“Educating the next wave of Entrepreneurs” – A study on pedagogical

innovations in Entrepreneurial education in India

By,

1. Prof.Shinu Abhi, Assistant Professor, IFIM Business School, Bangalore

Mail Id: shinuabhi@ifimbschool.com Ph.9972916030

2. Prof.Vasanti Venugopal, Professor, Mount Carmel College, Bangalore

Mail id: vasantivenu@rediffmail.com Ph.9845053793

Abstract

Entrepreneurship is the most powerful economic force known to humankind! Creating individuals with the

entrepreneurial drive and spirit is the biggest solution to most of the developing countries and more so for a

country like India. Entrepreneurship is a tremendous force that has a big impact on social progress in

fuelling innovation, employment generation and inclusive growth. More importantly, an entrepreneurial

individual whether a student, employee or an employer is the pillar of exponential growth in any economy.

There is an urgent need to excite students in educational institutions to have a paradigm shift to look at

entrepreneurship as an option compared to conventional placements. For this to happen, a radical

pedagogical innovations is a must as most academic institutions and students believe “Entrepreneurship

cannot be taught”. In a way it is true. Entrepreneurship cannot be taught with the conventional methods like

other subjects. It‟s more of doing than learning in class room. Also the challenge of any faculty is to

provide the real insights on “Entrepreneurship” through the right pedagogical tools. An attempt is made

here to understand the pedagogical tools used to teach Entrepreneurship in Indian campuses.

Key words: Entrepreneurship education, Pedagogical innovation, Continuing education, Best practices in

pedagogy.
Pedagogical Innovations in Entrepreneurship Page 1
1.0 Introduction

Entrepreneurship Education at campuses

India is in a dire need to foster Entrepreneurship drive more effectively. It is recognized that

Entrepreneurial Education can greatly contribute to create an entrepreneurial culture at Universities and

educational institutions. Entrepreneurship education provides benefit to society beyond their applications in

new business ventures. In broad sense Entrepreneurship is considered as a general attitude that can be

applied in all walks of life.

Introducing Entrepreneurship courses in higher education builds core competence among students, even

though not all students who are exposed to Entrepreneurship programmes would decide to start their own

venture immediately or at a later date. By taking part in Entrepreneurship programmes and innovative

activities, students may become more willing to take responsibility and use the theory creatively to develop

their own ideas make them more self confident.1 An entrepreneurial mindset is critical for the success of

today‟s competitive world even if they are working as an employee or starting their own ventures.

Entrepreneurs are not born rather they are made because of their experiences and learning‟s. If entrepreneur

are the pillars of next generation economy for a country what India need is a paradigm shift our education

system. The best Business Schools in India including IIMs always stayed away from the responsibility of

building entrepreneurs and by not accepting Entrepreneurship as a core subject in their curriculum.2

Very few organizations like National Entrepreneurship Network in India, Junior Achievement and TiE

(Indus Entrepreneurs, to some extent) are seriously engaged in promoting entrepreneurship education at

campuses.

Pedagogical Innovations in Entrepreneurship Page 2

2.0 The purpose of the study:

This paper aims to consolidate the pedagogical innovations and its impact in driving students to opt for

courses on “Entrepreneurship and New Venture Creation” offered by Educational institutions in India. The

primary data on the practices of pedagogical innovations are collected from entrepreneurship faculties

across Business Schools, Engineering colleges, and Undergraduate Colleges. Other than courses the

continuing education efforts like incubating student‟s ideas to develop entrepreneurs is also collected and

analyzed. Efforts are also made to understand such initiations at top rated Business Schools known for

Entrepreneurship in the world through secondary data.

The paper explores the challenges, opportunities and practical recommendations and to develop a model

integrating the best practices on pedagogical innovations to create/inspire more entrepreneurs from

campuses in India.

3.0 Literature survey

What is Entrepreneurship Education?

According to the Final Report of the Expert group of “Education for Entrepreneurship” by European

Commission,3 there was a general recognition of the importance of including within its definition two

different elements.

