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Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in entrepreneurship programs in higher education. Yet, studies that review the coverage of textbooks focusing on entrepreneurship are scarce. This study provides an inventory of entrepreneurship textbooks and the topics they cover as well as specific emerging topics they do not cover by analyzing the content of 57 textbooks. Our results suggest that most textbooks provide significant coverage of such topics as the nature of entrepreneurship, business plans, financing, marketing, and cases. Among emerging concepts, social media has been relatively well covered with increasing coverage in more recent textbooks, while business canvas, as an example of alternatives to conventional business plans, is rarely covered. Most textbooks have provided little coverage of such topics as sales, family business, women and minorities, as well as ethics and sustainability. This study not only reveals areas that are covered by existing textbooks but also themes that future textbooks and research could cover to address the challenges of future entrepreneurship education.

The purpose of this paper is to determine the factors that influence the development of entrepreneurship education and attempt to establish a theoretical framework for the development of entrepreneurship education.

By using vertical and horizontal data on entrepreneurship education in China, the authors demonstrate the influence of multiple factors. Relevant statistical methods include variance and regression analyses.

The factors that influence the development of entrepreneurship education are divided into supply and demand categories. Data show that the increasing number of policies and the expansion of business schools are positively correlated with the development of entrepreneurship education, whereas the advancement of academia and the lowering of employment pressure are negative indicators.

The authors’ measurement of entrepreneurship education lacks accuracy because of scarcity of data. Not all factors that affect the development of entrepreneurship education have been considered, and certain factors with significant influence may have been missed.

This study is expected to help countries and regions gain insights into their policies for the development of entrepreneurship education and propel the development of entrepreneurship education by certain means. Business schools can select targeted educational programs to help drive national economic development and transition.

This study proposes a theoretical framework regarding the factors that influence the development of entrepreneurship education and establishes three models. The framework provides theoretical insights into the relationship between the development of entrepreneurship education and its dependent external environment. Furthermore, the authors argue that the existing research overestimates the role of policy when investigating the development of entrepreneurship education, which also contributes to the existing literature on public goods and development economics.

This paper aimed to describe and analyze the contents and methodologies of entrepreneurship education in undergraduate courses in higher education institutions in Brazil.

The teaching plans of 113 undergraduate entrepreneurship courses were surveyed and reviewed. Data were subjected to descriptive and content analyses.

Courses are offered by public and private universities in Brazil in 56 undergraduate programs in several fields. Lectures are among the main teaching methodologies employed, being mentioned in 98% of the teaching plans analyzed. There is a broad use of active methodologies. About 75% of the contents covered in the courses refer to declarative knowledge of basic concepts and theories and enterprises creation and management skills. The survey showed that 50% of the teaching plans addressed content related to business modeling, and only 18% of these mentioned the use of business model canvas. In addition, contents such as prototyping, minimum viable product, design thinking and pitch are mentioned in less than 20% of the teaching plans analyzed.

The article contributes to the advancement of the entrepreneurship education theory as it presents a new way to classify the contents of entrepreneurship courses, in light of educational theories, using learning taxonomies. It identifies the main contents, resources, methodologies, evaluation methods and bibliographies used in undergraduate entrepreneurship courses in Brazil. Moreover, it is the very first article that analyzes this number of teaching plans in Brazil with these categories of analysis. In practical terms, the article contributes to improve the entrepreneurship courses offered.

