Abstract
The popular media image of the successful entrepreneur is a no-nonsense, all-action, money-generating innovator who is also a college dropout (Scarborough, 2010). The perception would suggest that formal education relies on pedagogies that are irrelevant to entrepreneurs and that the very things entrepreneurs do best, creating products, developing ‘know-who’ and an ability to sell (Aronsson, 2004) are taught inadequately in higher education. This chapter takes issue with the perception that higher education is inappropriate for entrepreneurial development and chronicles profound changes (Wilson, 2008) in this sector to adapt to a new entrepreneurial paradigm. This chapter aims to: articulate an understanding of the partial truths and inaccuracies of what can be regarded as a myth; highlight the growing role of higher education in creating entrepreneurial graduates; and assess the credibility gap that still lingers between entrepreneurs and educators. Overall we propose that entrepreneurship educators advocate that aspects of entrepreneurship can be taught as a distinctive management process (Engel, 2007) and pedagogical approaches can be deployed to develop enterprising behaviours (Kearney, 2010). The chapter explores some approaches to embedding entrepreneurship across the curriculum and assesses whether or not its initiatives are likely to yield dividends in creating entrepreneurial graduates.
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© 2015 Cormac McMahon and Henk Huijser
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McMahon, C., Huijser, H. (2015). ‘We Don’t Need No Education?’: Moving Towards the Integration of Tertiary Education and Entrepreneurship. In: Harmes, M.K., Huijser, H., Danaher, P.A. (eds) Myths in Education, Learning and Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137476982_6
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DOI: https://doi.org/10.1057/9781137476982_6
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