Entrepreneurship education has been recognized as one of the crucial factors in fostering entrepreneurial attitude and thus contributing to the economy and regional development. Still, it is found that there are large numbers of problems associated with entrepreneurship education; first problem for resolution is one of the definition. In this regard, this study explores lecturers' interpretations of 'what entrepreneurship is' and their approach to teach entrepreneurship. The data is collected from 232 business lecturers from three South Asian countries namely: India, Singapore and Malaysia. The study reveals that there is no consensus among the management lecturers regarding how to interpret the term entrepreneurship. However, it was found that out of two prominent approaches in entrepreneurship education, business skill approach is preferred over attribute development approach equivocally.
Within the realm of entrepreneurship research, it has been unanimously accepted that entrepreneurship education by and large, is successful in influencing students' entrepreneurial intentions and behaviors (Fayolle, 2002) which leads to the formation of new venture and ultimately economic development (Hynes, 1996). Considering this, it has been observed that on one hand, research in the arena of entrepreneurship education is increasing (Garavan and O'Cinneide, 1994), at the same time there is found to be ambiguity over the meaning of the term entrepreneurship (Bruyat and Julien, 2000; and Bennett, 2006).
During last almost three decades, we have witnessed that management education across the globe has seen upsurge like never before and last few years have witnessed growth of entrepreneurship education and training from primary to university level. Still, we do not have sufficient knowledge that how the lecturers perceive the term entrepreneurship (Bennett, 2006). It is very necessary from research and academic standpoint that we have a clear understanding about lecturer's perception of entrepreneurship because they are the people who not only shape the curriculum but also teaching pedagogy and ultimately help a student to determine their future career aspiration. Bennett (2006) also said that there is no commonly held view about "what entrepreneurship is" or "how it should be taught". This reflects that still a good amount of research is required in this arena, so as to have better conceptual clarity in understanding and defining the entrepreneurship and pedagogical aspects of teaching entrepreneurship.
Therefore, the present research study would make an attempt to understand that how academic staff of management institute of three South Asian nations, namely: India, Singapore and Malaysia understands the term 'entrepreneurship'. Moreover, one of the chief problems that is often debated and discussed among researchers and academic advocates of entrepreneurship at large is whether we can teach entrepreneurship (Hynes, 1996). Therefore, this study would also make an attempt to gauge the feeling of business lecturers from these three countries that whether we can teach entrepreneurship and then to know that whether their current or past teaching of entrepreneurship subject and their business experience affect their perception towards entrepreneurship and approaches to teach entrepreneurship.
REVIEW OF LITERATURE
Entrepreneurship is deemed to be the catalyst that creates wealth and job creation in the new economy (Louw et al, 2003). To expedite economic development and considering the need of an hour, number of programs offered in entrepreneurship has seen an upsurge in last two decades. This steady stream of courses on entrepreneurship intends to ignite the spark of entrepreneurship among youth and create awareness about entrepreneurship as viable career option (Postiogo, 2002).
A number of researchers have opined that entrepreneurship education is one of the key element that shape the understanding of youth towards entrepreneurship (Kourilsky and Walstad, 1998). …