As entrepreneurship is seen as very important for economic growth the education of entrepreneurship is getting more interest, not only from business oriented schools, but also from non-business schools. It is widely recognized that entrepreneurship education needs other approaches of teaching. To teachers it means that they have to change their education. In 2013 we started an training program for teachers to teach more entrepreneurial. This program is designed around constructivistic teaching and action learning. One of the things we found out during the teachers program, is that non-business teachers and students have other experiences and use other words to describe entrepreneurship. To find the right language and therefore the right teaching program, it is valuable to find out the vocabulary that people use when they describe entrepreneurship. We developed a scale of different elements of entrepreneurship according to which people can score their view on entrepreneurship. Scoring the different elements of entrepreneurship will clear for example the differences of entrepreneurial view between business and non-business students. The entrepreneurial view can be used to design the teaching program for entrepreneurial students. That view can also be used to get a better understanding among different (business and non-business) students to help them to learn more from each other. Besides that, the entrepreneurial view can also be used to discuss about that view and develop a more complete and nuanced view of entrepreneurship. With the right vocabulary the model for entrepreneurship education can be tailor-made.
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Entrepreneurship and entrepreneurship education is generally viewed upon as being important for economic growth in the 21st century. Teaching entrepreneurship however seems to need another approach to fulfill the changing needs. In this perspective active learning and constructivism is generally seen as essential. Other elements that are influencing the teaching process are attention for competences, culture, the needs of the student and the curriculum. So the design of the curriculum must address these changing demands of society. Effectuation, constructivism and andragogy are the key elements for the curriculum to meet the criteria for delivering sustainable and flexible professionals to society. Based on practical experiences in the last decades in the Region of Twente, elements for an entrepreneurial curriculum are elaborated in this article.
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In the last decade, directed from the European Union, entrepreneurship and entrepreneurship education became a main topic on both, political and strategic managerial agenda’s. Despite the enormous effort and money invested, the failure rate of starting entrepreneurs seems to be stable. Next to an increase of starting entrepreneurs, more young people are faced with the trauma of an entrepreneurial failure. This paper want to explore the causes of a negative entrepreneurial outcome an the possibilities to prevent from this.
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