1. Entrepreneurial Mindset: A broader concept of education for entrepreneurial attitudes and

skills, which involves developing certain personal qualities and is not directly focuses at creation

of new businesses and,

2. New Venture Creation: A more specific concept of training on how to create a business.

Therefore, according to the agreed definition the objectives of teaching Entrepreneurship are,

Pedagogical Innovations in Entrepreneurship Page 3

 i. Promoting the development of personal qualities that are relevant to entrepreneurship, such as

creativity, spirit of initiative, risk taking and responsibility,

ii. Offering early knowledge and theories and some understanding of the role of entrepreneurs in

building economy,

iii. Raising students awareness of self employment as a career option, with message that you can

become not only an employee but also an employer / entrepreneur,

iv. Organizing activities based on learning by doing – eg. by means of students running mini-

companies or virtual firms,

v. Providing specific training on how to start a business.

According to this study, Entrepreneurship should be considered as an innovative and cross curricular

approach.

Creating Entrepreneurial Universities / Institutions of higher education:

There are many challenges faced by most of the Universities in becoming entrepreneurial. Students are

taught by fairly didactic methods which pass on “Know-What as opposed to “know – How” and “Know –

Who.” Most of the institutions adopt largely inappropriate western practices as opposed to developing

curricula to fit their educational context. The majority of entrepreneurship modules and offerings are based

on theoretical perspective than practical. There is a number of key pedagogical and contextual challenges

facing Universities in developing economies in terms of becoming entrepreneurial.

Because of the nature of tacit knowledge in the subject “Entrepreneurship”, it is most often acquired

through learning by experience. Educators address the gap between formal explicit knowledge and tacit

knowledge by incorporating informal and experiential education into the curriculum.

There are a number of key debates surrounding how to teach enterprise and entrepreneurship and

encourage the growth of new businesses by supporting start-ups, including spin-out companies based on

Pedagogical Innovations in Entrepreneurship Page 4

innovative ideas developed by students and faculty within Universities. Issues of pedagogy and University

politics can affect the effectiveness of such activities.

There is evidence from Loughborough University that such an approach is effective in terms of

participation, activity generation and personal development. Such activity can also be underpinned more

conceptually by drawing on the work of Lave and Wenger, in terms of the concept of Community of

Practice (CoP), to support participative activity. The CoP approach argues for a community-based analysis

of learning, which seeks to support a unified view of learning and innovation. This argues that learning is

best achieved through supporting access to and membership of the target community of practice, as

opposed to the use of more didactic approaches which separate learners from the target community (Note

from editors: This is something which is highlighted above as an issue for creating Entrepreneurial

Universities in developing countries).

Inevitably, a few individuals in universities, as with other organizations, find such approaches a little

threatening. But our attempts to foster entrepreneurial universities must challenge such traditional

approaches, if we are to provide students with the richness of opportunity they deserve.”4

A useful resource for those interested in reading further about the Entrepreneurial University is Creating

Entrepreneurial Universities by Burton Clark (1998, Permagon Press). Whilst this does explicitly deal with

the “how to‟s”, it provides a good critique and summary of the critical issues associated with establishing

an entrepreneurial university. (Lorraine Warren, University of Southampton)

Course contents vary widely including the use of case materials, simulations and various “hand-on”

approaches. (Gorman, Hanlon & King, 1997; Vesper, McMullan, 1988). The use of business plans in

entrepreneurial education is extensively studied by researchers. Researchers propose a contingency model

which provides both cognitive tools and flexibility in accommodating unanticipated factors by future

entrepreneurs rather than mere use of conventional method of Business Plans. (Benson Honig, 2004)5.

In the context of economic meltdown, can the entrepreneurial opportunities particularly at grassroots,

really blossom? Anil Gupta, IIMA 20066 says yes, provided we recognise the emerging ability of market

Pedagogical Innovations in Entrepreneurship Page 5

to reward those who think frugally, creatively and collaboratively. Pedagogy for inculcating

entrepreneurial spirit for social and economic enterprises requires several innovations in the content, mode

of engagement with real life actors, and in the analysis of market opportunities. This paper analyses the

entrepreneurial imperatives in the current emerging market economy in the country.

Ashmore emphasized that entrepreneurship education is more than writing a business plan; it includes

financial literacy, economics, communications skills, a great many behaviors that become a process of

discovery, and the trying out of business ideas. “In cross-walking to curriculum standards, we should be

talking educational language so that entrepreneurship education becomes possible in a classroom and more

than just a fun thing to do on Friday,” said Ashmore.

