This chapter contributes to the call for more research grounded discussion on the quality and effectiveness of entrepreneurship education initiatives. Designing curricula around the threshold concepts in entrepreneurship will enable educators to offer particular support in areas where students are likely to get ‘stuck’ and will facilitate constructive alignment with assessment.
The author would like to thank Emerald Publishing for permission to use Hatt’s (2017) article as a basis for this chapter.
Hatt, L. (2019), "What Does it Mean to Think as an Entrepreneur? Using the Threshold Concept Framework to Inform Entrepreneurship Education", Higgins, D., Jones, P. and McGowan, P. (Ed.) Creating Entrepreneurial Space: Talking Through Multi-Voices, Reflections on Emerging Debates (Contemporary Issues in Entrepreneurship Research, Vol. 9B), Emerald Publishing Limited, Bingley, pp. 27-44. https://doi.org/10.1108/S2040-72462019000009B003
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