Page 186 - 1-Entrepreneurship and Local Economic Development by Norman Walzer (z-lib.org)

Effective Entrepreneurship Education Programs 175

nity to use and further develop one’s entrepreneurial skills, thereby maxi-
mizing the value of any school project.
The second way to increase lasting value is for teachers to focus on the
importance of social networks as an ingredient in entrepreneurial success.
Through these relationships, entrepreneurs make the connections that help
them recruit management teams, identify sources for financing, and build
strategic partnerships with suppliers and distributors. It is never too early to
begin building a personal network. Entrepreneurship teachers should en-
courage students to have business cards to hand out to guest speakers or on
field trips. Students should learn to follow up any meeting or introduction
with a phone call or e-mail. And where possible, faculty should help stu-
dents create a mentoring relationship with an area entrepreneur.

RECOGNIZE AND OVERCOME THE CHALLENGES

Just as in any entrepreneurial venture, proponents of entrepreneurship ed-
ucation must face certain risks in order to achieve the potential rewards.
These challenges to introducing entrepreneurship education may come
from any or all of the following groups:

• Those who believe that entrepreneurs are born not taught
• Those who view the introduction of entrepreneurship as just one more
intrusion into an already full education agenda
• Those who suggest entrepreneurship programs, especially in elemen-
tary and middle schools, overemphasize the role of business versus
other pursuits such as public service or the arts in society
• Those who question whether the education system can afford the costs
associated with another new program

Overcoming these concerns suggests that proponents of entrepreneurship
education must exhibit some of the same behaviors covered throughout the
entrepreneurship curriculum. They must be able to clearly articulate the
value proposition; they must identify opportunities for melding the objec-
tives of the entrepreneurship program with other education standards; and,
finally, they must be able to identify, assemble, and shepherd additional re-
sources in support of entrepreneurship.

Nature versus Nurture

Despite the continuing demand for and supply of entrepreneurship edu-
cation options in elementary, secondary, and postsecondary institutions,