This paper explores the model of a pedagogical system for business and entrepreneurship education and discusses the effects of its evolution on the balance between fidelity of implementation and ease of adoption.

Abstract

The global recession of 2008 has created lingering economic uncertainty and the necessity for innovative thinking and action. Workforce development, with its focus on massification and replication needs to incorporate entrepreneurial innovation and development to scale while disruptive innovation provides the stimulus that animates and drives the model. Education at the university level, entrepreneurship education in particular, needs to examine both new models and new types of students, because acting entrepreneurially is not just for entrepreneurs but for everybody. The model presented in this commentary is an attempt to focus on the processes and linkages between the various "actors" that define the disparate relationships and opportunities described in this commentary.Historically, entrepreneurship and workforce development have been viewed as separate, often conflicting priorities, frequently competing for scarce resources in the landscape of economic development. Although both entrepreneurship and workforce development bring resources and add value to the community economy and share common roots in education and training, there has been little current research that examines how they can be leveraged together to provide new models for economic development and innovation that accelerate growth, while providing for a vibrant economic future for our communities and nation via well-educated, nascent entrepreneurs.

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