Measuring Entrepreneurship in Business Schools

Integrating The Five Practices of Exemplary Leadership Model into Entrepreneurship Education

“…Educators who work with undergraduate students realize that they need to change their approach to address economic and social changes that affect their students. Garcia, Carbajal, and Munguía (2018) argued in favor of promoting the development of entrepreneurial competencies among undergraduate students to prepare them for the world of work, and Hazeldine and Miles (2007) noted that educational leaders were starting to measure these types of competencies in business students. Moreover, research on student perception of entrepreneurship abilities conducted by Sánchez Rodríguez, Hernández Herrera, and Jiménez García (2016) showed that educational institutions need to continue to work on their efforts to develop entrepreneurship competencies, especially by introducing different curricular and co-curricular activities as well as faculty engagement to identify appropriate assessment strategies.…”

The Integrated Business Curriculum: An Examination of Perceptions and Practices

“…Deans are often surveyed for their perceptions on matters of importance to the academic community (e.g., Hazeldine & Miles, 2007;Martell, 2007;Pringle & Michel, 2007). However, to the best of our knowledge, ours was the first survey to assess the extent and manner to which integration has taken place within the business curriculum.…”

Academia, Aristotle, and the Public Sphere – Stewardship Challenges to Schools of Business

“…Hazeldine and Miles 2007). Strategic alliances with international business school partners is a well-recognized example of such entrepreneurism and serves multiple purposes-ranging from providing more opportunities to involve students in international academic experiences and providing faculty with the opportunity to increase their understanding of international business issues (de Ozono and Carmona 2007).…”

“…Because business school faculty and administrators often work closely with a wide variety of people across various communities, there is opportunity to engage with these stakeholders to obtain their feedback about goals and priorities (Bacadayan 2002). Moreover, creating partnerships about shared priorities has proven to be an effective vehicle for extending the impact of business schools (Ruben 2005), and has also become a source of badly needed entrepreneurial resources (Hazeldine and Miles 2007). Multi-stakeholder dialogue is a well-established practice in the corporate world (Calton and Payne 2003), and can be most useful in coping with the paradoxes that will be the inevitable consequence of trying to apply virtue ethics to stakeholders with divergent interests.…”