Contemporary approaches to entrepreneurship education

Abstract

Over the last decade entrepreneurship education has become an increasingly vital area of research, practice and policy regulations.

The primary aim of this article is to explore contemporary approaches towards entrepreneurship education in order to depict frameworks and methods that are acknowledged by renowned experts. The secondary aim is to assess their relevance for the Latvian entrepreneurship education at present.

Throughout the research, the author analyses the newest frameworks of entrepreneurship education by reviewing scientific articles published in Europe, dated no earlier than 2009; explores practical models successfully applied in Europe; examines results of Flash Eurobarometer Surveys No.260 (2009), No.283 (2010) and the Special Global Entrepreneurship Monitor Report (2010); compares results of the scientific articles overview and the surveys, and identifies prospects for further research.

This research applies general scientific research methods, including modeling, monographic and logical construction methods, and is based on a pure literature review.

The analysis of the modern practice-based approaches to entrepreneurship education revealed the major shift from passive/formal modes of learning and teaching towards experiential/social forms as the rationale underpinning the emergence, development and usefulness of such frameworks as: Education FOR Entrepreneurship and Experiential Learning Theory, Learning by Developing, Authentic Competence-Based Learning Theory, which are closely interrelated with each other, being conceptually similar, but contextually different. Pedagogical methods related to these frameworks are of an interactive nature and targeted to develop multiple social dimensions, such as employability, intrapreneurship and venture creation. The principle of ―learning by doing‖ is fundamental to these methods. As opposed to theoretical approach, which provides only book knowledge of management issues, holistic/dynamic approach targets a change in individuals‘ ―know-how‖.

Examination of Flash Eurobarometer survey results highlighted a number of deficiencies in the entrepreneurial environment and entrepreneurship education system of Latvia: the lack of information and skills, small number of start-ups versus high proportion of individuals trained in starting a business, wide gap between intentions and start-ups, low level of cooperation between universities and businesses, and decreasing entrepreneurial activity, institutional and administrative barriers to entrepreneurship. The author concludes that there is an ample market for quality entrepreneurship education and the discussed contemporary approaches are of a very high relevance for the Latvian entrepreneurship education system.

The major challenge for universities at present is to shift from passive modes of learning and teaching towards experiential forms establishing closer contact between students and the business world. The author suggests this can be achieved by refocusing the existing curriculum and transferring successful practice-based models from other countries.

In view of the fact that the topic has not been widely researched in Latvia yet, the results, ideas and concepts can be useful for academics, practitioners and other involved stakeholders.