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The Mexican economy is characterized by an extensive business fabric and entrepreneurial culture, which contributes to economic development, the social economy, and the proliferation of entrepreneurship. The effects are reflected in the quality of life, in the growth of employment, in the knowledge spillovers, and in the socioeconomic factors. This chapter offers a contextual review of enterprise creation in Mexico and its relationship on development and entrepreneurship. Following the Economic Censuses and National Survey on Productivity and Competitiveness of Micro, Small and Medium Enterprises (ENAPROCE in Spanish), the profile of entrepreneurs in the period 2009–2014 is analyzed. A conceptual contribution is made from the antecedents of the entrepreneurship to evaluate the success factors and determinants that influence the entrepreneurship in the context of Mexico. Within the findings, regions with entrepreneurial culture are precursors of a competitive process and impulse in employment; at the same time, regions with a low level of GDP per capita and low level of development register high rates of new enterprises, most classified as subsistence enterprises.

Entrepreneurship involves the skills and competencies needed to identify, develop, and exploit opportunities in new or existing ventures. Studies have demonstrated that entrepreneurship can be learned and taught; for this reason, universities and educational institutions have increased the number of courses, concentrations, master programs, majors, and PhD programs, seeking a better impact on their students, graduates, and communities. As the knowledge of entrepreneurship has increased, one of the emerging areas of study is the analysis of the methodologies to accomplish better teaching and learning of entrepreneurship.

This chapter introduces entrepreneurship as a discipline and presents its theoretical evolution and impact on education through different educational approaches: the first approach is related to the entrepreneur; the second to the process; the third focuses on cognition; and the fourth approach, determines the education of entrepreneurship as a method, involving new educational techniques for developing skills through practice, action, and reflection. Then, there is an analysis of how three universities in Mexico, Chile, and Colombia use these teaching approaches in their entrepreneurship programs. Finally, there is a reflection on the new perspectives of entrepreneurship education, the stakeholders involved, and the role that universities, educational institutions, and government play in the transformation of entrepreneurship education.