The field of entrepreneurship has struggled with fundamental\udquestions concerning the subject’s nature and purpose. To whom and to\udwhat means are educational and training agendas ultimately directed?\udSuch questions have become of central importance to policy makers,\udpractitioners and academics alike. There are suggestions that university\udbusiness schools should engage more critically with the lived experiences\udof practising entrepreneurs through alternative pedagogical approaches\udand methods, seeking to account for and highlighting the social, political\udand moral aspects of entrepreneurial practice. In the UK, where funding in\udhigher education has become increasingly dependent on student fees,\udthere are renewed pressures to educate students for entrepreneurial\udpractice as opposed to educating them about the nature and effects of\udentrepreneurship. Government and EU policies are calling on business\udschools to develop and enhance entrepreneurial growth and skill sets, to\udmake their education and training programmes more proactive in\udproviding innovative educational practices which help and facilitate life\udexperiences and experiential learning. This paper makes the case for\udcritical frameworks to be applied so that complex social processes\udbecome a source of learning for educators and entrepreneurs and so that\udinnovative pedagogical approaches can be developed in terms both of\udcontext (curriculum design) and process (delivery methods).
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