For many years, it has been the
general view that entrepreneurs are simply born that way – that
entrepreneurship is innate and therefore cannot be taught (or learned), and is
therefore a subject unsuited to higher education. The logic seemed to follow:
an entrepreneur is just naturally an entrepreneur, and studying
entrepreneurship, therefore, is a meaningless enterprise. Borrowing Nike’s
slogan, entrepreneurs just do it.



But in recent years, a complete
reversal of thinking in higher education has occurred. Indeed, entrepreneurs,
it is claimed, are made, not born. In other words, entrepreneurship can be
learned. Subsequently, institutions of higher education, in most countries
around the world, have embraced the teaching and learning of entrepreneurship
with fervour, as demonstrated by the growth of entrepreneurship centres, new
venture incubators, and business plan competitions on college and university
campuses.



Teaching and
Learning Entrepreneurship in Higher Education embraces this if
to how reversal, by exploring entrepreneurship activities at
different universities around the world from three primary perspectives:
policy, practice, and mindset. Its twelve chapters demonstrate that there is no
‘one-size-fits-all’ model for teaching and learning entrepreneurship in higher
education. Despite their differences, however, the twelve also share a common
desire to develop and nurture entrepreneurship, and will inspire anyone with an
interest in teaching and learning entrepreneurship in higher education.