4.0 Research methodology:

As this study captures the innovative pedagogy adopted by faculty to teach Entrepreneurship in Indian

campuses we have used a descriptive study. The Sample consists of 25 faculties who are engaged in

teaching Entrepreneurship with a description of sample size as given below. The samples were taken from

major cities in India and mainly from Business Schools, Engineering Colleges and Undergraduate

Institutes.

Sample size

Sl.No City No. of faculty

1. Bangalore 10

2. Mumbai & Pune 5

3. Kolkota 5

4. Chennai 3

5. Delhi 2

Total 25

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A self designed questionnaire was used to obtain the data. The instrument was administered through

telephonic interviews and by e-mail.

Questions were constructed mainly around four core themes viz;

i. Nature of the Course on Entrepreneurship at the campus

ii. Course content – What is been taught under the subject “Entrepreneurship”

iii. Course delivery – The pedagogical tools used to teach various modules on Entrepreneurship”

iv. Assessment of impact on Entrepreneurship courses in campus

5.0 Data Analysis:

The data collected from 25 faculties belonging to various educational institutions were analysed using

SPSS and are summarised as below.

Part 1

Nature of the courses offered at various campuses in India

Based on the affiliations of the Institute, the courses offered on Entrepreneurship differ. Autonomous

colleges are more advantageous in terms of flexibility and course designs compared to University and

University affiliated Institutes. The data collected shows this trend.

Affiliation and nature of the courses on Entrepreneurship

Table 01: Affiliation and Nature of the course

Nature of the course Total

No Compulsory and

Course Compulsory Elective Elective

University 0 5 0 0 5

Affiliation Deemed University 0 4 0 1 5

Affiliated college 1 4 0 1 6

Autonomous 2 2 2 3 9

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 Total 3 15 2 5 25

Universities and affiliated colleges to the University offer Entrepreneurship as Compulsory course, as most

of the Universities recognize Entrepreneurship as one of the essential subject to be taught. Even though

autonomous colleges have the freedom, some of them are yet to offer courses on Entrepreneurship. More

forward looking autonomous institutes offer this as both compulsory and elective courses. Some institutes

also offer Entrepreneurship as a full credit course.

Affiliation and Number of courses offered

Table 02: Affiliation and Number of courses offered

Number of Courses Total

No One Two More than

Courses course Courses two courses

Affiliation University 0 2 3 0 5

Deemed University 0 3 2 0 5

Affiliated college 1 1 4 0 6

Autonomous 2 2 1 4 9

Total 3 8 10 4 25

Many autonomous institutes offer more than one course on Entrepreneurship and offer many new electives.

This is a positive sign to create a better academic ecosystem and produce entrepreneurs from campuses.

Some of the electives offered are:

 Entrepreneurship and Small Business Development

 Business Design

 Entrepreneurship Development programme

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  Innovation and Entrepreneurship

Affiliation and freedom to design the course

Table 03: Affiliation of the Institute and freedom to design the course

Designed by Total

Independent

No course University Faculty body

Affiliation University 0 4 0 1 5

Deemed University 0 1 3 1 5

Affiliated college 1 3 0 2 6

Autonomous 2 0 3 4 9

Total 3 8 6 8 25

Autonomous colleges offer more number of courses in Entrepreneurship than affiliated colleges. This is

done to cater to larger audience of students by offering different types of courses. Most of the faculty in

University affiliated institutes have expressed that an independent body for designing the course would add

more rigour and updation to the content.

Part II

Course Content and Pedagogical tools

The faculty affiliated to the university do not have the freedom in the curriculum design or evaluation

pattern. But, most of them have resorted to interesting mix of pedagogical tools like workshops, exercises,

games, psychometric tools, interaction with entrepreneurs etc along with lecture methods.

Autonomous institutes however have all the freedom to design the contents and pedagogical tools to

deliver the same. The core contents of the syllabi are:

 Theories and concepts on Entrepreneurship

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  Entrepreneurial traits

 Idea generation

 Opportunity evaluation

 Business Plan

 Financing the venture

 Marketing / operational strategies

Apart for these some of the institutes also include in their syllabi the following contents:

 Women entrepreneurship

 Problems of SSI‟s

 Financial Institutions providing support

 Growth strategies

 Exit strategies

 Valuation of a venture

 Franchising

 Training and EDP

 Registering the firm

 HR Strategies etc.

