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• August 2014: Innovation and Entrepreneurship in India

Entrepreneurship Education in India: A Critical Assessment and a Proposed Framework

Rituparna basu.

While entrepreneurship classes are designed to give budding entrepreneurs the tools to turn a new idea into reality, their value may be even greater than that: I think it gives all students the ability to view their careers and opportunities in a different light. It's so important that the benefits of an entrepreneurial-focused education are available to all students and not just those planning on entering the startup world. John Dearborn President, JumpStart Inc.

Entrepreneurship education is considered as one of the most influential forces that determine the health of the economy. Hence, ignoring controversies on whether entrepreneurship can be taught, the majority of the top business schools in India offer entrepreneurship education with tailored elective courses to inculcate a wide range of skills encompassing a multi-disciplinary approach among mature management students. However, considering the basic synergies of core management subjects such as marketing and entrepreneurship, both of which provide an opportunity to develop unique solutions to satisfy customer needs, the study of entrepreneurial aspects as a prerequisite for management education and research seems indispensable when specifically catering to the growing entrepreneurial intent in developing economies. This approach necessitates a compulsory initiation of entrepreneurship courses early in the curricula of contemporary business schools. In this context, the present article aims to qualitatively review the current entrepreneurship education regime in India to propose an effective ecosystem for integrating and promoting entrepreneurship education as fundamental to mainstream business education in India.

Introduction

There has never been a definite answer to the question of whether entrepreneurship can be taught (Harrison, 2014). Although many would argue that the entrepreneurial spirit is innate, the credence on effective entrepreneurial education to foster the right entrepreneurial attitude with requisite training is gaining ground (Drucker, 1985; Trivedi, 2014). The development of entrepreneurship as a field of study in business courses has been largely inspired by the acceptance of entrepreneurship as a legitimate tool for economic growth (Arthur et al., 2012). The growth of corporate entrepreneurship as a valuable antecedent to the revitalization and enhanced performance of corporations, especially those in the developed markets, add to its merit (Bhardwaj & Sushil, 2012). Nevertheless, the effectiveness of entrepreneurship education is largely driven by the type and design of such education, as defined by the materials and modes of rendering the programs (Arthur et al., 2012).

Considering the importance of the right entrepreneurship culture and education for the growth and development of an emerging economy such as India (Todd & Javalgi, 2007), the present article aims to comprehend the nature of entrepreneurship as a field of study in comparison to a more fundamental business management subject such as marketing. The article also explores and assimilates various qualitative evidences to assess the prevalent status of imparting entrepreneurship education in India. The article culminates in the development of a proposed working framework for an effective entrepreneurship education ecosystem in India. More specifically, the article is structured to systematically explore the evidence base of concurrent practices in the country to map out a thematic system for fostering and promoting a sustainable entrepreneurial education system that can serve as a solid foundation for relevant business education in modern times.

Entrepreneurship as a Field of Business Study: Synergies and Topical Relevance

At the outset, it is important to note that, within the definition of entrepreneurship education, the focus is largely on the premise of higher education rather than that on educating entrepreneurs (Pittaway & Cope, 2007). Entrepreneurship as a domain of business education has an eclectic nature where the content is derived from diverse disciplines including those of strategy, finance, or marketing (Albornoz-Pardo, 2013). Given its cross-functional and cross-sectoral orientation (Venkatachalam & Waqif, 2005), the structure and content of the course is often faculty driven and is primarily aimed at the twin objectives of increasing the awareness of entrepreneurship as a career option and developing the understanding of the process of creating new business (Albornoz-Pardo, 2013).

For instance, despite the common propensity to reflect on entrepreneurship as more of practical than theoretical subject, a careful introspection reveals that the core concepts of marketing are intimately intertwined with those of entrepreneurship (Swami & Porwal, 2005). In fact, much of its basic subject design deals with elementary marketing concepts such as the philosophy of customer value (Drucker, 1985). Although this view makes the relevance of marketing knowledge a prerequisite for entrepreneurship education, the opposite could be equally true. The application of effectuate entrepreneurship thinking in the marketing discourse has significant strategic and critical marketing implications (Hultman & Hills, 2011). A metaphor of “the dancer and the dance” by McAuley (2011) clearly establishes the natural linkages between the disciplines of entrepreneurship and marketing. This finding strengthens the argument in favour of integrating entrepreneurship into the compulsory curricula for students of business management (Venkatachalam & Waqif, 2005). Concurrent exposure of business students to core courses in marketing or finance along with entrepreneurship would not only reinforce their cross-functional linkages, but would also ensure more synergistic learning from the very outset. This approach would also negate the possibility of excluding the pertinent coverage of entrepreneurial concerns and approaches in the content of related core courses from the very basic level of business education (Venkatachalam & Waqif, 2005). Thus, such initiation at earlier levels (Arthur et al., 2012) would put business thinking on an operative trajectory that could be more appropriate (Hultman & Hills, 2011) for determining the success of entrepreneurial or even corporate entrepreneurship practices (Swami & Porwal, 2005) in the long run.

