It has been more than 50 years sinbsp;Myles Mabsp;taught the first entrepreneurship cour in the United States. Held at Harvard''s Business School in February 1947, it drew 188 of 600 d-year MBA students (Jeff Cruikshank, 1998, personal unication). In 1994, more than 120,000 Ameribsp;students were taking entrepreneurship or small business cours (Katz, 1994), and at the start of the new millennium that number is thought to have incread by 50%, although no new studies have been ducted. From that first class in 1947, an Ameribsp;infrastructure has emerged sisting of more than 2,200 cours at over 1,600 schools, 277 endowed positions, 44 English-language refereed academibsp;journals and over 100 ters. The growth is impressive, even exceptional, but it rais a key question： What are the prospebsp;for and the impabsp;of subsp;growth for the 21st tury? Asssing the prospebsp;for an academibsp;discipline is better approached less as a sbsp;and more as a speculative enterpri, guided by the lessons of history. In that vein, this paper offers the first detailed ology of entrepreneurship education in the United States, both as a basis for providing preliminary answers to the above questions and as a on historibsp;basis for others'' speculations on the future of the field. It is clear that entrepreneurship education is certain to tinue as a major and growing academibsp;discipline worldwide. There are too many academibsp;too mubsp;established infrastructure and too mubsp;demand from students, firms and govers to let entrepreneurship fall into disu or disarray. And from the standpoint of establishing the discipline worldwide, entrepreneurship education is succeeding beyond anyone''s past predis. One future uainty is the form or forms of entrepreneurship education that dominate in the 21st tury. The new paradigm could e from anywhere on the globe, emerging from the new infusions of culture, business ttings and institutional influences. In this paper, a 100+-item ology of entrepreneurship education in the USA from 1876 through 1999 is offered and analyzed. The major findings are (1) in the USA, the field has reached maturity and (2) growth is likely outside business schools and outside the USA. The major problems include a glut of journals, a narrowing fobsp;on top-tier publications, potential Ameribsp;stagnation and a she of faculty.
It has been more than 50 years sinbsp;Myles Mabsp;taught the first entrepreneurship cour in the United States. Held at Harvard''s Business School in February 1947, it drew 188 of 600 d-year MBA students (Jeff Cruikshank, 1998, personal unication). In 1994, more than 120,000 Ameribsp;students were taking entrepreneurship or small business cours (Katz, 1994), and at the start of the new millennium that number is thought to have incread by 50%, although no new studies have been ducted. From that first class in 1947, an Ameribsp;infrastructure has emerged sisting of more than 2,200 cours at over 1,600 schools, 277 endowed positions, 44 English-language refereed academibsp;journals and over 100 ters. The growth is impressive, even exceptional, but it rais a key question： What are the prospebsp;for and the impabsp;of subsp;growth for the 21st tury? Asssing the prospebsp;for an academibsp;discipline is better approached less as a sbsp;and more as a speculative enterpri, guided by the lessons of history. In that vein, this paper offers the first detailed ology of entrepreneurship education in the United States, both as a basis for providing preliminary answers to the above questions and as a on historibsp;basis for others'' speculations on the future of the field. It is clear that entrepreneurship education is certain to tinue as a major and growing academibsp;discipline worldwide. There are too many academibsp;too mubsp;established infrastructure and too mubsp;demand from students, firms and govers to let entrepreneurship fall into disu or disarray. And from the standpoint of establishing the discipline worldwide, entrepreneurship education is succeeding beyond anyone''s past predis. One future uainty is the form or forms of entrepreneurship education that dominate in the 21st tury. The new paradigm could e from anywhere on the globe, emerging from the new infusions of culture, business ttings and institutional influences. In this paper, a 100+-item ology of entrepreneurship education in the USA from 1876 through 1999 is offered and analyzed. The major findings are (1) in the USA, the field has reached maturity and (2) growth is likely outside business schools and outside the USA. The major problems include a glut of journals, a narrowing fobsp;on top-tier publications, potential Ameribsp;stagnation and a she of faculty.