The paper argues for a new approach to the study of entrepreneurship and a new paradigm as a basis for entrepreneurship education. It also argues that such an approach is unlikely to come from university business schools. It needs an organisational revolution which, however, can be managed within a university as a whole. The paper is divided into two parts. The first explores the political imperative in Europe for development of the`enterprise culture' and attributes this mainly to pressures for greater international competitiveness. The educational response is then examined and, with the help of a number of recent surveys, some of the key issues pertaining to the development of entrepreneurship education in higher education institutions in the UK and Europe are reviewed. The second part attempts to address the imperative at a more conceptual level. The pursuit of entrepreneurial behaviour is seen as a function of the International Journal of Management Reviews Volume 4 Issue 3 pp. 233-269 233 degree of uncertainty and complexity in the task and broader environment and/or the desire of an individual, in pursuit of an opportunity or problem solution, to create it. It is argued that the key trigger for the growing interest in entrepreneurship is globalization. The way in which this has impacted on the role of the state, the organization of business activity and public services and on individuals to create greater uncertainty and complexity in the environment is explored. This leads to a conclusion that a wide range of stakeholders are being confronted with the need for entrepreneurial behaviour, for example, priests, doctors, teachers, policemen, pensioners and community workers and, indeed, potentially everyone in the community. Entrepreneurship is therefore not solely the prerogative of business.It follows that the traditional focus of entrepreneurship education on business, and new venture management in particular, provides an inadequate basis for response to societal needs. Moreover, the pervasive ideology of the`heroic' entrepreneur can be seen as a dysfunctional when viewed against the needs of a wider community. The wider notion of enterprise' is therefore introduced as a means of moving away from the hitherto narrow paradigm. How this relates to the development of the individual and the design of enterprising organizations is explored. The paper explores the challenge of this broader context by reference to a number of issues central to the globalization debate including: culture, market liberalization, forms of governance and democracy. It then links these with the ontological and epistemological challenge to education. It concludes with discussion as to how this relates to the traditional concept of a university and argues that universities as a whole are in a much better position to respond to the challenge than are business schools.

PROFESSOR ALLAN GIBB IS CHAIRMAN OF the Small Business Centre at Durham University Business School, England. This paper begins with a review of the present concerns to link training with competitiveness in the United Kingdom and Europe. It notes that many of the issues raised in this respect are over 20 years old. It suggests therefore a new way to approach the problems, namely by considering the learning needs that will reduce the transaction costs of the small firm operating its stakeholder environment. After defining the concept of learning it makes the distinction between contextual learning (via experience) and the associated tacit (subjective) knowledge that is gained by this, and objective and abstract knowledge frequently purveyed by teachers. It then explores the issue of the SME as a 'learning company' and argues that the key to its learning is via the transactional and other relationship that it has with its immediate network environment. The concept of learning circles and learning partnerships is introduced as a basis for exploring in some detail the issue of 'who' needs to learn. It is argued that the learning needs of those who effectively dictate the level of the playing field for achieving small business success are very high. The nature and importance of this learning need is then explored for key groups. It is argued that the benefits to society of this holistic approach to learning is a reduction in the 'discontinuities' between the SME and its environment and therefore a lowering of transaction costs.

The relationship between education and training and the currently popular theme of “enterprise culture” is explored. The expression “enterprise culture”, is at present ill‐defined, if defined at all. The confusions surrounding this expression relate in turn to the failure to make proper distinctions between entrepreneurship, enterprise and small business. These terms are defined in this context, as well as “intrapreneur”. Entrepreneurs are defined in terms of a set of attributes, some of which can be measured. Small business is defined in terms of ownership and task structure. Enterprise is seen to be something that means the exercise of entrepreneurial attributes in a wide range of different situations. Intrapreneurship is the exercise of entrepreneurial attributes within a large company or bureauracy. The relationship between these redefined concepts is explored and the issue of whether entrepreneurship can be socially engineered through education and training is addressed. A definition of what constitutes “enterprise culture” is then related to education and training. This link is discussed, both in general terms and particularly in respect of university and management education. It is argued that many of the values and structures pervading in university education and university business schools may be the antithesis of entrepreneurship. In this respect, the links between entrepreneurship as practised in small business and as fostered under the “intrapreneurship” banner in large companies is explored. Finally, policy objectives in fostering entrepreneurship, small business and intrapreneurship, particularly in respect of education and training, are reviewed.

