Entrepreneurship Development Program
Emergence of entrepreneurship development program
The reality of entrepreneurship education as a force in business schools began in the early 1970s. The University of Southern California launched the first Master of Business Administration, concentration in entrepreneurship in 1971, followed by the first undergraduate concentration in 1972. From there, the field of entrepreneurship began to take root. By the early 1980s, over 300 universities were reporting courses in entrepreneurship and small business, and by the 1990s that number grew to 1,050 schools. Therefore, the real emergence of entrepreneurship education took place in the 1980s. Studies proposed that entrepreneurial programs should be designed so that potential entrepreneurs are aware of barriers to initiating their entrepreneurial careers and can devise ways to overcome them. * A two-continuum model of curricular design for entrepreneurship education has been proposed. This “structured–unstructured” continuum addressed various methods of transferring information and expertise. Among the methods he discussed were lectures, case studies, and feasibility plans. The second continuum included “entrepreneurial know-how/entrepreneurial know-who.”
* Several suggestions for the future of education were concluded and research in the entrepreneurship domain, which include: (1) the opportunity existed for entrepreneurship programs to evolve in a manner that is consistent with recent conceptualizations of entrepreneurship; (2) second, a direction would be research on the teaching methods commonly used in entrepreneurship programs. * Surveys were conducted in universities with enrolments of at least 10,000 students to determine the extent of the growth in entrepreneurship education. While significant growth was cited, two specific challenges were pointed out: (1) the challenge in developing existing programs and personnel, thus improving the quality of the field. There are several obstacles that need
The reality of entrepreneurship education as a force in business schools began in the early 1970s. The University of Southern California launched the first Master of Business Administration, concentration in entrepreneurship in 1971, followed by the first undergraduate concentration in 1972. From there, the field of entrepreneurship began to take root. By the early 1980s, over 300 universities were reporting courses in entrepreneurship and small business, and by the 1990s that number grew to 1,050 schools. Therefore, the real emergence of entrepreneurship education took place in the 1980s. Studies proposed that entrepreneurial programs should be designed so that potential entrepreneurs are aware of barriers to initiating their entrepreneurial careers and can devise ways to overcome them. * A two-continuum model of curricular design for entrepreneurship education has been proposed. This “structured–unstructured” continuum addressed various methods of transferring information and expertise. Among the methods he discussed were lectures, case studies, and feasibility plans. The second continuum included “entrepreneurial know-how/entrepreneurial know-who.”
* Several suggestions for the future of education were concluded and research in the entrepreneurship domain, which include: (1) the opportunity existed for entrepreneurship programs to evolve in a manner that is consistent with recent conceptualizations of entrepreneurship; (2) second, a direction would be research on the teaching methods commonly used in entrepreneurship programs. * Surveys were conducted in universities with enrolments of at least 10,000 students to determine the extent of the growth in entrepreneurship education. While significant growth was cited, two specific challenges were pointed out: (1) the challenge in developing existing programs and personnel, thus improving the quality of the field. There are several obstacles that need