ENTREPRENEURSHIP

IN HIGHER
EDUCATION
INSTITUTION – PART
2 DENNY LOU A. BENDEJO
MARCH 5, 2020

CONCISE GUIDE TO ENTREPRENEURSHIP, TECHNOLOGY AND INNOVATION

 EMERGENCE OF
ENTREPRENEURSHIP
EDUCATION
Formal discipline has
taken shape with high
quality research and
diverse and innovative
programs of study have
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been established.
 Entrepreneurship has
been institutionalized to
include not only centers
of entrepreneurship, but
academic co-
departments,
departments and
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school.
 Universities are
employing dedicated,
tenure-track faculty in
entrepreneurship; enjoy
significant professional
mobility

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 The scope of the
programs has
extended across the
campus, community
and across the globe
New approaches to staffing,
funding and
economic engagement in the
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society
 Generate
significant
resources for
universities
which
is central to the
establishment
of
“entrepreneurial
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 Exposed
students to
entrepreneuri
al
possibilities
that can
enhance
their
likelihood
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of
Encouraged
the
development
of
ecosystems
to support an
entrepreneuri
al
community.
8
 A gap exists
between growing
demand and supply
of entrepreneurship
education

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• Defining the core content or substance
• Structure and flow
• Teaching techniques
• Best practices in classroom innovation
• Relative effectiveness of differing educational
delivery mechanism
• Appropriate learning outcomes and standards
• Assurance of learning measures
10
 Entrepreneurship
education represents
a moving target with
continuous
addition to both
depth and breadth
of content of the
discipline (DeTienne
and Chandler, 2004)
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 Entrepreneurship education
are emerging as innovation
platforms (Honig, 2004).
Spinning off new courses,
pedagogies, student support
programs and outreach
initiatives, new learning
platforms, technologies and
vehicles.
12
 Entrepreneurship
classroom concerns who
is doing the teaching
and where the teaching
is taking place

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 What we teach when
we teach
entrepreneurship?

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 FOCUS OF ENTREPRENEURSHIP EDUCATION

> Business Basics

(application)
> Entrepreneurial
Process (core content
emphasized)
> Entrepreneurial
Mindset and
Competencies (develop
15 abilities)
 Entrepreneurship
Educators are the
promoters of dreams,
agents of change,
facilitators of opportunity,
generators of
empowerment and
promulgators of revolution
– research, teaching or
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 Teach students to approach
entrepreneurial action from
a perspective of structure,
rigor, logic and realism..

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 • Content-based education
(knowledge-based)
• Competency-based
education
(entrepreneurial skills)
• Experientially-based
education (deliberate
practice)
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 ENTREPRENEURSHIP
EDUCATION IN THE
UNITED STATES
George Solomon
George Washington University

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 ENTREPRENEURSHIP EDUCATION

“To generate more quickly

a greater variety of
different ideas for how to
exploit a business
opportunity, and the
ability to project a more
extensive sequence of
actions for entering
business” (Vesper and
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McMullen, 1988)
 ENTREPRENEURSHIP EDUCATION

“One venture”- centered

and essentially based on
the premise that
entrepreneurial success
was a function of the
“right human traits and
characteristics”.

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• Builds and relies on some level of personal, technical
or industry experience.
• Critical thinking and ethical assessment and
that successful entrepreneurial activities are a
function of not just human, but also venture and
environmental conditions.
• Career process composed of multiple new ventures
and the essential skills of networking or
“entrepreneurial know-who” (Ronstadt, 1990).
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• Emphasize individual activities over group activities, be
relatively unstructured, and present problems that
require a “novel solution under conditions of ambiguity
and risk” (Sexton and Upton, p. 12, 1984)
• Pedagogy include a greater use of various types of
cases; increased international considerations; a more
intense focus on strategy formation and
implementation; and an increase in the use of
technology for various purposes (Ahiarah, 1989)
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 CONCLUSION

• Educational institutions are

moving towards a more
knowledge sharing ecology,
and the integration of theory
and practice through various
experiential exercises and
activities are becoming more
popular.
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 CONCLUSION

Educators must become

more competent in the use
of academic technology,
and also expand their
pedagogies to include new
and innovative approaches
to the teaching of
entrepreneurship
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 CONCLUSION

Small businesses and

entrepreneurial
ventures are important
not only for the US
economy, but also for
all global economies.

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