Introduction
Businesses all over the globe is not possible and cannot effectively function in terms of production, manufacturing and distribution without success into the areas of entrepreneurship and exemplar entrepreneurs having great minds and ideas upon handling business stature and overall nature, for instance about business operation integration from determining entrepreneurial spirit visible by entrepreneurs who have had undergone rigorous education and training to achieve leadership dominance and other business traits necessary for keeping business on top. There can be reality situations with regards to ‘proliferation of entrepreneurship courses’ from within academic institutions as noted by several proponents such as, Charney and Libecap (2000); Katz (2003); Kuratko (2003); Solomon et al (2002), knowing that the focus on entrepreneurship education has presented significant challenges for teachers and professors to create curricula and methods that meet or surpass student expectations. Students who enroll in entrepreneurship courses seek avenues to express latent creativity and innovativeness. There discusses of such institution offering entrepreneurship course in particular, adopting research information of Boston College and some interview of entrepreneur will be addressed noting that he is trained entrepreneur and not just born to be one.
Discussion – The Evaluation
Adopting a brief background on the study, “one of first courses in entrepreneurship was being offered at Harvard Business School in 1947 and in 1953, as Peter Drucker taught of another at New York University (Brockhaus, 2001), and for many years now, there is presence of proliferation of entrepreneurship courses (Vesper and Gartner, 1998), as it should be taught and learn, for which training and education are being known. Thus, for example, in United Kingdom entrepreneurship courses are being intended to encourage students to start business during graduation (Brown, 1990; Kirby, 2003). Moreover, some higher education offices have intended to develop enterprising teaching environments where students developed and applied a range of personal transferable skills. True, that “entrepreneurs does improve lifestyle norms from within a Nation’s revenues and in order to be successful into training courses, business training program have to be relevant in ways and implies to functional entrepreneurial skills and aptitudes.
The education towards entrepreneurship, assumes basic grounds for SME’ business for example, to lead and be global leader in recognizing strong market positions, the creation of courses is determined by higher education institutions, one example information point out to “higher education institutions throughout Britain and North America that increasingly offer courses in entrepreneurship as part of their mainstream graduate provision (Morris et al., 2001; Ibrahim and Soufani, 2002; Adcroft et al. 2004; Klappa, 2004). Aside, there is growth in Master’s level provision of entrepreneurship programs has been especially pronounced (Davies et al., 2002; Brush et al., 2003) and nowadays, Business centered universities now offer entire undergraduate degrees under ‘entrepreneurship’ and ‘business enterprise’ (Kolvereid and Moen, 1997; Adcroft et al., 2004). There was plethora of factors has been suggested to explain the proliferation of entrepreneurship education in many countries, and Singapore is one region adopting entrepreneurship courses, there espoused the proposition that entrepreneurial qualities can be developed through the education system (Gibb, 2002; Klappa, 2004). Despite the proliferation of entrepreneurship degrees and units that has occurred over the last quarter century, little is known about the perceptions of the nature of entrepreneurship held by the academic staff who actually teach the subject.
Furthermore, some of the teacher views of entrepreneurship ways are important because they have the potential to affect the ways in which entrepreneurship is taught to students. Entrepreneurship, according to Morris et al. (2001, p. 41) is “opportunity-driven business behavior”. Thus, Morris et al. (2001, p. 41) continued, effective entrepreneurs “are those who are adept at recognizing patterns or forces that combine to form opportunities”, and that Basu (2004), suggested that entrepreneurs often had aspirations different to those of other people. The training approaches to entrepreneurship education impose qualities of entrepreneur operating with intuition and limited information under acute time pressure” (Henderson and Robertson, 1999, p. 238), that entrepreneurial education should try to “inculcate the necessary attitudes, values and psychological sets” of the successful entrepreneur (Curran and Stanworth, 1989, p. 13), and develop appropriate personal attributes, the willingness to take risks, determination and self-direction (Engelen, 2002; Gibb, 2002; Deamer and Earle, 2004). Henceforth, because education is part of life experience the entrepreneurship education can enhance an individual’s capacities for innovative behavior, creativity, flexibility, self-direction and the ability to respond to widely different situations (Collinson and Quinn, 2002; Shook et al., 2003; Llewellyn and Wilson, 2003; Walton, 2003).
According to Shepherd and Douglas (1997 p. 332), “the essence of entrepreneurship is the ability to envision and chart a course for a new business venture by combining information from the functional disciplines and from the external environment in the context of the extraordinary uncertainty and ambiguity which faces a new business venture. There manifests itself in creative strategies, innovative tactics, uncanny perception of trends and market mood changes, courageous leadership when the way forward is not obvious and so on. What we teach in our entrepreneurship classes should serve to instill and enhance these abilities”.
Moreover, “Babson College’s defines entrepreneurship as ‘a way of thinking and acting that is opportunity obsessed, holistic in approach and leadership balanced…regardless of the resources currently available and acting on opportunity for the purpose of wealth creation in the private, public and global sectors’, as there is a dearth of definitions, characteristics, competencies and behaviors that many believe describe the entrepreneur. Is it any wonder then, that the teaching of entrepreneurship education is fragmented with no general agreement established on whom or what are entrepreneurs or entrepreneurship?” (Quoted from, Solomon in, USASBE White Paper Series) There is rapid growth in entrepreneurship courses offers some credibility for the assumption that skills relevant to successful entrepreneurship can be taught (Solomon and Fernald, 1991). From the study of entrepreneurial program graduates, Clark, et al, (1984) found evidence to suggest that the teaching of entrepreneurial and small business management skills aided new venture creation and success. A survey of 100 chief executives in entrepreneurial firms found that respondents believed that “while personality traits are difficult to influence, the vast majority of knowledge required by entrepreneurs can be taught” (Hood and Young, 1993).
