286 Mitchell, R.K 150, 268, 275 Mitchell, T.R 173 Mitsis, A 289 Moby Dick (Melville) 148 Moen, O 188 Moore, D.P 199, 204, 205, 207, 208, 209, 210, 211 Moore, L.L 200, 203, 204, 205 Morash, E.A 130 Moraza, C 203 Morgan, G 162 Moro, D 187 Morris, M.H 124, 125, 129, 130, 135, 136 Morrison, A.M 200 Moser, S.B 187, 233 Moss Kanter, R 23 Moustafa, K.S 289 Mowery, D.C 127 Mullen, D 31 multi-delivery approach multidisciplinary approach 1–5; see also Venture Development Legal Clinic Mumby-Croft, R 163 Mumford, A 31 munificence 233 Murray, K 264 Mylander, M xiii National Committee of Inquiry into Higher Education in the UK 30 National Workshop on Entrepreneurship and Learning 57 Neck, H.M 148, 149 Nelson, R.R 130 317 NESTA (National Endowment for Science Technology and the Arts) 67 Neumann, R 264 New Business Development Training Programme (Sweden) 131 Newman, J.H 87 NGCE (National Council for Graduate Entrepreneurship) 67 Nickel, S.J 231 Nielsen, J.M 212, 213, 214 Nieuwenhuizen, C 25 Nkomo, S.M 200, 204 Noble, B.P 210 Nodoushani, O 160 Nodoushani, P.A 160 Noel, T.W 189 Nolan, A 240 Normann, R 62 North, D 77 Nottingham University 67 NVivo software 292 Nyström, H 287 O’Cinneide, B 155, 238, 239, 240, 241, 242, 249 Ogbor, J.O 160 Oldsman, E 250, 251, 254, 258 Olson, M 161 Olson, P.D 26, 130 O’Neill, V.V 30 open coding 291, 293–4 opinion about entrepreneurs 240–41 opportunity recognition/identification 151–4, 242 Oregon State University (OSU), see Austin Entrepreneurship Program Ornstein, R 24 Parcours Entrepreneuriat 267–8, 272–4, 278 Parker, J.J 145 Parvin, W 242 Paul, G.W 129 pedagogical developments 6–8 pedagogical innovations analytical framework 262–6 case studies 271–7 case studies discussion 277–81 overview 261–2, 281 research method 266–8 Pedersen, P.B 211 Pedler, M 226 Penderghast, T.F 145 Penrose, E.T 130, 249 Perren, L 162 Perry, M 75 318 Index personological approach 230 Peterman, N.E 241 Peters, M.P 150 Peters, T 22 Petranek, C.F 146 philosophy of entrepreneurship, as part of curriculum 121 Piaget, J 163, 164, 274, 276 Pisano, G.P Pitelis, C.N 249 places of learning, proposals 28–9 Plaschka, G.R 4, 104, 143 plus-zone 112, 120–21 plus-zone challenge 111, 113, 117 Polanyi, M 74 policy objectives, opacity 250–51 Pontecorvo, C 271 The Portable MBA in Entrepreneurship 23–4 Porter, M.E 76 practitioner participation 150–51 The Prince (Machiavelli) 148 Principia Mathematica 111 proactiveness 287 problem-based learning 54 processual approach 55 project management 76, 84 prospective map method 154 prospector firms 129 pyramid approach 117–18 Rabbior, G 153 racial privilege, US 203–4 Rae, D 149 Raffo, C 54, 62, 127, 128, 130, 131, 133, 135, 136 Ramsden, P 264, 271, 273, 275, 279 Ramsey, C.M 49, 63 Rantala, I 292 Ray, D.M 21, 22, 24 RBV (resource-based view) 129–30 reciprocal apprenticeship 123–4 Reid, G.C 143 Reitan, B 243 Republic (Plato) 148 Res Academica 262 Reynolds, P.D 108, 230, 232 right-brain thinking 24–5 risk, definitions 286 risk-fields 288 risk-taking competences designing research