This chapter discusses redesigning entrepreneurship education curriculum to take a more interdisciplinary, learning-focused approach. It suggests moving from an input and discipline-based model relying on faculty expertise to an output and cross-disciplinary model relying on students as internal and external stakeholders. Taking this interdisciplinary approach can help educators assist entrepreneurs with growth issues like strategy development, resource assembly, and organizational changes through various stages. The chapter also advocates incorporating pedagogical elements like considering past, present and future perspectives; using multiple delivery methods; and facilitating co-participation in knowledge creation between instructors and students.

1. Cornerstones of change : Revisiting and challenging new perspective on research in enterpreneurship education Dr.arabion Nafise taghavi

2. introductory Entrepreneurial organization have undergone substantial changes and transformations during the last two decades in order to compete successfully on a global scale. In order to achieve many of these goals, the entrepreneurs of these companies must find creative and innovative ways to increase levels of efficiency, lower costs, and improve processes throughout the entire organization. Entrepreneurs must also be able to formulate strategies that are flexible to allow for continual redesign and reconfiguration.

3. 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

4. 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.

6. Discipline based

7. Reliance on faculty s expertise

9. Cross-Disciplinary based

10. Reliance on student

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

14. Reliance on instructors expertise

15. Single delivery approach

16. Deductive learning

17. Theory practice emphasis

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

19. Multi-delivery approach

20. Both deductive and inductive learning