Entrepreneurship is often touted as the answer to a number of societal, economic , institutional and organisational ills.? Universities, SMEs, multinational corporations and other organizational bodies such as the OECD, WEF and the EU are increasingly integrating entrepreneurship into their educational activities and programmes. The prevalence of such programmes? is testament to the growing belief that entrepreneurs? and intrapreneurs? (those acting entrepreneurially within the confines of their organization) can be developed.? Today, the ?born not made? argument appears pass? as tailor-made entrepreneurship programmes grow from strength to strength.? However, more research is needed which looks at the rationale, design and delivery of such? entrepreneurship programmes.
In her four part ?dissertation by article?, Janice Byrne
looks at three specific audiences in entrepreneurship education: would-be women entrepreneurs, engineering students and high potential managers.? In her first article, she examines the varying feminist arguments which can be said to rationalize women-only entrepreneurship training and queries the resulting implications for programme design.? Her second article focuses on French grande ecole engineering students and examines game as a pedagogical trigger which provides a break from routine and enables collaborative teamwork among a largely introverted and individualistic student body.? Articles three and four present an in-depth case study of entrepreneurial training for high potential managers in a large multi-national and look at the type of learning outcomes which may emerge from such efforts.