For many years, there was a heated debate over whether or not entrepreneurship can be taught. “Entrepreneurs are born, not made!” was the logic. And consequently, entrepreneurship was often considered to be a topic unworthy of higher education. Viewed from the student perspective, the debate followed a similar logic— “Entrepreneurship is innate, not learned.” was the nay-sayer’s mantra. And likewise, the study of entrepreneurship was deemed a meaningless enterprise.
But the debate over whether or not entrepreneurship can be taught— whether or not it can be learned— has largely subsided. And higher education has embraced with fervour the teaching and learning of entrepreneurship. Witness, for example, the growth of entrepreneurship centres, new venture incubators, and business plan competitions on university campuses around the world. Note the way in which entrepreneurship now figures in discussions about the role of higher education, and the economic and social benefits of universities.
The moment is ripe, so it seems, to switch the debate from if to how. That is to say, the focus of attention ought to be redirected away from the legitimacy of entrepreneurship in higher education toward the efficacy of entrepreneurship in higher education.
For this anthology, therefore, the editors seek chapters which explore the teaching and learning of entrepreneurship, within the domain of higher education and with an emphasis on learning, as per the focus of LiHE. They welcome chapters from all scientific disciplines and which follow any methodological tradition.
The editors will be guided, however, by the two broad but interrelated perspectives of theory and practice:
- Theory: Chapters which aim to improve our understanding of teaching and learning entrepreneurship.
- Practice: Chapters which aim to improve the performance of teaching and learning of entrepreneurship
Any chapter, however, irrespective of the guiding perspective, must address entrepreneurship,learning, and higher education explicitly.