The task of this paper is to critique the ethics of an university entrepreneurship curriculum. For what purpose is entrepreneurship curriculum designed? Who decides what is to be included in an entrepreneurship curriculum? Ethics has a plurality and implies moral judgment informed by any individual’s values. In applying entrepreneurship education the rationale and justification of what is offered and why should be clear. The paper provides a synthesis conducted on an extant literature review on the ethics of an entrepreneurship curriculum, entrepreneurship education stakeholders, and stakeholder rights and obligations. An ethics enquiry framework is concluded that entrepreneurship education curriculum designers can apply to surface the assumptions underpinning the curriculum and assist educators to be clear and explicit about the intent and ambitions for an entrepreneurship education curriculum design. While this paper develops a framework, it has yet to be tested. Further research can examine specific sets of stakeholder expectations, variations in obligations among regulatory or institutional settings, explicitly examine the range of effects of an entrepreneurship curriculum, and report the usability and practical relevance of such an evaluative framework. Ethics in entrepreneurship education is under-researched and more particularly the ethics of the entrepreneurship curriculum appears to have rarely been questioned. Entrepreneurship education lays the foundation for the future actions of those who shape and socially structure entrepreneurship. Therefore, as educators, there is a greater responsibility for ensuring that the education provided meets certain expectations of and obligations to various stakeholder groups.

Consistent with international trends, various policy initiatives have been proposed in South Africa to reform education practices and equip learners with the ability to become critical-thinking citizens. One such reform was the inclusion of Economic and Management Sciences (EMS) as a subject in the curriculum in the late 1990s. EMS, a uniquely South African creation, was introduced to address a particular agenda, enabling learners to understand the wealth creation process and develop entrepreneurial dispositions. Accordingly, the programmed curriculum evident in the EMS textbooks was designed to meet these official curriculum objectives that would create an entrepreneurial culture, which, in turn, would stimulate economic growth. Considering that textbooks are carriers of more than content information and reflect specific values and ideologies, it is of particular importance to examine these textbooks and the messaging communicated to young people about entrepreneurs, as these adolescents themselves start forming their own identities.

William J. Baumol was one of the most prolific economists of his generation, analyzing a broad range of central economic issues addressing real problems of the world. In this essay, we present and critically evaluate Baumol’s research contributions in entrepreneurship economics and point to areas for future research. Baumol contributed an impressive number of important insights, increasing our understanding of entrepreneurship from both a macro and a micro perspective. He also devoted a large part of his writings to discussing public policy, linking his theoretical insights with policy issues in practice. His analyses are rooted in contemporary mainstream neoclassical economics, and one of his main objectives was to integrate the entrepreneur into this tradition. Today, Baumol is best known for his tripartite distinction between productive, unproductive, and destructive entrepreneurship and his associated idea that the institutional framework, “the rules of the game,” will determine how entrepreneurs allocate their time and effort across different – productive or unproductive – activities. An institutional environment that encourages productive entrepreneurship and spontaneous experimentation while disincentivizing unproductive activities becomes, through this insightful lens, the driving force of economic growth. As an economist, Baumol was knowledgeable and well acquainted with earlier scholars and their writings about entrepreneurship. Baumol’s writings were greatly inspired by Joseph Schumpeter’s views on entrepreneurship, and he made several attempts to formalize Schumpeter’s concept of the innovative entrepreneur. Baumol was in all senses an innovative contributor to entrepreneurship economics. His work has inspired the research community of entrepreneurship scholars, but like all great scientists, he also encountered criticism. His effort to integrate entrepreneurship into the mainstream theory of the firm was only partly successful.

Common pedagogical approaches to entrepreneurship education include business plan writing, case studies, consulting, and simulations. Yet, in effect, these learning vehicles are simply proxies for the venture launch process. Operating under the assumption that learning entrepreneurship is a complex endeavor best addressed by a portfolio of pedagogical techniques, some instructors have experimented with launching student businesses in addition to traditional approaches.The challenge is how to do this with inexperienced undergraduate students within the confines of a 15-week semester. Included in the article are an outline of the process, a qualitative assessment of student learning, and suggestions for further research.

This article proposes that sustainability represents a paradigmatic shift from traditional perspectives in entrepreneurship education. This “call to action” argues that it is imperative for entrepreneurship scholars and practitioners to add sustainability to academic curricula and consulting support activities. The evolutionary development of entrepreneurship from the traditional profit-oriented perspective to sustainable entrepreneurship is described. A case study of an academic institution, which has successfully incorporated sustainability principles into its curriculum, is provided.This article is among the first that details the importance of a paradigmatic shift because “business as usual” is no longer effective in the twenty-first century.