Providing entrepreneurship education to business and non-business students:
A holistic view on different approaches
|
Gernot Dreisiebner
University of Graz Department of Business Education and Development Graz, Austria Elisabeth Riebenbauer University of Graz Department of Business Education and Development Graz, Austria Michaela Stock University of Graz Department of Business Education and Development Graz, Austria Corresponding Author: Gernot Dreisiebner, gernot.dreisiebner@uni‐graz.at |
Abstract
Entrepreneurship education has developed to a field of great significance, since a thoroughly carried out entrepreneurship education might serve as catalyst to enable economic growth and sustainable development. This paper follows a broad understanding of entrepreneurship education and concentrates on entrepreneurship education at universities. Several strategies to foster entrepreneurship and entrepreneurial spirit are introduced and didactical possibilities are presented by practical examples, such as business simulations and the project TIMEGATE. Finally, consequences and limitations of teaching entrepreneurship with a special focus on interest profiles of business teachers are discussed critically. As a practical implication, it becomes apparent that measures of entrepreneurship education require accurate reconcilement of didactical aims, teaching methods and assessment. Additional measures such as the introduction of role models can provide another contribution to foster entrepreneurship education within the classroom.
Keywords: Entrepreneurship education, economic growth, sustainable development
Entrepreneurship education has developed to a field of great significance, since a thoroughly carried out entrepreneurship education might serve as catalyst to enable economic growth and sustainable development. This paper follows a broad understanding of entrepreneurship education and concentrates on entrepreneurship education at universities. Several strategies to foster entrepreneurship and entrepreneurial spirit are introduced and didactical possibilities are presented by practical examples, such as business simulations and the project TIMEGATE. Finally, consequences and limitations of teaching entrepreneurship with a special focus on interest profiles of business teachers are discussed critically. As a practical implication, it becomes apparent that measures of entrepreneurship education require accurate reconcilement of didactical aims, teaching methods and assessment. Additional measures such as the introduction of role models can provide another contribution to foster entrepreneurship education within the classroom.
Keywords: Entrepreneurship education, economic growth, sustainable development
Preferred Citation:
Dreisiebner, G., Riebenbauer, E., and Stock, M. (2018). Providing entrepreneurship education to business and non-business students: A holistic view on different approaches. International Journal for Business Education, 158, 57 - 69.
Dreisiebner, G., Riebenbauer, E., and Stock, M. (2018). Providing entrepreneurship education to business and non-business students: A holistic view on different approaches. International Journal for Business Education, 158, 57 - 69.
