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Entrepreneurshipin AmericanHigher Education
A Report from the Kauffman Panel onEntrepreneurship Curriculum in Higher Education
 
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Preace
By Carl J. Schramm, Kauffman Foundation President and CEO
In January 2006, the Kauman Foundation convened a multidisciplinarypanel o distinguished educators to think with us and advise us about theplace o entrepreneurship in America’s colleges and universities. Thoughentrepreneurial activity has played a dominant role in the U.S. economy ordecades, the study o entrepreneurship is relatively new to higher education.We asked the Kauman Panel on Entrepreneurship Curriculum in HigherEducation to take an extensive look at higher learning in the United Statesand oer recommendations or a comprehensive approach to teachingentrepreneurship to college students. This report, “Entrepreneurship inAmerican Higher Education,” presents the results o the Panel’s deliberations.The report explains why entrepreneurship matters to Americanhigher education and oers broad recommendations about the potentialo entrepreneurship as a key element in undergraduate education, themajor, graduate study, the evaluation o aculty, topics reerred to as the“co-curriculum,” and the management o universities. In reaching itsconclusions, the Panel examined an array o educational models andpractices and also discussed the possibility o a disciplinary canon orentrepreneurship. It concluded—wisely, in our view—that the diversityo institutional types and educational missions o American collegesand universities make a single approach to entrepreneurship bothunrealistic and inauthentic. Thus, the report aims to be suggestive ratherthan prescriptive and supplies illustrations rom a variety o colleges anduniversities as concrete exemplars o its general points.The members o the Panel represent both private and publicuniversities and include experts in science, social science, and thehumanities rom schools o arts and science, business, and engineering.The Panel’s Founding Chairman was the late Richard Newton, Ph.D., deano the College o Engineering at the University o Caliornia-Berkeley, whopassed away on January 2, 2007. Dean Newton’s extraordinary vision ledthe Panel to take a resh and deep look at current instructional approaches
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