The formula for successful cultural adaptation to “Entrepreneurship” lies in participation, inclusion, sharing and support across all community stakeholder groups. The creation of an entrepreneurial community or an entrepreneurial school cannot be achieved solely by introducing EE. Their specific focus on subjects such as economics, accounting, finance and business practice often reinforce the view held by many of this study’s participants that they are finite, strictly business-oriented programs, “designed to capture those few talented individuals with a flair for entrepreneurial behavior” ( Holmes, 2005). They are successful tools for generating momentum, but they lack fundamental appeal at a broad cultural level. To bring this into an education context, programs such as Young Enterprise Scheme (YES), Young Entrepreneurs Program (YEP), Biz4Kids and so on are good examples of programmatic adaptation. Programs specifically focused on a narrow portion of the population with defined outcomes introduced over short time frames do not succeed in making the “gut wrenching” and pervasive cultural shifts required to improve an organization’s or a community’s overall performance ( Armstrong, 2011). To build an entrepreneurial community, it is necessary to fundamentally alter traditional strategies and teaching methods in such a way that learning takes on new meaning, not only for students but also for other community stakeholders as well. The custodians of community culture are its educators, those tasked with perpetuating the values of a community through the provision of education. The reference to culture in the context of this study is an important one, particularly when consideration is given to the profound impact that EE has had on the secondary schooling system. One such variable is “culture”, perhaps the most difficult of all to influence and adapt. These can significantly influence the success or failure of building a community based on a philosophy and practice of entrepreneurship. The way a country has established its educational system can also help lead people to develop qualities that are considered important for entrepreneurship ( Reynolds et al., 1999).ĮE has met with varying degrees of success suggesting that not only is there no one single approach to achieving an Entrepreneurial community through EE but also there are other variables at work about which little is known. Entrepreneurship is perceived to be a major source of innovation, job creation and growth and is recognized as a measure of a country’s economic health (Audretsch and Thurik, 20 Audretsch et al., 2002).
EE is therefore primarily aimed at facilitating economic growth and increasing the pool of entrepreneurial talent within economies. 701) have suggested that EE is a way of encouraging economic development. From the early 1980s in New Zealand and throughout the world, Western governments recognized that an entrepreneurial orientation may lead to economic growth, job creation, international competitiveness and technological advancement ( Jack and Anderson, 1999 Audretsch et al., 2002 Ladzani and van Vuuren, 2002 Grebel et al., 2003, Vetrivel, 2010).
#Cultures northland hand cart full#
The full terms of this licence may be seen at: Įntrepreneurship Education (EE) is not a new concept. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Published in the Asia Pacific Journal of Innovation and Entrepreneurship.
0 kommentar(er)
