This chapter discusses redesigning entrepreneurship education curriculum to take a more learning-focused perspective. It proposes taking an interdisciplinary approach and cross-disciplinary learning to help students address real-world business challenges. Key elements include shifting from an input to output orientation, engaging multiple stakeholders beyond just faculty, and using pedagogical techniques like cooperative learning, multi-delivery approaches, and blending deductive and inductive learning. The goal is to better prepare entrepreneurship students for issues like strategy development, organizational growth, and evaluating business performance.

1. faculty of entrepreneurship Tehran university Handbook of research in entrepreneurship education Dr.arabion Nafise taghavi May 2010

3. The focus of this chapter

4. Redesign the entrepreneurship curriculum learning perspective

6. introductory With all these changes and demands on an Entrepreneur skills and abilities, entrepreneurship educators must find alternative and non-traditional methods of teaching entrepreneurship. entrepreneurship educators need to be more proactive and innovative in how they plan and organiz their programs to develop entrepreneurs

7. The focus of this chapter The focus of this chapter is to demonstrate how universities and educators teaching entrepreneurship can take a multidisiplinary approach in how they design and implement their curriulum. In addition, this chapter introduces pedagogical elements of how entrepreneurship can be taught in order to facilitate and enhance the knowledge and abilities of future business owners.

9. Discipline based

10. Reliance on faculty s expertise

12. Cross-Disciplinary based

13. Reliance on student

15. Learning perspective Strategy development Resource assembling Standardization of systems/controls Organizational structure/design Management style and roles Evaluation of result Reward allocation

17. Reliance on instructors expertise

18. Single delivery approach

19. Deductive learning

20. Theory practice emphasis

21. Co-participation in knowledge creation, instructor as facilitator

22. Multi-delivery approach

23. Both deductive and inductive learning