for 288–9 overview 285, 301–4 research results 293–301 Straussian grounded theory 290–93 teachability of 285–7 uncertainty and insecurity 287–8 Ritzer, G 161 Roberts, M 146 Robertson, D.L 264 Robinson, I 68 Robinson, P Robinson, P.B 147, 173, 175, 184, 191 Roche, M 235 Rodríguez, J.C 235 role models 233 role-playing 150; see also simulations and games Romainville, M 265 Romberger, B 203 Ronstadt, R 143 Rorty, R 166, 167 Rosenberg, M.J 174 Rosener, J 204 Rubanik, Y 130 Ruohotie, P 81 Rushworth, S 108 Russell, Bertrand 111 Safavian-Martinon, M 190 Sahlin-Andersson, K 58 Sahlman, W 146 Saks, N.T 152, 153 Samuelsson, M 287 Sandberg, W 47 Sandford, B 130 Sandlin, P.K 174, 175 Santos, F.J 237, 239 Sapienza, H.J 130 Saporta, B 268 Sarasvathy, S.D 48, 72, 84, 161, 288 Saroyan, A 264 Say, J.B 248 Scheinberg, S 224 Scherer, F.R 233 Schmitt, C 280 Schoemaker, P.J 128 Schon, D.A xii Schumpeter, J.A 128, 130, 248 Schutz, A 163 Science Enterprise Challenge Fund and Centres 67 Scott, L.R 230, 232, 233 Scott, M 4, 78, 79 Scott, M.G 125, 187, 233, 292, 297 Sears, W.R 178 SEEC (securing, expanding, exposing and challenging) 242 SEEDA Enterprise Hub for Surrey 29 Selden, P 74 selective coding 291, 301 self-efficacy 236 Index Senge, P.M 86 Sénicourt, P 144 SETsquared Centre 29–30, 34–43 Sexton, D 4, 7, 161 Shakespeare 148 Shane, S xi, 107, 127, 128, 129, 132, 133, 151, 161, 166, 167, 173, 233 Shapero, A 235, 236 Shaver, K.G xi, 174, 230, 232, 233 Shepherd, D.A 130, 146, 150 Siitonen, J 290 Silver, H 265, 266, 279 simulations and games 144–8; see also roleplaying Singer, E.R 264 Singh, R.P 234 Slevin, D.P 129 Small Business Growth Management Flight Simulator (software) 146 small business management 75 Small Business Management Course 292–3 Smart, D.T 136 Smircich, L 206 Smith, B 204 Smith, D 86 Smith, J.A 143 Smith, J.R 145 Smith, M.B 175 Snell, L.S 264 Snow, C.C 129 social constructionist ideas 163–4, 167–70 social constructivist ideas 163–7 socialization seminars 242 Sokol, L 235, 236 Solomon, G.T 4, 6, 21, 127, 143, 144, 148, 155 Specht, L.B 174, 175 Specht, P.H 233 Spencer, L.M 79 Sperry, R.W 24 Spinelli, S 21 Spinosa, C 49 stakeholder pressures 85–6 Stanworth, J 238, 239 start-up education 239 Starting a Small Business: A Simulation Game 145 static components 131–2 Steffensen, M 135 Stephenson, J 30 Stevenson, H.H 69, 71, 84, 128, 129 Stewart, A 290 Steyaert, C 61, 63, 68, 69, 160, 161, 163, 170, 213 Stockholm University Master’s programme 57–8, 60–61 319 Stoner, C.R 209 Storey, D.J 250, 251, 252, 258 strategic orientation 78–9 Strauss, A 290, 291, 295, 296, 301, 302 Strauss, Anselm 290 Strömmer, R 143 students, requisites 116–17 Studies in Higher Education 262 Stumpf, S.A 143, 146, 157, 175, 178, 261, 280 Suojanen, U 293, 294 supply model of teaching 264 Surrey, UK 29–31 Sveiby, K.