Entrepreneurship education and training: can entrepreneurship be taught? Part I

TLDR

Entrepreneurship scholars debate whether entrepreneurs are born or made, yet there is a consensus that some entrepreneurial skills can be taught. This two‑part paper investigates whether entrepreneurship can be taught and stresses the need for clear objectives and rigorous evaluation. The authors outline the importance of entrepreneurship, categorize programmes, and examine design challenges, content, delivery, and evaluation methods. Despite the proliferation of entrepreneurship education, the study finds little uniformity across programmes.

Abstract

Purpose Despite a growing body of literature in the field, there is still considerable uncertainty as to whether entrepreneurs are born or made, which has led to an ongoing debate in the entrepreneurship academy about whether we can actually teach individuals to be entrepreneurs. With this in mind, this two‐part paper aims to address the question of whether or not entrepreneurship can be taught. Design/methodology/approach In part I the importance of entrepreneurship in a modern, constantly changing environment is outlined, and the various ways in which entrepreneurship programmes can be categorised are considered. Attention is given to the various difficulties associated with the design of programmes, as well as their objectives, content and delivery methods. Part II of the paper focuses on the difficulties associated with programme evaluation and the various approaches adopted to determining and measuring effectiveness. This leads to a discussion on whether or not entrepreneurship can be successfully taught. Findings Despite the growth in entrepreneurship education and training programmes, the paper reports that little uniformity can be found. Attention is drawn to the art and the science of entrepreneurship, with the consensus that at least some aspects of entrepreneurship can successfully be taught. Originality/value The authors highlight the need for evaluating programmes and for educators and trainers to have a fuller understanding of what they wish to achieve from their programme from the outset in order to ensure a more accurate assessment of the outcomes.