Entrepreneurship Education at the Crossroads: Challenging Taken-for-Granted Assumptions and Opening New Perspectives

Michela Loi, Alain Fayolle, Marco van Gelderen, Elen Riot (), Deema Refai, David Higgins, Radi Haloub, Marcus Alexandre Yshikawa Salusse, Erwan Lamy, Caroline Verzat and Fabrice Cavarretta ()
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Michela Loi: UniCa - Università degli Studi di Cagliari = University of Cagliari = Université de Cagliari
Alain Fayolle: CERAG - Centre d'études et de recherches appliquées à la gestion - UGA - Université Grenoble Alpes, UniCa - Università degli Studi di Cagliari = University of Cagliari = Université de Cagliari
Marco van Gelderen: VU - Vrije Universiteit Amsterdam [Amsterdam]
Elen Riot: REGARDS - Recherches en Économie Gestion AgroRessources Durabilité Santé- EA 6292 - URCA - Université de Reims Champagne-Ardenne - MSH-URCA - Maison des Sciences Humaines de Champagne-Ardenne - URCA - Université de Reims Champagne-Ardenne
Deema Refai: University of Leeds
David Higgins: University of Liverpool
Radi Haloub: University of Huddersfield
Marcus Alexandre Yshikawa Salusse: FGV-EAESP - Fundação Getúlio Vargas - Escola de Administração de Empresas de São Paulo = Fundação Getulio Vargas’s Sao Paulo School of Business Administration - FGV - Fundacao Getulio Vargas [Rio de Janeiro]
Fabrice Cavarretta: ESSEC Business School

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Abstract: This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants' representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurship have room to emerge. Defining knowledge priorities, instead of targeting knowledge exhaustiveness, becomes of greatest importance to make entrepreneurship education‘s impact more relevant.

Date: 2022-04
Note: View the original document on HAL open archive server: https://hal.science/hal-03983114v1
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Published in Journal of Management Inquiry, 2022, 31 (2), pp.123-134. ⟨10.1177/10564926211042222⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-03983114

DOI: 10.1177/10564926211042222

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