Pedagogical Innovations: Some Examples

NITIE, Mumbai: NITIE Center for Student Enterprises (NCSE), Mumbai, is an Entrepreneurship

Development Center launched in the year 2007 with full funding of by DST, NSTEDB, Government of

India. NCSE has initiated a unique pedagogy called „Student Enterprises‟ for achieving learning

Pedagogical Innovations in Entrepreneurship Page 10

effectiveness in academics. Every student who join the MBA course must start an enterprise. “Mandi and

Hamara Dhandha” are the names of this innovative pedagogy.7

Mandi @ NITIE incorporates the following:

 A field Sales Experience

 Hamara Dhandha: Student Enterprise Pedagogy and much more.

With "Mandi", NITIE made a statement about its pedagogy - the experiential method of teaching.

Mount Carmel Bangalore: adopts both formal (theory in class room) and informal approaches (through

E-Cell) to teach entrepreneurship. About 700 undergraduate students undergo Entrepreneurship as either

core/ elective or credit course. Every student participate in the Rs 50 game to understand the building of

business models, and they also write business plans as part of the curriculum. The success of E- Cell

activities initiated the starting of a student venture on campus Myriad Co Ltd., with the intention of giving

students hands on experience of conceptualizing, ideating, creating and running an organization in the true

style of an entrepreneur. The company manufactures and sells Chalks on campus and publishes an Ad

Based Youth Magazine.

IFIM Business School, Bangalore: The profit from Rs.100 game , is effectively engaged in organizing the

Mentor‟s and student‟s meet at a City Hotel where all the entrepreneur/mentor share their wisdom and

lessons on entrepreneurship in panel discussions followed by a gala network dinner. Besides this each

students group prepare Business Plan of their choice and an entrepreneur from the same or related domain

is allocated to the group as a mentor. After a month of mentorship, students pitch their idea to a Venture

Capitalist and get guidance.

Most effective pedagogical tools:

Mentoring by entrepreneurs, simulations, experiential learning tools like Rs. 50/ Rs.100 games, stories

from entrepreneurs and workshops are some of the most preferred tools to impart entrepreneurial education

to students. These exercises and games allow the students to brainstorm and come up with many new

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business ideas in and around their institutes, help to evaluate opportunities and work as a team, analyse

their success/critical factors etc. Hands-on experience is more important to learn entrepreneurship than

mere classroom lectures and assignments. Continuous interactions with entrepreneurs have a positive

impact among students to make Entrepreneurship as their career choice.

Mentoring as a pedagogical tool:

Developing a business plan is a critical component in the evaluation of the course. The Business plans and

their quality could be improved by assigning entrepreneurs as mentors to students. However following

table shows very few faculties assign such mentors to students either due to lack of such mentors or lack of

networking with entrepreneurs.

Table and Pie chart 04: Institutes offering Mentoring as pedagogy

Frequency Percent Valid Percent Cumulative Percent

Valid No mentoring 16 64.0 64.0 64.0

Mentoring given 9 36.0 36.0 100.0

Total 25 100.0 100.0

Part III

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Impact of Entrepreneurship teaching on Students and Faculty

Even though, impact is many fold and quite difficult to quantify, the researchers have looked into the

following aspects:

1. Change of mindset of students who attend Entrepreneurship courses.

2. Entrepreneurship courses help the students even in better placements and make them more

confident in life.

3. An entrepreneurial faculty is an asset to any institute. He/she delivers the subjects with more

passion and involvement, since the faculty who teaches this subject has a greater role to play as they

are helping to build future entrepreneurs.

Impact on students

We do understand that not all students exposed to entrepreneurship education will become entrepreneurs

and establish business, but will surely lead to their personality appraisal, creativity boosting and the

student‟s ability to anticipate and respond to societal changes

Table 05: Cumulative impact of Entrepreneurship courses on students

Statements N Minimum Maximum Mean Std. Deviation

Students are excited to attend

25 1 3 1.76 .779
entrepreneurship course

Improves students confidence 25 1 2 1.32 .476

Better placement opportunities 25 1 5 2.24 1.012

Positive attitude to work with startups 25 1 4 2.16 .943

Intentions to start a venture 25 1 5 1.96 1.020

Valid N (list wise) 25

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Faculties are of the opinion that, the course makes the students more confident, create a positive attitude,

and improves the intentions to start a venture. However they are of the opinion that it has very less impact

on placements. Students‟ mindset towards working in start-ups has also not much changed.

