Entrepreneurship Education
Entrepreneurship Education in Bangladesh: A Study Based on Program Inputs
M Tahlil Azim* and Mohammad Muzahid Akbar**
ENTREPRENEURSHIP EDUCATION IN BANGLADESH: A STUDY BASED ON PROGRAM INPUTS
The study attempts to conduct an input-based evaluation of the Entrepreneurship Development courses offered at BBA and MBA level in different public and private universities in Bangladesh. It has used primary data collected through a survey by using a structured questionnaire prepared based on an Entrepreneurship Education Model proposed by Azim (2007). It is observed that the entrepreneurship courses in different universities in Bangladesh as a whole operates with medium level of effectiveness.
INTRODUCTION
Thus, ‘entrepreneurship’ is widely recognized as a critical factor in economic development. Schumpeter viewed entrepreneurship as the major conducive factor to economic growth (Schumpeter, 1934). McClelland treated entrepreneurship as the causal factor of development (McClelland, 1961). Cole and Cochran also emphasized the critical role of entrepreneurship in economic growth (Kilby, 1971). In describing the significance of entrepreneurs in the process of development of a country, Maslow (1968), a Psychologist known for his epoch-making theory of human needs, points out, “The most valuable 100 people to bring advancement into a deteriorating society would not be economists, or politicians, or engineers, but rather 100 entrepreneurs.” Entrepreneurs are recognized as central to the process of mobilizing capital, adding value to natural
*
resources, producing necessary goods and services, creating employment and developing the means by which trade is carried on. Over the years, the concept of entrepreneur has undergone transformation and broadened to traverse the traditional connotation of ‘creating a new and innovative venture.’ Entrepreneurship is more than the mere creation of business. Although that is certainly an important facet, it’s not the complete
M Tahlil Azim* and Mohammad Muzahid Akbar**
ENTREPRENEURSHIP EDUCATION IN BANGLADESH: A STUDY BASED ON PROGRAM INPUTS
The study attempts to conduct an input-based evaluation of the Entrepreneurship Development courses offered at BBA and MBA level in different public and private universities in Bangladesh. It has used primary data collected through a survey by using a structured questionnaire prepared based on an Entrepreneurship Education Model proposed by Azim (2007). It is observed that the entrepreneurship courses in different universities in Bangladesh as a whole operates with medium level of effectiveness.
INTRODUCTION
Thus, ‘entrepreneurship’ is widely recognized as a critical factor in economic development. Schumpeter viewed entrepreneurship as the major conducive factor to economic growth (Schumpeter, 1934). McClelland treated entrepreneurship as the causal factor of development (McClelland, 1961). Cole and Cochran also emphasized the critical role of entrepreneurship in economic growth (Kilby, 1971). In describing the significance of entrepreneurs in the process of development of a country, Maslow (1968), a Psychologist known for his epoch-making theory of human needs, points out, “The most valuable 100 people to bring advancement into a deteriorating society would not be economists, or politicians, or engineers, but rather 100 entrepreneurs.” Entrepreneurs are recognized as central to the process of mobilizing capital, adding value to natural
*
resources, producing necessary goods and services, creating employment and developing the means by which trade is carried on. Over the years, the concept of entrepreneur has undergone transformation and broadened to traverse the traditional connotation of ‘creating a new and innovative venture.’ Entrepreneurship is more than the mere creation of business. Although that is certainly an important facet, it’s not the complete