Very good question

In my opinion, it should be different from general business management studies.No doubt, these are interlinked to a great extent,and entrepreneurship,is ,by and large,covered under the whole ambit of business.But, in order to reap the benefits of this course,it must be kept separate from basic business management course, only in that way,it will be able to create good entrepreneurs who will be providers of jobs to the unemployed workers.It will be very useful to a developing country like India.

Many business schools, including ours, offer elective courses related to entrepreneurship (such as "Developing a Business Plan") and innovation management as part of their business degree programs. Students who want to become entrepreneurs instead of corporate businesspeople can select a curriculum that meets more of their needs.

Dr-Ariful Islam you have nicely explained the basic functionality of traditional and entrepreneurial education. There is no surprise that most of the management school has now fully functional separate entrepreneurship department. Seeing the growing popularity if social entrepreneurship, several full time and part-time courses have been started by many premier institutions. Innovation, risk-taking ability, recognition of opportunity and its exploitation, creativity, coping with failure, are some of the important dimensions of entrepreneurship that sets it apart from traditional management. Their orientation and attitude are also different. Thus, it is in favour of the nation/institution to have separate education for these two sets of people.

Studying entrepreneurship benefits students and learners from different social and economic backgrounds because it teaches people to cultivate unique skills and think outside the box. Moreover, it creates opportunity, instills confidence, ensures social justice and stimulates the economy. Entrepreneurship education also provides budding entrepreneurs with the skills and knowledge to come up with business ideas and develop their own ventures. And this includes helping them to learn about core business areas such as finance, sales, marketing, management and accounting, not to mention, broader ranging skills such as adaptability, effective communication, and confidence.

With some focus on theoretical issues—especially in advanced courses for degrees—business education classes largely tend to prepare students for real-life business situations and emphasize practical, utilitarian techniques and methods for conducting business. Market demands and trends usually drive business education programs, dictating the kinds of classes offered and their theoretical framework. For example, the prevailing emphasis on teamwork by companies in the 1990s led business education programs to teach collaborative work and management skills.

Entrepreneurship education is not built on a common theoretical framework but rather on competing general theories which are not empirically tested. Moreover, scientific articles related to entrepreneurship education offer a fragmented understanding, being focused only on a certain aspects of this process. These issues generate challenges in obtaining a holistic view of the process and in defining the term of entrepreneurship education.

Yes. To quote Steve Blank, "...a startup can be a new venture or it can be a new division or business unit in an existing company. If your business model is unknown – that is just a set of untested hypotheses- you are a startup searching for a repeatable business model."

The distinction between a new venture and an existing company is crucial to the question: most traditional business education deals with running an existing company that already has a business model- probably tested to a point. Whereas entrepreneurial education attempts to teach/inculcate knowledge, skills, and techniques that allow the learner to search out business models, test the underlying hypotheses of those business models, and to ensure that they allow the newly formed venture to scale over time.

Hence entrepreneurial education emphasizes creativity, innovation, hypotheses-testing/experiments, prototyping and market validation. Not that a traditional business education ignores these components, it is just not a priority. The priority is to implement and execute on plans -not to discover and exploit opportunities.

In many universities, entrepreneurship education differs from traditional business education in some aspects, which can be determined by many factors such as: study specialties, stage of the education process, types of dominant economic entities in the economy, the importance of individual branches and sectors in the economy, etc. In addition, business education it may mainly concern the implementation of advanced business projects, conducted in teams, e.g. at MBA studies. On the other hand, entrepreneurship education can already be conducted at the elementary school stage in connection with the transfer of basic knowledge on establishing a micro enterprise and explaining the essence of the company's operations and development against the background of a specific economic, social, competitive environment, etc.

Regards

Dariusz Prokopowicz

Entrepreneurship education differ from traditional business education in many ways. Entrepreneurial education emphasis more on practical nature of entrepreneurship adapting to a 'bottom-up constructive' approach. entrepreneurial education adapt stimulus, Instructive, and Constructive concept conceptualize the aspirant learning process, which parallels the technique used in professional training programme. The significance of mixing traditional and innovative techniques in the delivery of courses targeted at helping students to fulfil their potential as entrepreneurs is a crucial consequence of present entrepreneurial education system.

In my opinion, the answer to this question is wholly dependent on how the idea of entrepreneurship is conceptualised. A narrow view of entrepreneurship may suggest a form of business education, but this risks othering.

in my own relocation of the entrepreneur, I place them as the artist of enterprise broadly defined. This approach pays attention to vision, creativity and innovation, all capabilities which can be applied to any enterprise (not simply business) and can therefore be adjunct to any form or learning about an enterprise.