Impact on Faculty:

The process of implementing the course curriculum using meaningful pedagogical approach is a major

challenge for educators. This requires change in attitude and teaching/learning styles relevant with the

changing world of education and work. Teaching Entrepreneurship using innovative pedagogical tools has

a definite impact on the faculty as well.

H0: Entrepreneurship courses make the faculty more entrepreneurial.

Ha: Entrepreneurship courses do not have any such impact.

Table 06: One-Sample Statistics

One-Sample Test

Test Value = 0

95% Confidence Interval of

t df Sig. (2-tailed) Mean Difference the Difference

Lower Upper

Teaching

Entrepreneurship makes 11.066 24 .000 1.440 1.17 1.71

me more Entrepreneurial

As per the calculations above, it is proven that Entrepreneurship courses make the faculty more

Entrepreneurial.

Using Likert scale, the impact of teaching Entrepreneurship course on faculty was asked. The findings are

as below:

Table 07: Cumulative impact of Entrepreneurship course on faculty

Pedagogical Innovations in Entrepreneurship Page 14

 Impact N Minimum Maximum Mean Std. Deviation

Makes me more entrepreneurial 25 1 3 1.44 .651

Pedagogy impact in teaching other

25 1 5 2.28 1.242
subjects

Improved networking 25 1 3 1.56 .712

Teaching Entrepreneurship is
25 1 5 1.80 1.118
challenging

Valid N (list wise) 25

As the table suggests, there is a positive impact on Networking and making them more entrepreneurial in

terms of creating course contents, improving teaching skills, interaction with industry and other faculty

members. However, teaching entrepreneurship poses many challenges to the faculty in terms of mobilising

Areas of improvement:

Funding:

Exploring and implementing new pedagogical tools requires financial support. Identifying funding courses

and obtaining funds seems to be one of the monumental tasks faced by our faculty. Very few institutes

have funds raised from various sources.

Table 08: Funding Availability

No.of Institutes Valid Cumulative

(Frequency) Percent Percent Percent

Valid No Funding available 21 84.0 84.0 84.0

Funding available 4 16.0 16.0 100.0

Total 25 100.0 100.0

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Sadly, out of 25 Institutes only 4 of them seems to have some amount of funding.

Some of the Universities / Colleges which has funding for running Entrepreneurship related courses are as

follows:

 EILM University has created a corpus fund of Rs.20 Lakh per year,

 NITTIE Mumbai, has funding from DST

 Alumni funding

All other institutes have used either student fund or institutes‟ fund to conduct entrepreneurship related

programmes. The time is ripe that Government and Companies to come forward to fund Entrepreneurship

activities at Colleges.

Training on Teaching Entrepreneurship:

Most of the faculty whom we have interviewed for the purpose of this research were trained by National

Entrepreneurship Network, a non profit organization which trains faculty in teaching high impact

entrepreneurship courses in campuses. One of their flagship programme called EEC (Entrepreneurship

Educators Programme) is very popular and more than 1000 faculty are trained under this programme. ISB

Hyderabad also provides such training programme for faculty called as EEDC (Entrepreneurship Educators

Pedagogical Innovations in Entrepreneurship Page 16

Development Course). EDI (Entrepreneurship development Institutes of India), MITCON are some of the

other organizations who conduct regular courses on the same.

Table 09: Training programmes in Entrepreneurship

Frequency Percent Valid Percent Cumulative Percent

Valid NEN 17 68.0 68.0 68.0

NEN and
6 24.0 24.0 92.0
ISB

EDI 1 4.0 4.0 96.0

Others 1 4.0 4.0 100.0

Total 25 100.0 100.0

Research Output of faculty:

As teaching Entrepreneurship is not like any other subjects, faculty who teach this subject must have

either enough industry and teaching experience, or enough research experience on developing case studies,

course materials or writing Business Plans. Networking with entrepreneurial community is essential to

teach this subject more effectively.

Pie chart 10: faculty’s contribution towards entrepreneurial research output

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Support needed

Most of the faculty also opines that having unstinted support from Management is essential for the

success of Entrepreneurship related activities and courses in campuses. Some of them suggest that

entrepreneurship as a subject needs to be taught from school level to sow the seed early through a student,

rather than introducing the subject in later years. Collaborative teaching and knowing about other

campuses activities can create a better learning environment. This resource sharing is required so that

entrepreneurship educators can learn from one another and work together to raise the bar for all. This will

surely enhance the drive to attract, nurture and sustain an entrepreneurial culture.

