The Making of Innovative Entrepreneurs in Business Schools in a Resource Constrained Environment

Abstract

Nurturing innovation has become a central rather than peripheral focus of entrepreneurship education in most Business Schools in the West. Yet the link between pedagogy and innovative entrepreneurship is under-explored. Using case study approach this study explores experiential pedagogy - teaching practices consistent with experiential learning theory- in a Business School in a developing country. The finding shows that using experiential pedagogical methods in entrepreneurship education stimulates innovation learning outcomes. Specifically, student business startups and the use of practitioners strongly inspire students' attitudes and affinity for innovative entrepreneurship. The contributions to entrepreneurship education theory and implications for practice are discussed.