Intellectual Entrepreneurship: An Authentic Foundation for Higher Education Reform: Our Relationship with the Traditions and Purpose of a Humanistic Education, It Appears, Are at Odds with the Career Environment Most Students Inhabit after Graduation

By Beckman, Gary D.; Cherwitz, Richard A. | Planning for Higher Education, July-September 2009 | Go to article overview

Intellectual Entrepreneurship: An Authentic Foundation for Higher Education Reform: Our Relationship with the Traditions and Purpose of a Humanistic Education, It Appears, Are at Odds with the Career Environment Most Students Inhabit after Graduation


Beckman, Gary D., Cherwitz, Richard A., Planning for Higher Education


Introduction

The growing interest in transforming the academy to meet the realities of a modern world while simultaneously preserving its traditions is both palpable and tangible. As the call to transform the university grows louder, a variety of mechanisms for doing so have emerged in response. At the forefront of these is entrepreneurship education, (2) which provides an opportunity to reposition the academy as a vital and responsive part of American life by embedding change within higher education's rich liberal arts tradition.

Entrepreneurship is an intrinsic human right to change the status quo.

Institutional change is a sustained proposition; it requires more than good ideas and innovative programs. Efforts to transform academe via entrepreneurship share certain commonalities: garnering faculty support, providing visionary leadership, and developing innovative curricula certainly lead the list. However, many universities have also found that defining this term in a manner unique to their intended goals and institutional culture is critical to successful implementation and long-term sustainability, particularly given a general uneasiness with entrepreneurship defined exclusively in economic terms. The humanistic ideals that are the bedrock of higher learning, some might surmise, simply cannot be sacrificed for the expediencies of something perceived by many as antithetical to the liberal arts tradition. Our relationship with the traditions and purpose of a humanistic education, it appears, are at odds with the career environment most students inhabit after graduation.

Where are the philosophers, rhetoricians, astronomers, psychologists, mathematicians, theologians, writers, and artists in the development of these campuswide entrepreneurship programs and in the articulation of the philosophical moorings underpinning this work? As we traverse the campus, these thinkers are invisible--sequestered in ivory towers awaiting clemency from disciplinary isolation. To be sure, the norms of the academic culture and the demands of tenure elicit such behavior. Yet as educators we are responsible for our own intellectual segregation; sadly, too many of us choose safety in small numbers in lieu of engagement. As we continue to produce articles and books for the few, those outside the academy are abandoned and seldom reap the benefits of our work. For institutions that seek relevance and change through entrepreneurship, a broad intellectual and philosophical platform must be created. This platform must be inclusive, thoughtful, and diverse; it must reflect the humanistic origins of universities, contain an academic ethos, and empower those who are touched by this vision. Above all else, the foundation for these efforts must demonstrate that the greatest asset of any campus is the ability to deconstruct impediments that segregate knowledge and prevent it from being put to work.

The premise of this article is that what will distinguish successful cross-campus entrepreneurship initiatives in the long run will be based partially on how well a supporting philosophical structure can be developed to serve as an ethos for these initiatives. Sustaining efforts that bring entrepreneurial thinking to the arts and sciences, we contend, requires a solution intrinsic to and issuing from academe's best humanistic traditions--one that can inspire students and faculty to reach and exceed their goals for the benefit of themselves and society at large. We believe that defining entrepreneurship operationally (program by program from one institution to the next) and in the absence of a rigorous philosophical foundation will doom these cross-campus programs to failure precisely because they will not reflect higher education's core intellectual traditions.

What is Intellectual Entrepreneurship?

It is our contention that intellectual entrepreneurship provides an intellectually authentic philosophical foundation capable of sustaining cross-campus entrepreneurship education. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Intellectual Entrepreneurship: An Authentic Foundation for Higher Education Reform: Our Relationship with the Traditions and Purpose of a Humanistic Education, It Appears, Are at Odds with the Career Environment Most Students Inhabit after Graduation
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.