Abstract

Even though university-based entrepreneurship education programs have grown substantially over the last decade (Katz, 2003; Vesper and Gartner, 1997), a question that remains unanswered is what should be the most desirable educational mix of inputs for fostering entrepreneurship. This is especially because of the time lag that normally exists between graduation and actual venture creation. Further, in the coming years entrepreneurship education will have to deal with many challenges: (i) academia-business incongruence, (ii) the field’s maturity/complacency/stagnation trap, and (iii) an acute shortage of faculty, all of which will significantly affect the quality of the education offered (Katz, 2003; Kuratko, 2005).

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