Ideally, the term “entrepreneurship” incurs a process for such opportunity identity and such innovation is being created as needs to be properly managed. Then, some of its notion has held certain modern ways of determining relations that can be found in such employment valuation in associating certain business formulation as noted from academic processes and stature (Scase, 1995). Furthermore, entrepreneurship education realized by several institutions can possibly be equated with ways of the people in their conquering of the future and be able to respond and to act upon the process. Then, some of the education points does exercise ample judgment in selecting useful training courses from within curriculum demands as notably effective for the entrepreneurs to have ideal values and personality formation as deemed imperative in executing effective business operations and innovation towards the delivery of entrepreneurial service to customers, as valuable part of the business cycle. The interview integrates that success pays a lot of training and education to achieve entrepreneurial leadership over others and that the attainment involves hard work and determination, so entrepreneurs are not merely born to be effective business people but also because they have received education recognition and training. For example, the interview to such entrepreneur is one good example of the assumption (read below for some part of the interview process may indicate that everything is with perseverance of the entrepreneur, Louis V Gerstner Jr. – IBM CEO) Gerstner mentioned that, “IBM had decided as to whether IBM was going to become some loose confederation of niche companies, competing at the piece-parts level of the industry, or whether hold IBM together and make the depth and breadth of products, services and skills competitive advantage. The entrepreneur had the strong opinion that there was need for someone to play the role of integrator in order to do more than deliver neat technology and bring that technology to customers as an integrated solution to business issue. The latter is an outcome of great education and training the entrepreneur had received as he further said, “with the industry shifting to computing model based around global networks, our customers are placing an even greater premium on integration and “customers want to know that technologies work together, that what they invest in today will work with what they invest in tomorrow” (quoted from, Porter, 2007).
Indeed, the entrepreneur is someone with vision who spots opportunity and is minded to act on it and start something as found in diverse walks of life, requiring someone with good idea to set out and obtain better resources to make things happen as there implies the enterprising behavior of the entrepreneur as there can be replication of something that had existed that can be typical of starting small business turned into effective entrepreneurial spirit. The entrepreneurial attitude and behavior is probably one output of effective entrepreneurship training as well as application of teaching entrepreneurship from the realization of higher education, see below for an example of the latter.
Entrepreneurial attitudes and behaviour include: (adopted from, McClelland, 2002)
- the motivation to achieve and compete
- taking ownership and being accountable
- making independent and self-directed decisions
- being open to new information, people, practices
- being able to tolerate ambiguity and uncertainty
- creative and flexible thinking, problem-solving and decision making
- the ability to see and capture opportunities
- awareness of the risks attached to choices and actions
- the capacity to manage and ultimately reduce risks
- persistence and determination in the face of challenge or lack of immediate reward
- considering, discussing and formulating a vision
- the capacity to make an impact
Generally, if entrepreneurial education qualities can be fostered within individuals, there imply support and enhance effort of training for the entrepreneurs of the business, such as SME centered, as important to view some academic preferences and training competencies into the challenge of known courses from the changing environment that require flexible education patterns foe entrepreneurship substance. The entrepreneurs show tough decision process as a product of effective training they are a part of as ideal for initiative applicability and performance creativity. They imply learning and change and they can be manifest in a whole variety of different ways. They enable organizations to meet the demands of turbulent modern environments and to harness the potential of new technologies. Therefore, successful entrepreneurship education will bring about successful entrepreneur too as for instance, there is presuming of effective people relationships and one presence of ideal style of leadership.
Conclusion and Recommendation Therefore, entrepreneurship education and training will produce trained entrepreneurs and not born ones, the trained ones does dominate the business arena as the “entrepreneurs start ventures, generally on a small scale; others claim that entrepreneurs focus on controlling their destiny that they are creative and innovative, and still others talk about entrepreneurs as individuals dealing with ambiguity, marshalling resources, creating teams and generating wealth, as the entrepreneurs are mostly involved with growth and high growth ventures”. Aside, one should examine growth strategies that include franchising to expand markets and grow the business. We need to examine the process of entrepreneurship as more than that just a single act. We need to devote considerable time and subject coverage to both entrepreneurial intentions and opportunity recognition. The successful entrepreneurs seemingly have mastered the ability to marshal and direct various resources toward an accomplishing a set of defined goals. For recommendation, some of ‘entrepreneurship centered educators will have to devote teaching time on business marketing as well as innovative reports and comprehensive business planning. One should consider integrating concepts and theories presented in the fine arts, drama and the engineering department. Create an entrepreneurial environment in the classroom. Some educators based the entire grade on the successful implementation of a business, idea, concept or process. Then, entrepreneurship education and training courses assumes the role of educators upon ensuring that, the disseminated intelligence and evaluation criteria will be employed into the business classroom, as consistent with effective phenomenon surrounding crucial entrepreneurial processes.
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