An entrepreneurial‐directed approach to entrepreneurship education: mission impossible?

Abstract

Purpose

The purpose of this paper is to explore the entrepreneurial‐directed approach to entrepreneurship education by discussing different teaching techniques aimed at infusing entrepreneurial skills and behaviour among students in the university setting.

Design/methodology/approach

The authors experimented with the entrepreneurial‐directed approach in their university‐level teaching, and used a combination of qualitative research methods and observation techniques to evaluate its feasibility and applicability. Information sources analysed include written material, e.g. learning diaries provided by the students, teachers' observations, and group discussions during the programme.

Findings

The study provides information on recent studies on entrepreneurship emphasising the core role of opportunity – discovering, evaluating and exploiting it – and reviews teaching techniques currently used in entrepreneurship education. The entrepreneurial‐directed approach seems to be well suited to the teaching situation as it encourages students to broaden their perspectives, and also to develop the entrepreneurial skills and behaviour required for their studies.

Practical implications

The paper provides a useful source of information for teachers interested in developing a more entrepreneurial approach, as well as for academics interested in the substance and nature of entrepreneurship education. The approach represents an experiential learning challenge to teachers and students in that it decreases the predictability and control of the teaching situation, on the other hand, increases the interest in learning and teaching.

Originality/value

The value of the approach is in integrating knowledge, experience and action within one entrepreneurship programme.

Citation

Heinonen, J. and Poikkijoki, S. (2006), "An entrepreneurial‐directed approach to entrepreneurship education: mission impossible?", Journal of Management Development, Vol. 25 No. 1, pp. 80-94. https://doi.org/10.1108/02621710610637981