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Can Entrepreneurship Be Taught in a Classroom?

Can Entrepreneurship Be Taught in a Classroom?
How some business schools rewrote the script.


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Criticism of teaching entrepreneurship

Criticism of teaching entrepreneurship

There is a high degree of skepticism around the idea that entrepreneurship can be taught in a classroom.

Numerous successful entrepreneurs never went to business school or graduated from college. The abstract analytical models of a typical business school curriculum is generally in conflict with imagination, disruption, and counterintuitive action needed for entrepreneurship. Still, many schools feel there is a place for formal education when looking at entrepreneurship.




Approaches in teaching entrepreneurship

Three Top North American MBA programs developed their own philosophies in teaching entrepreneurship:

  • The first approach focused on instilling an appreciation for the value of real-life experience in an "operating theater" classroom setup where the professor pokes and prods on startups.
  • The second approach is focused on "rewiring" students to take action instead of falling into analysis paralysis. This approach invites students to accept a certain amount of risk.
  • The third approach emphasized the types of resource and risk optimization that is offered by the more conventional business school. This philosophy may help more mature startups avoid common pitfalls, but it is less useful for entrepreneurs dealing with extreme uncertainty.



Embracing an uncertain future

The current pandemic shows the importance of preparing entrepreneurs to face the increasingly complex and uncertain world.

Future leaders should be educated to see the uncertainty of our future as a reality to be embraced. The next generation of entrepreneurs should be empowered to meet these challenges.





It is the physical expression through movement and rhythm of relationships, feelings and ideas.

Dance can help restore joy and stability in troubled lives and ease the tensions in scho...

Dance benefits

  • In an evaluation of Dancing Classrooms in New York City, 95 % of teachers said that as a result of dancing together, there was a demonstrable improvement in students’ abilities to cooperate and collaborate.
  • Dancing improves reading and math scores.  “physical activity has a positive influence on memory, concentration and classroom behavior.”
  • Arts benefit everyone regardless of their vocational pathways.

Capable People Unwilling To Lead

Most people would want to grow in an organization, and strong leadership is essential for both professional and personal growth. Yet many capable team workers are reluctant to move towards ...

Leadership: Three Kinds of Risk

  1. Interpersonal Risk: When people are reluctant to lead due to spoiling a friendship or hurting a fellow workers feelings.
  2. Image Risk: People don’t want to come across as a ‘Mr Know It All’ or someone aggressive in front of all the team members.
  3. Risk Of Getting Blamed: Being a leader means that if the team fails, the person in charge takes all the blame. This loss aversion makes many shun a leadership opportunity.

Mitigating Risk: Proactive Steps For Managers

  1. Be extra supportive of the fragile, risk-sensitive colleagues. Seek their input and publicly praise them for their team efforts.
  2. Relationship conflicts, differences of opinions, values or personality issues and the perception that comes with it needs to be managed before they escalate.
  3. Make the would-be leaders take up small, low-stakes opportunities and let them take baby steps towards higher-visibility roles once they gain confidence and build a reputation.

one more idea

Education during epidemics

Education during epidemics

94% of countries implemented some form of remote learning during the pandemic. And this is not the first time that educators have made use of remote learning.

During a poli...

Radio school

The radio school experiment during the polio outbreak was highly innovative and untested. Some 315,000 children in grades 3 through 8 received lessons on the radio while at home.

Chicago teachers collaborated to create on-air lessons for each grade, local radio stations donated air time, and local papers printed class schedules each morning. Classes were just 15 minutes, providing simple broad questions and assigning homework.

Remote school challenges

News stories reporting on radio school were mostly positive, but articles also pointed out the challenges. Some children didn't have access to radios. Other kids were distracted or struggled to follow the lessons. They could not ask questions in the moment, and kids needed more parental involvement.

In 2020, when the pandemic shut down schools, many countries turned to multiple platforms, such as television, radio, and internet. However, they continue to face similar challenges to those the radio school faced in the 1930s.