PROFESSOR ALLAN A. GIBB IS chairman of the Foundation for SME Development at Durham University, England. This paper focuses upon the value of academic research to policymakers and stakeholders in Small and Medium Enterprise Development. It argues that alongside the substantial growth in SME research and publication in the past two decades there has been a parallel growth of ignorance. As exemplars of this the paper examines a number of 'mythical concepts' and 'myths' that are used as a basis for key areas of policy development. It seeks to demonstrate how these have arisen. It also shows how these have led on to certain kinds of priorities being established and certain assumptions about development processes implicitly adopted. Finally, the paper explores three key issues which it is argued are at the core of this problem: first, the way in which academe interfaces with the SME, its stakeholders and policymakers; second, the assumptions that are made about the processes by which policy is arrived at; and, finally, academic approaches to research in the social sciences.

This article reviews the case for business schools becoming more seriously involved in teaching and research in the field of entrepreneurship and small business. It begins by reviewing some of the global pressures that underpin the need for management schools to devote more serious attention to these phenomena. It then argues the central case for a clear conceptual stance to be taken on the relationship between small business and entrepreneurship as a basis for core programme and pedagogical design. It finally reviews the key issues of change that will confront business schools wishing to move into this area under the three headings of: involvement with the community; teaching and research; and organization design.

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Purpose -This paper aims to explore a range of conceptual and practical challenges faced in delivering an innovative programme targeted at staff of UK higher Education (HE) and further education (FE) institutions. The two major foci of the programme are: on the pedagogies and organization of knowledge required to provide a true "feel" for the life world, values and ways of behaving of entrepreneurs in very different academic disciplinary contexts; and on strategically and operationally making things happen in the participant institution. Design/methodology/approach -The paper is action research-focused. Its aim is to explore the validity of a concept of entrepreneurship and entrepreneurship education which is truly interdisciplinary. It tests out in practice a "Mastery" model of an entrepreneurship educator in HE and FE. Findings -The basic structure of the model is found to be appropriate as is its social constructionist view of education upon which it is founded. Importantly it values learning through practice, which may not be a total reflection of what is taught on the programme, equally with the application of programme knowledge. Originality/value -The conceptual model and resultant programme are arguably unique in their total focus on behaviours in different organizational and disciplinary contexts.

PROFESSOR ALLAN A. GIBB IS chairman of the Small Business Centre, Durham University Business School, England. The overall objective of this paper is to produce a clearer understanding of the meaning and process of enterprise education, in particular as it has been developed as a distinctive model within the education system in the United Kingdom. It seeks to remove the confusions relating to the links of enterprise education with small business and entrepreneurship education and training, with personal transferable skills and with the political ideology surrounding certain notions of the enterprise culture. It defines enterprise education as concerned with encouraging certain enterprising behaviours; skills and attributes associated with self-reliance and through this process also providing students with greater insight into subjects studied. The links with small business are explored through the development of a model which demnonstrates how the basic organisational essences of the small firm task structures and learning modles within the business stimulate enterprising behaviour. It then demonstrates how these components are embodied in a model of enterprise education which can be applied to any subject context in education. The relationship of enterprise education to broader educational goals is explored. The links with the so-called enterprise culture are examined and thereafter a nuumber of challenges — to industry and education management, and to small business and entrepreneurship education and training — are discussed. The paper concludes by reference to a number of steps that need to be taken to place, more accurately, the enterprise concept within the education system.