Authors: Joan Lockyer, Eunice Oluwakemi Chukwuma-Nwuba, Bridget Irene, Whysnianti Basuki
Abstract
The Western model of enterprise and entrepreneurship education is frequently used as a template by many developing economies as an ideal state, of tried and trusted approaches that have stood the test of time. However, the methods adopted and prescribed are often presumed, as opposed to proven, to be successful. Nevertheless, they continue to be recommended, or mandated, often without full consideration of the context in which they will be utilised. Their applicability in developing, specifically more collectivist economies, is far less certain (Fayolle, 2015; Rideout and Grey, 2013). The purpose and intention of entrepreneurship education is not uniform nor universal and even differs within different stakeholder groups (Dicker, et al, 2019). Its overall effectiveness in achieving its goals, assuming that the goals are known and clearly articulated, continues to be doubted (Gibb, 2002; Kuratho and Morris, 2018). A good degree of presumption is applied to the approach to both teaching and assessing entrepreneurship. Despite this, Neck and Green (2011) nevertheless argue that it is better to have a framework, than not, within which entrepreneurship can be taught, but approaches and outcomes could be much improved if there was a better understanding of the different context and perspectives on entrepreneurship education (Neck, Green and Brush, 2014; Decker-Lange et al, 2022).