-E 249 Swanson, J.M 290 Swedberg, R 21 Sweden 55–7, 63–4 Swinburne University 121 Sykes, V 205 tacit/experiential knowledge 74, 80–81 Tampere University Entrepreneurship Education 292–3 Tang, Z 287, 288 teachers advice for 123–4 qualification of 114–16 teaching principles of 117 strategies for 143–4, 154–7 teaching models 264–5 teaching perspective, vs learning perspective Teece, D.J 1, 130 Tesch, R 291 Thatcher, D.C 175, 178 Thavikulwat, T 145 theoretical training 131 theory–practice emphasis Thomas, R., Jr 211 Thompson, B 213 Thrash, T.M 286 Thurik, R 231 Timmons, J.A 21, 23, 231, 232, 233, 235 Tkachev, A 188 Todorovic, Z.W 130, 135 Toulouse, J.-M 143, 261, 280 Townley, B 54 trait approach 130 Trieloff, B 199 Trowler, P 265, 266, 279 trust-building 81–2 Turner, J 161 Twaalfhoven, B 266 Twomey, D.F 187, 233 Tyler, K 320 Index UK, policy initiatives 67–8 uncertainty 286 universities, function of 110–13 university culture 132–5 University of Calgary, see Venture Development Legal Clinic University of Surrey 29–31 University of Victoria, see Entrepreneurship Program Upton, N.B values heart 78; see also entrepreneurial values; heroic heart Varela, R 188 Växjö University 56, 58–60, 61–3 Venkataraman, S 107, 128, 129, 151, 161, 166, 167, 173, 219, 233 venture capital funds 9–10 Venture Development Legal Clinic 175–80 Venture Forth (software, Willmer) 145 Verplanken, B 175 Verstraete, T 268 Vesalain, J 143 Vesper, K.H xi, 8, 21, 69, 104, 107, 130, 134, 151, 261 videos 148–9 vocationalism 85–6 voice, concept of 203 von Glasersfeld, E 163, 170 Vygotsky, L.S 275, 276 Wadhwa, A 287, 288 Walden (Thoreau) 148 Wallas, G 234 Wan, V 250 Watson, K.M Watson, T.J 163 way of life vision 80 Weber, M 163, 248 Webster, F.E., Jr 219 Weick, K.E 48, 49, 63 Weil, M 263 Weinrauch, J.D 239 Welsch, H.P 104, 143 Wenger, E 74, 80 Wennekers, S 231 Wernerfelt, B 129, 130 Westall, A 240 Westhead, P 250, 253, 258 Wheeler, B.C White Rose Consortium 67 Whitehead, Alfred North 104, 110, 110–11, 111, 113, 114, 116, 120, 121, 123, 124 whitewash dilemma 200–201 Wiedenmayer, G 230 Wiklund, J 129, 162 Williams, Robin 149 Willmer, M.A.P 145 Wilson, K 143, 266 Winn, M.I 275 Winter, D.G 79, 224 Wolfe, J 145 women of color entrepreneurs cross-cultural research model cultural perspective 202–6 discipline 206–8 initial premises 198–9 language and terminology 210–12 overview 198, 214–15 research approach 212–14 success measures 208–10 current model, challenge to 199–202 Wright, R.W 127 Wu, B 287, 288 Wyckham, R.G 190 Yates, J.F 287, 288 Young, J.E Zahra, S.A 128, 136 Zafirovski, M 167 Zinger, J.T 143 ZPD (zone of proximal development) 63 Zuber-Skerrit, O 294 ... looks for future research in entrepreneurship education In the following chapters of this Handbook of Research in Entrepreneurship Education, the authors are proposing a new map of entrepreneurship. .. program, they can be involved by researching and examining potential investments and screening new applicants who apply for the funds Students can have the 10 Handbook of research in entrepreneurship. .. and Information Sciences Information Sciences • School of Management •School of Partnering Partnering schools Schools Emphasis Interdisciplinary emphasis Interdisciplinary Emphasis Interdisciplinary