For many years, it has been thegeneral view that entrepreneurs are simply born that way – thatentrepreneurship is innate and therefore cannot be taught (or learned), and istherefore a subject unsuited to higher education. The logic seemed to follow:an entrepreneur is just naturally an entrepreneur, and studyingentrepreneurship, therefore, is a meaningless enterprise. Borrowing Nike’sslogan, entrepreneurs just do it.But in recent years, a completereversal of thinking in higher education has occurred. Indeed, entrepreneurs,it is claimed, are made, not born. In other words, entrepreneurship can belearned. Subsequently, institutions of higher education, in most countriesaround the world, have embraced the teaching and learning of entrepreneurshipwith fervour, as demonstrated by the growth of entrepreneurship centres, newventure incubators, and business plan competitions on college and universitycampuses.Teaching andLearning Entrepreneurship in Higher Education embraces this ifto how reversal, by exploring entrepreneurship activities atdifferent universities around the world from three primary perspectives:policy, practice, and mindset. Its twelve chapters demonstrate that there is no‘one-size-fits-all’ model for teaching and learning entrepreneurship in highereducation. Despite their differences, however, the twelve also share a commondesire to develop and nurture entrepreneurship, and will inspire anyone with aninterest in teaching and learning entrepreneurship in higher education.
