This special issue confronts taken-for-granted views on entrepreneurship education (EE), raises critical questions both about EE and how it is taught, and allows investigations of the potential dark sides of entrepreneurship and EE. The contributions in this issue challenge our teaching positions and evoke a pedagogical approach to invention where curiosity, cocreation, though-provoking questions can follow.
BaeT. J.QianS.MiaoC.FietJ. O. (2014).
The relationship between entrepreneurship education and entrepreneurial intentions: A meta-analytic review. Entrepreneurship Theory and Practice,
38(2), 217–254.
2.
BerglundK.VerduijnK. (Eds.). (2018). Revitalizing entrepreneurship education. Adopting a critical approach in the classroom.
Routledge.
3.
FayolleA.GaillyB. (2015).
The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence. Journal of Small Business Management,
53(1), 75–93.
4.
FenwickT. (2005).
Ethical dilemmas of critical management education: Within classrooms and beyond.Management Learning,
36(1), 31–48.
LackéusM.SävetunC. (2019).
Assessing the impact of enterprise education in three leading Swedish compulsory schools. Journal of Small Business Management,
57, 33–59.
7.
NabiG.LiñánF.FayolleA.KruegerN.WalmsleyA. (2017).
The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning & Education,
16(2), 277–299.
