Professor Alain Fayolle, director of the entrepreneurship research centre at EM Lyon Business School, edits this third volume in a series of books covering articles highlighting many aspects of entrepreneurship education research. While his current work looks at the dynamics on entrepreneurial processes, He has already edited volume one and two of this series (Fayolle, 2007a, b), looking at general perspectives and contextual perspectives respectively.
While national contexts where briefly covered in part three of volume two (Fayolle, 2007b, pp. 169‐220), This book provides a far more in‐depth overview of international perspectives on research in entrepreneurship education.
The book aims to take an international perspective on entrepreneurship education while exploring the wide variety and characteristics of such research. It aims that each contributor brings a unique perspective to the understanding of the area.
Section 1, entitled “How we can learn from methods?” suggests that there are only methods that are more or less well adapted to pedagogical objectives. In the context of this section such methods constitute pedagogical approaches such as simulation and case studies, to conceptual approaches such as evaluating entrepreneurship dimensions.
The section takes an interesting blend of articles on a variety of aspects on entrepreneurship education. Smith, Kickul, and Coley (chapter 2) highlight the belief that empathy is the key attribute for entrepreneurs in social entrepreneurship and explore how simulation can be used to develop such attributes. The section moves on to case methods within entrepreneurship education. Ó Cinnéide (chapter 3) looks in particular at the creative industries highlighting the potential attractive new case materials that can emerge from this industry. He further suggests the need for further research into the role that case studies play within pedagogical processes and emphasises the benefits of the creative industries as research sector due to its examples of innovation and entrepreneurship. Blenker and Christen (chapter 4) continue the discussion, by looking at the experienced based expertise of entrepreneurs in the context of their inclusion on teaching programs. The final chapter of the section deviates slightly from pedagogical approaches. Entitled “Assessing entrepreneurial competence in entrepreneurship education and training” Lans and Gulikers (chapter 5) suggest that perspectives having changed over the last 30 years towards an assessment culture, entrepreneurship education requires learning‐orientated assessments that understand the differing nature of participants.
While the section provides a brief overview of methods used in entrepreneurship education, it does not provide a great range of international perspectives. The articles have a mix of American, Irish, Dutch, and Danish Authors, most of which appear similar in their outlook and perspectives, perhaps as a result of cultural similarities. A better choice would have been to include articles on methods used in radically different cultures that may have given a broader insight, in a volume dedicated to international perspectives.
Section 2 is entitled “How can we learn from differences?”. It is based upon the premise that we can learn more from differences then similarities, highlighting that learning from differences has been understudied. The articles not only look at differences between countries and cultures but individual roles, for example the role of the teacher and that of the student. Institutional differences are also looked at. A section perhaps deviating from the original aim of the volume.
Jones (chapter 6), through his chapter, highlights the value of student teacher diversity, suggesting that through identifying such diversity, learning outcomes can be advanced using student reflection. Furthermore a lessening of business focus if suggested to place greater focus on student development. Fendt and Bureau (chapter 7) discuss significant themes on entrepreneurship education before highlighting the French undergraduate system and the focused management development system opposing the emergence of small business entrepreneurs. Matlay (chapter 8) examines stakeholder involvement in entrepreneurship education. While reviewing existing literature on stakeholders in entrepreneurship education, he goes on to suggest differences in perceptions between primary, secondary and tertiary stakeholders. Coron (chapter 9) closes the section by comparing the influences different higher education systems have on entrepreneurial development. Based upon this, the differences between business education in various countries are compared with entrepreneurship in mind.
How can we learn from minorities? Asks the third section of the volume. Defining minorities as particular audiences to be taught and educated in the field of entrepreneurship with differing sociological and psychological backgrounds, including minorities as different academic disciplines.
The section begins with a study of what business schools are teaching about women, sex and gender. Nelson and Duffy (chapter 10) take an approach suggesting that institutional assumptions influence how society sees women, identifying the commonly held view that male and female entrepreneurs are different in some way. Nekka and Fayolle (chapter 11) continue this trend, by making recommendations for entrepreneurship programs for ethic minorities. They suggest that without understanding the target group, and entrepreneurship program cannot be developed. In a departure from traditional thinking on entrepreneurship education, Silberzahn and Silberzahn (chapter 12) take the view that artists and scientists exhibit entrepreneurial activities and behaviour, suggesting that entrepreneurship education could aid scientific and artistic education. Finally Izquierdo and Deschoolmeester (chapter 13) discuss entrepreneurial competencies based on a study of both entrepreneurs and academics.
This section provides a rather varied discussion of minorities in entrepreneurship education. It is interesting to see the results of a broad definition of a “minority” with academia, allowing for the submission of articles that would otherwise stubble to be categorised, such as that of Silberzahn and Silberzahn. While again not necessarily sticking to the volumes topic, it never the less proves one of the most interesting sections in the volume and shows the variety of entrepreneurship education thinking today.
In the final section, “How can we learn from institutional culture?” takes the perspectives of socio‐politic systems and their norms and values. These institutions have a strong influence on entrepreneurship education and its components.
To begin this section, Jiang and Bain (chapter 14) highlight the lack of research on firms from emerging economies growing in developed economies. Similarly suggesting the lack of focus on how firms from emerging economies renew their capabilities to maintain competitive advantage on developed economies. Garavan et al. (chapter 15), continue by taking a look at entrepreneurship education is Ireland highlighting unique characteristics and features. Kailer (chapter 16) then provides a view of entrepreneurship education in German speaking countries. The paper outlines practical proposals for the design on concepts looking at a number of aspects on entrepreneurship education programs. Continuing the section, Rae, Gee, and Moon (chapter 17) examine the many issues that “entrepreneurial universities” can experience. They also raise the question of how a university can become entrepreneurial? Finally, Byrne (chapter 18) adds study to organisational routines and corporate entrepreneurship suggesting that sometimes innovative practices may require reinvention of routines. Corporate entrepreneurship training experience can cause individuals to question the existing routines.
The section proves a good final collection of the volume. Although similar to aspects of volume two (Fayolle, 2007b). The varied collection certainly adds to the previous chapters of the book.
This volume provides a great contribution to entrepreneurship education research. It gives an in depth view to many perspectives and enriches the field through increasing knowledge through international considerations. One clear criticism however is the European focus of the volume; articles from outside Europe are in the minority. This aspect means many considerations are similar; studies from further afield could help to broaden the volumes view of entrepreneurship education. It should also be noted that this volume simply provides a single pillar of knowledge in entrepreneurship education, and readers would benefit from viewing volume one (Fayolle, 2007a), and volume two (Fayolle, 2007b). As further volumes are written, there is no doubt that this series of books will become the key texts on entrepreneurship education research for students and researchers alike.
