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Despite the importance of entrepreneurship in market economies, it is seldom given extensive coverage in undergraduate economics courses. Authors documenting its limited treatment in textbooks call for more in-depth, microtheoretic analyses that go beyond definitions and descriptions. The present paper represents an initial attempt to till this gap in our pedagogy by describing a simple model of the entrepreneur 'plunge' decision that is appropriate for intermediate microeconomics (and related) courses. The model, an extension of Scitovsky's classic theory of the owner-managed firm, provides a formal analysis of the choice between paid employment and entrepreneurship that is based on utility maximization and takes into account the pecuniary and non-pecuniary benefits/costs of the two options. The intellectual origins and classroom presentation of the model are also discussed. Keywords Teaching of Economics * Entrepreneurship * Economic Education, JEL Classification * A22 * L26 Introduction Entrepreneurship is of central importance to the economics discipline. Empirically, it is a major force for change in free enterprise systems. Hundreds of [...]

CASE DESCRIPTION The primary subject matter of this case is entrepreneurship. Secondary issues examined include female leadership, the impact of FICO credit scores on interest rates, and for-profit versus non-profit [...]

CASE DESCRIPTION The subject matter of this case addresses the process and critical content elements in preparing business plans. This case would be most appropriate for undergraduate and graduate courses [...]

CASE SYNOPSIS The story of Timko Export Management Company offers a number of lessons to international entrepreneurs. First, economic risk is a reality that can have an enormous impact on [...]

This chapter offers an interpretation of the Henry George Theorem (HGT) that brings it squarely into the study and analysis of entrepreneurship somewhat loosening its ties to the subfield of urban economics. I draw on the pioneering work of Spencer Heath whose insights about the viability of proprietary communities were developed further by his grandson, Spencer Heath MacCallum who, in 1970, recognized that private real estate developers sometimes make their capital gains (mostly) by creating useful public spaces that others enjoy. I also draw inspiration from Fred Foldvary's effort in 1994 to synthesize the pubic goods problem in economics with the Henry George Theorem in urban economics. While the real estate owner--developer does emerge on my pages in a somewhat more favourable light than as originally portrayed by Henry George in his Progress and Poverty in 1879, I offer a realistic appraisal of the duplicitous behaviours required of such entrepreneurs, in the context of the modern regulatory state. Real estate development remains a 'hot button' item in local politics, and real estate developers must become genuine 'political entrepreneurs' if they are to complete their projects in a timely way and capture business profits. It is a complicated story that the HGT helps make intelligible in terms of human action.

Negotiation is an important managerial skill. Teaching negotiations is challenging in the class room environment because of the need to create learning experiences that enable students to practice this critical skill. However, experience of teaching this course over four years, suggests that the more difficult task is to measure student performance in conducting negotiations in a consistent manner. Perhaps more instructors would want to teach such an important skill if there were more effective ways to measure these skills. The purpose of this article is to describe a standard approach in evaluating student performance in negotiations. The approach has saved instructor time in writing feedback, created consistency in grading student performance, and helped students gain a better understanding of their negotiation behavior and the negotiation process., Business school curricula, such as finance, accounting, and MBA programs generally emphasize content or quantitative skills. At the same time, employers recognize the need for graduates who possess interpersonal skills, [...]

While the business plan is a typical feature of the introductory entrepreneurship or small business course (Katz, 2007), this paper proposes that other methods are available and at times are more appropriate for assessing new venture viability. Recognizing the lack of published research in the entrepreneurship literature related to the new venture assessment tools available, the authors propose a six-dimension framework to discuss four business assessment approaches (breakeven analysis, going concern analysis, feasibility study and business plan) and the resultant reports or documents produced. The proposed framework recommends approaches most appropriate for the assessment under consideration. The article concludes with a discussion of these assessment approaches as they pertain to the typical entry-level university courses in entrepreneurship and small business., INTRODUCTION In nearly any course in entrepreneurship, the business plan is the typical end-product. Students are expected to conduct a detailed analysis of market characteristics, anticipated market share estimates, per [...]

The University of Houston-Victoria has developed and initiated a new, online-delivered Master of Science degree in Economic Development and Entrepreneurship. The program is based on the premise that economic development is a result of starting, growing and expanding, and attracting business to an area. Consequently, the program gives equal weight to the fields of entrepreneurship and traditional economic development. The paper describes the unique structure of the program, the development of the program using input from both academics and practitioners, and its initiation., INTRODUCTION The primary foundation of economic development is based on the 'three legged stool' of starting new businesses (entrepreneurship), growing and expanding existing businesses, and attracting outside businesses to a [...]

The SIFE Team at an AACSB-accredited College of Business received a grant from Sam's Club to provide an entrepreneurship simulation for 53 at-risk students in the Arkansas Delta. The students were given apre-test to assess their knowledge of business. Then, the SIFE team supplied the students' teachers with curriculum materials the teachers used to provide the students with a basic knowledge of entrepreneurship and the functions of business. The students divided into teams and created products or services, developed a business plan and marketing plan for their companies, and actually sold their products or services. The entrepreneurship program culminated with a Celebration Fair during which time the students presented and sold their products. The Celebration Fair was attended by other students, faculty, and the community. The students were also given a post-test. One of the most interesting results of the post-test was that 83% of the students indicated an interest in pursuing post-secondary education compared with 22% who had indicated that interest in the pre-test. Additional results of the comparison of the pre- and post-tests are explained in the article., INTRODUCTION SIFE (Students in Free Enterprise) is an organization that helps provide students an opportunity to learn the tools needed to succeed in a real working situation in a free [...]

CASE DESCRIPTION This is an entrepreneurship case in the real estate industry (in a New York neighborhood called DUMBO). DUMBO is one of the most chic neighborhoods of New York [...]

CASE DESCRIPTION The primary subject matter for this case concerns the re-thinking of teaching methods and strategies in shifting from a doctoral research orientation to one of teaching emphasis, and [...]

The Management Academy for Public Health develops public health managers' management skills. Ultimately, the program aims to develop civic entrepreneurs who can improve the efficiency and the effectiveness of their organizations. With help from a coach, teams write public health business plans to meet needs in their communities. An external evaluation found that 119 teams trained during the first 3 years of the program generated more than $6 million in enhanced revenue--including grants, contracts, and fees through their business plans--from $2 million in program funding. Approximately 38% of the teams expected to generate revenue from an academy business plan or a spin-off plan. Action-learning methods can help midcareer managers transfer their training to the workplace and build entrepreneurial skills. (doi:10.2105/AJPH.2005.082263)

ABSTRACT This article explores the research records and perceptions of tenure requirements of 108 faculty members who taught entrepreneurship and earned tenure between 1964 and 2002. The sample was broken [...]

ABSTRACT Entrepreneurship education has been broadened to include a wide variety of disciplines and areas of study beyond the management fields. However, little attention has been given to the diverse [...]

ABSTRACT Entrepreneurship students in numerous academic programs face a unique and arguably difficult assignment: that of creating a business plan. Unfortunately, some students purposely cheat, and others lack sufficient competencies [...]