Entrepreneurship Education and Training Programmes:

Abstract

Reviews literature highlighting a number of problems associated with entrepreneurship education and training programmes. The major problem relates to balance: too much of an emphasis on knowledge and not enough on competence; too much emphasis on information transfer learning methods and not enough on individual small group learning methods such as project teams, peer exchange, individual counselling and workshops. There is very little evaluation of the effectiveness of such programmes. There is a lack of evidence on how learning strategies influence the development of entrepreneurial competences and how these competences transfer into new project/venture formation. There is also a lack of comparative research to identify commonalities, and differences in terms of design and structure.

Developing an Entrepreneurial Spirit Among Engineering College Students: What are the Educational Factors?

“…There are also a great deal of reports, syntheses and evaluations of educational experiments in the field of university entrepreneurial training (Garavan and O'Cinneide 1994;Gorman et al 1997). It is remarkable that the reported experiments mainly concern management training at a university level, even though an awareness of entrepreneurial attitudes involving initiative-taking and an approach to changes can, and should be addressed very early (Neunreuther, 1979).…”

Learning the hard way: the lessons of owner‐managers who have closed their businesses

“…However, evaluations of such programmes cast uncertainties on their effectiveness (Garavan and O'Cinneide, 1994). Gibb (1997) considered the impact of traditional training and development on small firms, recognising two types of learning -adaptive learning in order to cope with change and generative learning involving creative thinking.…”

Entrepreneurial Mind-Set Among Female University Students: A Study of University of Jos Students, Nigeria

“…The decisions on teaching methodologies in entrepreneurship courses therefore, could be influenced by the aim of the educational objective. Thus, the major challenge of entrepreneurship in relation to education is the appropriateness of curriculum and teaching methods in developing students' entrepreneurial competencies and skills (Garavan & O'Cinneide, 1994). With regard to the content of the entrepreneurial courses, Brown (1999) indicated that the entrepreneurship course content should be informal with an emphasis more on hands-on teaching methods.…”

“…Responding to this need, many colleges and universities around the world have significantly increased their offerings of entrepreneurship courses over the past 25 years (Fayolle & Klandt, 2006). Entrepreneurship courses are not only offered by Business Institutes, but other Faculties like Social Sciences, Engineering, and Information Technology are also offering these courses in their syllabus (Garavan & O'Cinneide, 1994).The rapid growth of entrepreneurship education in academics is evidence of the fact that female students' participation in entrepreneurial courses has more intentions towards new venture creation than those students who do not participate in entrepreneurship education. Formal entrepreneurial education has an impact on female students' inclination towards entrepreneurship as a career option (Hansemark, 1998).…”