Many discussions or debates between scholars have been on-going on whether entrepreneurship can be taught at learning institutions. Believes have been that great entrepreneurs rely on their gut feelings, internal drives, timing and mostly luck.
Garavan (1994) however suggested in his studies that “learning” entrepreneurship either descendants from successful entrepreneurial parents, work experienced or proper education will enhance the probability of success which believed that entrepreneurship can be taught and that “entrepreneurs are often made, not born”. It is agreed that the coaching responsibility does not rest completely with the educational world thus general public needs to assume its part in giving applicable environment and right place for the development of entrepreneurship. Disappointments must not be punished but rather investigated, as they are likewise an indispensable piece of the learning procedure
As all knows entrepreneurship education is becoming indispensable in today’s society. However entrepreneurship education has always been narrowly defined as education that provides the needed skills to setting up new businesses. Hytti and O’Gorman (2004) on the other hand, later recommend distinctive perspectives as they laid out that there are numerous approaches to offer business enterprise training, contingent upon the targets of such instruction. In the event that the goal of the instruction is to expand the comprehension and familiarity with what business enterprise is about, the best approach to accomplish the goal is to give data through open channels, for example, courses, broad communications and addresses. Able to send the relevant information to a broader population in a relative short time period seems to be the an effective method.
Kirby (2002) seems to agree with the argument that entrepreneurship education is different than “traditional” management studies as the traditional management education may impede the development of the necessary entrepreneurial quality and skills. According to Kirby, entrepreneurship education is more than business administration, it is about “learning”, figuring out how to coordinate experience, skills and knowledge, all geared up to start with a new venture.
A recognized platform need to be plan well to provide students with the required abilities and learning to perceiving business opportunities, seeking client’s bits of knowledge, comprehension the needs of the business sector, making a thought, building up the marketable strategy, maintaining the business, assessing natural, and institutional and political issues. This is what entrepreneurship education is all about since it does play a significant role to cultivating entrepreneurship spirit among graduates. This flow of thought is also parallel with Ibrahim and Soufani (2002) argument, school and education system play a critical role in identifying and shaping entrepreneurial traits.
To strengthen on the points mentioned above, a study done by Kolvereid and Moen (1997), disclosed that as compared to different students, those who have taken a major in entrepreneurship have uncovered more prominent enthusiasm to become entrepreneurs and these students act more entrepreneurial than other students in taking up the challenge to start up a new business. To a certain extent, education does have an effect to alter and contribute to the formation of entrepreneurship as it may not be possible to develop entrprenuership through education totally.
According to Hynes (1996), statistics showed that majority of universities have long been known to encourage entrepreneurism. Ooi et al (2011) also conclude that there is a significant relationship between entrepreneurship education and entrepreneurial inclination. Trends showed that there are the increasing demands from students to seek for quality education from educational institutions that could equip them with the entrepreneurial competencies in preparing them for future careers. Ideally, universities are considered the place in shaping entrepreneurial cultures among students while they are studying, Mahlberg (1996).
Thus, universities should be proactive in providing entrepreneurially friendly environment in encouraging and fostering entrepreneurial culture. They need to design and/or develop the curriculum that would cater for the students’ demands as well as the industry.
Ooi et al (2011) acknowledged that the exposure to entrepreneurial courses would certainly, to some extent, influence students’ inclination towards entrepreneurship. But students must be ready to adjust and switch according to the changes made by the universities in creating an entrepreneurial environment in an effort to fostering entrepreneurship among students. They must be able to swift their current learning approach to a more practical way which is required in the entrepreneurial learning process.
Moreover, Zahariah et al (2010) indicates that academics need to play a significant role in encouraging more students to become entrepreneurs. Accordingly by giving more mindfulness on the advantages of getting to be business people and thusly, adding to the development of the nation’s economies and global competitiveness. Government in Malaysia supports entrepreneurship education thus making it an important curriculum in the higher education institutions in Malaysia, Ismail et al(2009). Related to this, Nabi and Holden (2008) describes the purpose of entrepreneurship education is to produce graduate entrepreneurship that defines the interaction between the graduate as a product of a higher education institution and their readiness to pursue their career as an entrepreneur.
Similar to that, Klofsten (2000), quick advancements in giving entrepreneurial training are growing up fast in universities in Sweden. Hence, many professorships have been created in this area to cater for the growing needs for entrepreneurship activities. A huge transformation was made when the Centre for Innovation and Entrepreneurship at Linkoping University together with a private network of enterprise developed what they call Entrepreneurship and New Business Development Programs (ENP). The main purposed was to focus on start-up of new technology based or knowledge intensive enterprise.
As to agree, Davey et al (2010) indicate that students from developing and/or emerging economies are more likely to envisage future careers as entrepreneurs and are more positive towards entrepreneurship than their industrialized European equivalents, despite the fact that sparks for employment/self-employment are comparable across the regions.
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