Teaching entrepreneurship is walking a tightrope
As entrepreneurship researchers and university teachers, we are walking a tightrope that is at the core of the contemporary social and economic dynamics. On the one hand, many of us who are interested in entrepreneurship want to believe in the possibility of social change (Calas, Smircich & Bourne, 2009), and are interested in what entrepreneurs do (Gartner, 1988) and in which contexts entrepreneurship in a broad sense is possible. We may want to further this knowledge and understanding of the “productive” (Baumol, 1990), in the broadest sense, sides of entrepreneurship to our students. As academics with emancipatory knowledge interests (cf. Rindova, Barry & Ketchen, 2009) ...