Under-Researched Domains in Entrepreneurship and Enterprise Education: Primary School, Community Colleges, and Vocational Education and Training Programs
Special issue call for papers from Journal of Small Business and Enterprise Development
Guest Editors: Rebecca Corbin, Eric Liguori, Martin Lackéus, and Shelby Solomon
Background and Motivation:
This year we celebrate the 70th year of formal entrepreneurship education (EE) programs. What began as one class at Harvard University in 1947 has grown to over 5,000 courses offered annually at more than 3,000 institutions (Kuratko, 2005; Morris and Liguori, 2016). The rapid growth of entrepreneurship education programs comes as no surprise given entrepreneurial activity is a known driver of not just economic growth (Baumol and Strom, 2007) but also increased standards of living (Luke et al., 2007), improved quality of life (Zahra et al,, 2008), and reduced natural resource dependency (Sine and Lee, 2009).
Scholars have investigated entrepreneurship education across a wide variety of populations, including children (Athayde, 2009; Dwerryhouse, 2001), graduate students (Nabi et al., 2006), and veterans (Collins et al., 2014), as well as studied entrepreneurship education across a wide array of geographies (cf., Ibrahim and Soufani, 2002; Jesselyn Co and Mitchell, 2006; Hytti and O’Gorman, 2004; Mitra and Matlay, 2004; Matlay and Carey, 2007). The aforementioned variety noted, the dominant body of entrepreneurship education research has revolved and/or contextualized around entrepreneurship education at the 4-year university level (Kuratko, 2005; Solomon et al., 2002; Vanevenhoven and Liguori, 2013) forcing a narrow contexts to dominate the global conversation about entrepreneurship education and limiting the generalizability of the findings.
This narrow focus on entrepreneurship education has led to several populations being neglected. One such population are 2-year community colleges (CC), a major component of the American education system, representing 1,123 campuses across the nation (National Center for Education Statistics, 2015) and serving over 7 million for-credit students annually. Put into context, CCs educate over 1/3 of the postsecondary student market in the U.S. Vocational Education and Training Programs (VET), which educate a similarly large percentage of the global population, fall into this same research void. Primary schools have experienced unprecedented growth in entrepreneurship courses in recent years, but likewise receive little to no attention in the literature. Given the impact of entrepreneurial activity on both economic and noneconomic outcomes, the potential impact CC, VET, and primary schools have through providing broader access to quality entrepreneurship education may offer economists and policy makers much promise. New entrepreneurship courses are appearing every semester on campuses and in communities to fill demand. Despite the increase in both demand and subsequent supply, research into these offerings and their effectiveness has lagged. Thus, this special issue welcomes research into CC, VET, or other under researched entrepreneurship education spaces (primary schools, corporate training departments, community programs, for-profit accelerators, etc.).
Indicative list of anticipated themes:
Papers should present novel and original research outputs that have not been published or are concurrently being considered for publication elsewhere. Potential research areas include, but are not limited to, the following topics:
• Entrepreneurship education models and definitions in under-researched domains
• CC, VET, and Primary School entrepreneurial ecosystems
• The role of CC, VET, and Primary Schools in entrepreneurship education
• Credentialing faculty in non-academic contexts
• Similarities and differences between CC, VET, Primary, and 4-year university approaches to entrepreneurship education and pedagogy
• Pedagogical foundations and applications of CC / VET / Primary entrepreneurship education
• CC / VET / Primary entrepreneurship education impact on workforce development
• Work that explores other under-researched domains in entrepreneurship education (primary schools, corporate training departments, community programs, for-profit accelerators)
Call for Papers Released: 08 October 2017
Submission Deadline: 01 March 2018
Notification of Reviewer Feedback: 15 May 2018
Revised Manuscripts Due: 15 August 2018
Final Decisions Made: 30 September 2018
Special Issue Publication Quarter 1 of 2019
Submitting an Article:
Please be sure your manuscript is formatted to meet the journal’s guidelines available at: http://emeraldgrouppublishing.com/products/journals/author_guidelines.htm?id=jsbed. All submissions to this special issue of the Journal of Small Business and Enterprise Development can be made using the JSBED submission portal available at: http://mc.manuscriptcentral.com/jsbed.
Special Issue Guest Editors:
Dr. Rebecca Corbin ([email protected])
President, National Association for Community College Entrepreneurship
Dr. Eric Liguori ([email protected])
Rohrer Chair of Entrepreneurship, Rowan University
Dr. Martin Lackéus ([email protected]mers.se)
Researcher, Chalmers University of Technology
Dr. Shelby Solomon ([email protected])
Assistant Professor, Roger Williams University
Athayde, R. (2009). Measuring enterprise potential in young people. Entrepreneurship Theory and Practice, 33(2), 481-500.
Baumol, W. J., and Strom, R. J. (2007). Entrepreneurship and economic growth. Strategic Entrepreneurship Journal, 1(3‐4), 233-237.
Collins, B., Dilger, R. J., Dortch, C., Kapp, L., Lowry, S., and Perl, L. (2014). Employment for veterans: Trends and programs.
Dwerryhouse, R. (2001). Real work in the 16-19 curriculum: AVCE business and Young Enterprise. Education+ Training, 43(3), 153-162.
Hytti, U., and O’Gorman, C. (2004). What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries. Education + Training, 46(1), 11-23.
Ibrahim, A. B., and Soufani, K. (2002). Entrepreneurship education and training in Canada: a critical assessment. Education + Training, 44(8/9), 421-430.
Jesselyn Co, M., and Mitchell, B. (2006). Entrepreneurship education in South Africa: a nationwide survey. Education + Training, 48(5), 348-359.
Kuratko, D. F. (2005). The emergence of entrepreneurship education: Development, trends, and challenges. Entrepreneurship Theory and Practice, 29(5), 577-598.
Luke, B., Verreynne, M. L., and Kearins, K. (2007). Measuring the benefits of entrepreneurship at different levels of analysis. Journal of Management and Organization, 13(04), 312-330.
Matlay, H., and Carey, C. (2007). Entrepreneurship education in the UK: a longitudinal perspective. Journal of Small Business and Enterprise Development, 14(2), 252-263.
Morris, M. H., and Liguori, E. (2016). Preface: Teaching reason and the unreasonable. Annals of Entrepreneurship Education and Pedagogy, Vol. 2, pp. xiv-xxii. Edward Elgar Publishing: Northampton, MA.
Nabi, G., Holden, R., and Walmsley, A. (2006). Graduate career-making and business start-up: A literature review. Education + Training, 48(5), 373-385.
National Center for Education Statistics (2015): http://nces.ed.gov/fastfacts/display.asp?id=372
Sine, W. D., and Lee, B. H. (2009). Tilting at windmills? The environmental movement and the emergence of the wind energy sector. Administrative Science Quarterly, 54(1), 123-155.
Solomon, G. T., Duffy, S., and Tarabishy, A. (2002). The state of entrepreneurship education in the United States: A nationwide survey and analysis. International Journal of Entrepreneurship Education, 1(1), 65-86.
Vanevenhoven, J., and Liguori, E. (2013). The impact of entrepreneurship education: Introducing the entrepreneurship education project. Journal of Small Business Management, 51(3), 315-328.
Zahra, S. A., Rawhouser, H. N., Bhawe, N., Neubaum, D. O., and Hayton, J. C. (2008). Globalization of social entrepreneurship opportunities. Strategic Entrepreneurship Journal, 2(1), 117-131.