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Despite calls for innovative pedagogy and program content, a persistent gap between head knowledge and behavior exists in college of businesses. This is particularly true when attempting to teach entrepreneurial students. Courses in entrepreneurship have added cases, and updated assessments through the use of information technology. These have not been true “pivots” but rather minor tweaks. They do not enhance the depth of thinking and problem solving needed by future entrepreneurs. We compare several entrepreneurial analytical and/or generative tools and demonstrate how they can be used to facilitate the acquisition of the type of thinking needed by future entrepreneurs.
Author(s):
Janice Black
Coastal Carolina University
United States
Leann Mischel
Coastal Carolina University
United States
Frances Fabian
University of Memphis
United States
