Purpose -This paper seeks to provide an analytical overview of the current state of entrepreneurship education in the USA for the years 2004-2005. Design/methodology/approach -The author performed an extensive review of the literature in entrepreneurship education and enhanced the review by conducting a national survey of two and four-year colleges and universities. This survey was the sixth since 1979 conducted by the author to examine trends and the "current state of entrepreneurship education." Findings -The 2004-2005 survey indicates that the trends, especially in the use of technology initially examined in prior national studies of entrepreneurship, have continued in a similar direction and in some areas, for example, the use of technology has increased dramatically. Also, new findings confirm that the traditional teaching method of requiring students to create a business plan is still used and is popular. Finally, the data show that entrepreneurship educators are increasingly using guest speakers and class discussions more frequently than the traditional approach of class lectures.Research limitations/implications -The national survey resulted in 270 schools responding. The survey findings cannot be generalized to all schools in the USA, although there are no other samples of this size. The evaluation and interpretation of some of the findings represent the author's own perceptions and experiences, and should, therefore, be viewed with caution. Originality/value -Provides an evaluation of the state-of-the-art of entrepreneurship education in the USA.

Access to this document was granted through an Emerald subscription provided by LINKOPINGS UNIVERSITET For Authors:If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comWith over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online products and services. Emerald is both COUNTER 3 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to explore the relationship between general education, specific forms of entrepreneurial education and a range of entrepreneurial activities. Design/methodology/approach -The relationships were investigated through an analysis of peer-reviewed research published in a wide range of journals and proceedings between 1995 and 2006. Findings -Findings suggest strong evidence supporting the relationship between levels of general education and several entrepreneurial success measures. The findings are less clear in regards to the link between general education and the choice to become an entrepreneur. The findings linking specific programs of entrepreneurship education to entrepreneurship, although ambiguous, suggest a positive link between such education and both the choice to become an entrepreneur and subsequent entrepreneurial success.Research limitations/implications -The review of research suggests four implications for existing research: a need for increased research outside the USA; an understanding that inconsistencies in findings may be to a great extent temporal artifacts; a need for increased research focused on innovation; and an acknowledgement that "venture exit" as an outcome measure has received limited attention. Practical implications -Given the significant investments by both private organizations and governments aimed at increasing rates of entrepreneurship and entrepreneurial success through education, it is important to understand that while the evidence supporting the links between education and entrepreneurial outcomes is promising it is not yet definitive. Originality/value -In addition to providing a review of existing research this paper suggests an integrative framework for future research.

We examine the relationships and intervening mechanisms between founding CEOs' transformational/transactional leadership and the innovative behaviour of managers. We develop and test our hypotheses on a sample of 39 participating CEOs and 105 managers with the use of a multilevel structural equation model. The results show that both transformational and transactional leadership on the part of the CEO relate positively to managers' innovative behaviour. We also discover that firm's innovative climate mediates the relationship between transformational leadership and innovative behaviour. However, we fail to find the mediating effect of innovative climate between transactional leadership and innovative behaviour. Our findings contribute to an improved understanding of how founding CEOs' different leadership styles affect employees' innovative behaviour in start-ups and to what extent the innovative climate influences the relationship.

The critical importance of small business management and entrepreneurship in determining the future of the economic and social well-being of the United States is generally accepted by leading experts in government and business. While there clearly is a boom in entrepreneurial enterprise throughout the nation, the extent of the growth in the educational services supporting this effort is at best only partially known through prior studies, such as those of Vesper (1985). This paper reports the results of three surveys on the development of courses, academic programs, seminars, and workshops in small business management and entrepreneurship in the U.S. The survey results point to a dramatic change in the number of colleges and universities that are now offering small business management and entrepreneurship courses and programs and in the quantity and scope of the courses offered within schools.

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