| Non-boundary Governance of Entrepreneurship | | | | across faculties whereby entrepreneurial educators |
| Education within Higher Education | | | | could play "bridging roles" by acting as "boundary |
| The focus of entrepreneurship and innovation | | | | spanners" between faculties and forming close |
| education and research at institutions of higher | | | | cohesive networks through the whole institution. This |
| education ipso facto implies a wish to enhance the | | | | will enable educators in entrepreneurial higher education |
| quality of graduate and post-graduate business | | | | to link otherwise unconnected faculties to facilitate the |
| venturing prospects as well as business know-how in | | | | development of unique knowledge and access to |
| the normally pre-entrepreneurial stage. Visit Here | | | | special knowledge and opportunities. This create an |
| This should happen within a sense-making framework | | | | advantage over the traditional structural design where |
| that integrates the research and education agenda for | | | | educators were only part of a specific faculty |
| graduate entrepreneurship. Further, an entrepreneurship | | | | cohesive group. |
| and innovation education and research approach | | | | In the new economy, technology and knowledge |
| should be followed that guide the content of the | | | | production on which it is based, have become an |
| competitive landscape in which the prospective | | | | intrinsic part of the economy. As a result, it may be |
| entrepreneur will function and not lag behind and | | | | envisaged that education and research in institutions of |
| thereby looses its relevance. | | | | higher education will need to support the whole |
| Of particular importance to entrepreneurial education | | | | technology development process, which also include |
| lies the ability of institutions of higher education to shift | | | | the process of innovation. In this regard, it may be |
| and circulate information and technologies across | | | | more appropriate to develop education and research |
| faculties despite different academic disciplines, | | | | policies that addresses the whole |
| professional codes, and academic language that act | | | | technology-innovation chain instead of merely the |
| as academic venture boundaries. These boundaries | | | | research-development chain, as the |
| frustrate the need to integrate entrepreneurship | | | | research-innovation chain involves taking ideas, turning |
| education throughout a higher education institution, thus | | | | them into technologies and taking these, through |
| inhibiting the smooth functioning of entrepreneurial | | | | research and development, out of the laboratory and |
| education. Thus, a need exists to overcome these | | | | proving them in real-world situations. |
| barriers by amalgamating the various faculties socially | | | | |