Faulk, Marguerite R., New England Journal of Entrepreneurship
Entrepreneurship Education Patricia G. Greene and Mark P. Rice, eds., Entrepreneurship Education, Cheltenham, UK: Edgar Elgar Publishing Limited, 2007. 543 pages, $225.
Marguerite R. Faulk
Entrepreneurship Education is the ninth book in the series entitled The International Library of Entrepreneurship. Edited by Patricia Green, provost of Babson College, and Mark Rice, Murata Dean of the Olin Graduate School of Business at Babson, this book is a comprehensive collection of outstanding articles on entrepreneurship education written over the past 15 years. Readers already actively engaged in teaching entrepreneurship will recognize many familiar names throughout this collection. As the editors state in their introduction entitled "Entrepreneurship Education: Moving from 'Whether' to 'What', 'How' and 'Why'," the focus of this collection is on entrepreneurship education, rather than entrepreneurship learning. This book is a must-read for anyone teaching this subject at the collegiate level.
The "Whether" section of this book contains nine articles collected in Part I, "Perspectives on Entrepreneurship Education." The perspectives are diverse, covering not only historical perspectives with the first two articles encompassing 10 years of literature on the subject, but also perspectives on the lack of doctoral programs in entrepreneurship by Brush et al., lack of theoretical links between entrepreneurship educational research and the educational field itself, and entrepreneurial education for engineering and science students. Of particular note are the articles exploring successful entrepreneurs' views on education and African American students' views on entrepreneurial education.
If you have ever wondered just where your entrepreneurship program belongs in your educational setting, the last article in Part I is for you. For those of us who have experienced our entrepreneurship classes buried in our business curriculums and relegated to the elective status, rather than as a core curriculum, Hindle's "Teaching Entrepreneurship at University: From the Wrong Building to the Right Philosophy" will give you the tools to design your entrepreneurial curriculum. This highly readable article suggests that "vocational transcendence," rather than an "overly vocational and mechanistic curriculum design" is the key to designing an effective, reflective curriculum (p. 153, 154).
Part II of this interesting collection encompasses the "What" of education: what knowledge, what skills, and what attitudes have been and are currently being taught in our educational institutions.Those engaged in institutional effectiveness and charged with creating specific course objectives or competencies will find Bird's article, "Learning Entrepreneurship Competencies: The Self-Directed Learning Approach," particularly helpful. An interesting parallel between management studies, especially team leadership, is drawn in the article in this section by Harrison and Leitch (1994). These authors suggest that entrepreneurship education and traditional management education are not mutually exclusive, but instead can enrich each other.
The last article in Part II draws on failure, rather than success, as a means to educate future entrepreneurs. Shepherd (1994) notes that if entrepreneurs are invited as guest speakers in classrooms, these invited guests are usually those who have been highly successful. This author believes as much or perhaps even more can be learned from studying failed entrepreneurs, particularly in helping our future entrepreneurs process the emotions they experience if their entrepreneurial venture is not successful.
Part III of the book details how entrepreneurship has been taught in higher education over the past decade. …