Year: 2024
Type: conference-paper
Abstract: The development of curriculum to facilitate the development of graduate entrepreneurship is a challenging task. That we can help graduate students become entrepreneurs is a frequently challenged assumption. To make matters worse there is little consensus as to how entrepreneurship education should be delivered. This paper argues that our focus should be first and foremost on the processes associated with entrepreneurship curriculum. With reference to a recent study of graduate entrepreneurship, major concerns related to developing entrepreneurship curriculum are tackled through consideration of specific educational literature. Using an evolutionary perspective, this paper provides evidence of how entrepreneurship curriculum can be developed to also account for the diversity of student abilities and the general ambiguity of the subject matter itself. In doing so, it is suggested that the designers of contemporary entrepreneurship curriculum will themselves be entrepreneurs. That the development of entrepreneurship curriculum is an evolving process without a starting or ending point.
Author: Jones, Colin
Institution: University of Tasmania
Language: English
Subfield: Management of Technology and Innovation
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2200907415