STRATEGIES FOR TEACHING ENTREPRENEURSHIP :

WHAT ELSE BEYOND LECTURES, CASE STUDIES AND BUSINESS PLANS?

PROFESSOR ASSISTANT : DR.ARABIOUNCOMPOSED AND PRESENTED BY: MSC.MOHAMMAD

REZA ALHAGH

Handbook of research in entrepreneurship education

FACULTY OF ENTREPRENEURSHIP TEHRAN UNIVERSITY

Introduction

Growing the number of universities offering Entrepreneurship courses.(in 90s)

First entrepreneurship course was at Harvard University By Myles Mace.

Pioneer Countries that Offers this subjects till 2000 Were :

1. Usa2. Canada3. France

Introduction

Till 1990s , focus of entrepreneurial Programs were on Business Plan

This kind of teaching resulted in focusing on content rather than learning

Vesalain And Strommer Pointed out that teaching it should be a question of method rather than Content.

Kyro Pointed out that differentiation between the approaches towards this issue is because of different concepts of education in different cultures .

Introduction

Solomon (2002) , defines common methods of teaching entrepreneurship :

1. Business plans2. Lectures by well-known profs.3. Case studies4. Supervised reading Programs

Introduction

Advantages and Disadvantages Of BP (Marrion, 2003 , p.62) :

Negative effect of preparing BP for student , cause they think it can make the way harder.

Students can learn to anticipate the futureDevelop contacts for their project needs Identify their own weaknessesLearn about inFo sourcesThe success or failures of entrepreneur can’t

be related to Bp.(Carrier 2004)

Simulation & Games

Some authors propose simulation , in order to help Students devise their own strategies and make decision to ensure the success of their small Firm.

Goal of simulation : help students solving problems by certain number of notions.(Honig 2004)

Honig view : students learn to develop their ability to adapt through action or trial and error so choosing the right simulation is important.

Simulation & Games

Simulation exercise must based on learning objectives.

Hindle (2002) Propose 4 criteria for choosing right simulation exercise :

1. Ability of the scenario should be credible and relevant

2. Unambiguous communication relating to different aspects

3. Function adjusted to technical support material

4. Cost-benefit analysis

1.Computer Based simulation

Wolfe & Bruton found 3 simulation that were of interest to university level Entrepreneurship Training :

1. Entrepreneurial simulation program(Penderghast ,1988)

2. Entrepreneurs : A simulation (Smith & Golden ,1987)

3. Starting a small Business : A Simulation Game (Gupta & Hamman, 1974 )

2.Behavioural simulations

They are essentially experiential activities in which a business situation is created so that student can experience certain behaviors in order to develop entrepreneurial skills.

Different between 2 groups

Stumpf (1991 ) Pointed out that :

Computer simulation teach about a fixed set of effort consequences captured by a pre programmed model

Behavioral simulations teach about sense-making and opportunity seeking process

Behavioral Simulations

Stumpf (1991) conducted a research and found that following skills were improved :

1. Ability to ask questions about the future firm

2. Ability to generate several possible scenarios

3. Redefinition of issues to make them easier to understand

4. Ability to seek out and promote innovative ideas

Original educational proposals

1. Teaching entrepreneurship through the classics : like the character in Moby Dick > Struggling hard situations for them to make successOthello For Failures

2. Teaching entrepreneurship through videos : teaching entrepreneural skill through some films

3. Teaching entrepreneurship using life stories : creating their own BioGraphies so find out their own capabilities