6.0 A Comprehensive pedagogical Model for Entrepreneurship and New

Venture Creation:

This model takes into consideration an academic ecosystem to conduct Entrepreneurship related courses

and activities in campuses. Most of the colleges have besides courses on Entrepreneurship an E-Cell

(Entrepreneurship Cell) which conducts a series of activities like workshops, entrepreneur‟s talks,

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seminars, competitions etc. This definitely boost the entrepreneurial spirit among students and act as

driving force to join Entrepreneurship related courses especially if they are offered as electives.

7.0 Conclusion

Academic ecosystem promoting Entrepreneurship is still very primitive in India. We need to create

environment with networking opportunities with entrepreneurs and investors like as in Silicon Valley,

where academic institutions and start-ups work very closely. Some of the suggestions from the faculty who

teach Entrepreneurship courses are as follows.

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 1. Collaboration with entrepreneurs to teach and develop case studies and mentoring support,

2. Networking with faculties from other campuses to understand and share experience and knowledge,

3. Unstinted support from management,

4. Support in funding from either public or private institutions,

5. More involvement from alumni in terms of funding and mentoring,

6. Training the faculty on Entrepreneurship and developing an integrated course curriculum.

The researchers find that there are three categories of Entrepreneurship programmes run in our Educational

Universities.

1. Non-Entrepreneurial: Here Entrepreneurship is taught like any other subjects, using more of

lecture methods and with very little scope for experiential learning. Faculty neither introduces new

and emerging contents in the field of entrepreneurship nor experiments any new pedagogical

innovations even after attending training programmes.

2. Moderately entrepreneurial: The faculty teaches Entrepreneurship as a standalone course, with

less scope of integrating with other subjects. However, due to the training received or their

entrepreneurial nature, they use a mix of interesting pedagogical tools in making the course more

experiential.

3. Highly Entrepreneurial: The highest form of entrepreneurial teaching, where Entrepreneurship is

taught not as a subject but as a mindset and integrates the entire activities of the Institutes around

being more entrepreneurial. Students have given hand-on experience not only during the course but

during their stay at the institutes. Faculty at these institutes are more passionate about propagating

entrepreneurship.

True entrepreneurship education provides opportunities for youth to master the core entrepreneurial

competencies of opportunity recognition, idea generation, venture creation and critical thinking.8

Entrepreneurship is the new Buzzword in our campuses recently. However most important hurdle to teach

and learn entrepreneurship is the prevailing mindset among students and faculty. There is definite need of

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revamping the pedagogical tools used to teach this. More than the students, it is the faculty who need to be

excited about the Entrepreneurship as whole which would contagiously/ infectiously pass on to students as

well. “Teaching is an exercise in entrepreneurship itself!”

1
Abstract from final proceedings, OSLO 2006, Entrepreneurship Education in Europe – Fostering

entrepreneurial mindsets through education and learning, P 94

2
The ASPEN Institute YESG: Advancing entrepreneurship education
3
Final report of the expert group “Education for Entrepreneruship” by European Commission, 2005 Pp

11-12
4
The newsletter of EFMD‟s Entrepreneurship, Innovation and Small Business Network, 2004, Issue 2
5
Benson Honig, Wilfrid Laurier University and The University of Haifa, 2004, “Entrepreneurship

Education: Toward a model of contingency-based Business Planning”, Academy of Management Learning

and Education, Vol. 3, No. 3, 258–273.

6
Anil K Gupta, (IIMA), 2005, “Pedagogical innovations for triggering social and economic

Entrepreneruship among youth”

7
http://www.nitie.edu/index.php?option=com_content&task=view&id=508&Itemid=422
8
“Entrepreneruship Education-Learning by doing” –Kauffman foundation

9. Margaret Emalereta Akpomi, Rivers State University of Science and Technology, (2008)

“Entrepreneruship among graduates-to-be of Business/Management Faculties and Economic

Development In Nigeria” , European Journal of Economics ISSN 1450-2887 Issue 14

10. www.nenonline.org

Pedagogical Innovations in Entrepreneurship Page 21