Entrepreneurship Education in India: A Contemporary Review

Indeed, entrepreneurship education has truly earned a global status for itself, given that it now pursued with equal passion even in the developing countries (Arthur et al., 2012). Having established the idea of entrepreneurship as basic to business education and its synergies with the core curricula, it becomes imperative to delve into the reality of how entrepreneurship is taught specifically in an emerging economy such as India.

Methodology

Owing to the dearth of data available on entrepreneurship education in Asia and more specifically in India, a qualitative case-based methodology was adopted to explore the prevalent regime of entrepreneurship education in the country. The purpose was two-fold:

• To understand how entrepreneurship is integrated in the business school curricula of the top business schools in India
• To understand the popularity of entrepreneurship as a field of study among students in Indian business schools

In-depth interviews with academic deans of 10 reputed business schools across India were conducted to collect the qualitative information. The business schools were selected from the top business schools in India, as listed by the popular press. The information given on the curricula or specifically relating to the popularity of the courses are confidential therefore the names the schools have not been disclosed here. However, the whole majority of the schools contacted (7 out of 10) are top-league schools, including several Indian Institutes of Management (IIMs) (see Box 1). The other three schools were emerging in nature (including a newer IIM), having been in operation for less than 10 years.

Unstructured telephone interviews were carried out, allowing open-ended responses to questions such as:

• Does entrepreneurship feature in your business-education curriculum as a course?
• How is it incorporated in the curriculum? (e.g., Single course or not? Offered as a core or elective course? In which term is it offered?)
• Approximately how many students opt for entrepreneurship as an elective course?
• What is the basic pedagogy that is followed for the course

Qualitative findings and insights

The qualitative responses from the 10 cases suggested a largely uniform approach to incorporating and approaching entrepreneurship education across reputed business schools in India. An entrepreneurship course is currently offered in all but one of the schools. Out of these nine schools offering entrepreneurship as a course, eight are offering it as an elective meant for the final year students. The instance of an emerging business school offering it as a core compulsory course for its final year students was a notable departure.

Although one of the three emerging business schools is offering entrepreneurship as a core compulsory course for their final year students at present, one of the other two had already tried the same approach in the initial two years of its operation before later making the course an elective. While two of the top-league schools are offering two or more elective courses on entrepreneurship (e.g., "Entrepreneurship", "Entrepreneurial Finance", "Entrepreneurial Strategy", "Entrepreneurship and HR". or even an unconventional "Entrepreneurial Motivation Laboratory"), the rest of the lot chose to offer only one elective along the lines of "Entrepreneurship" or "Entrepreneurship and New Ventures".

Over the last five years, an average of 15% of the students pursuing a post-graduate diploma in management (PGDM) have been opting for entrepreneurship as an elective course, which is rather low compared to other electives. However, one exception is a top-league business school that treats the entrepreneurship course as a priority course over other electives that have low enrolment, where the average can rise up to 35% of students opting for the course after dropping other elective courses that fall short of minimum class size. For a single top-league school offering more than two electives, the popularity of the courses are much higher, with enrolment around 60% to 70%.

In terms of the pedagogy, the focus is on reality-based learning combined with academic knowledge across all business schools.

The Entrepreneurship Education Ecosystem: A Conceptual Framework

The literature indicates that, although the inclination to pursue entrepreneurship is comparatively strong in India, the educational support for its development is still a far cry from the agenda (Raichaudhuri, 2005). Entrepreneurship still has a long way to go in terms of earning the status of a preferred course among management students in India. Perhaps, this status acts as reason enough to only offer entrepreneurship as an extra-curricular or co-curricular program in the majority of the colleges and universities in India (Shankar, 2012).

Shankar (2012) classifies six primary obstacles to teaching entrepreneurship in India as:

• Lack of institutionalization
• Lack of indigenous experience
• Lack of trained teachers
• Short-term focus on results
• Limitations with pedagogy
• Subject not considered as core

Even at the top institutes in India that offer technical or management education with their popular support programs for student entrepreneurship, called "entrepreneurship cells" or "E-cells" (Mutsuddi, 2012), the educational framework for inculcating the entrepreneurial spirits seems far from being satisfactory (Dutta, 2012). The contextual differences between developed and developing economies that necessitate the advance of indigenous standards for appropriate entrepreneurial education with relevant knowledge on related socio-political governance, infrastructure, unorganized competition, chronic shortages, or sensitivity to local culture adds to the concern (Bhardwaj & Sushil, 2012).

In the present scenario, the challenge is to outgrow the prevalent myopic treatment of entrepreneurship education and categorically shift the focus from its short-term objectives. The key is to develop entrepreneurship as a foundation course in business education, especially one that covers the managerial aspects of new ventures as well as corporate entrepreneurship or intrapreneurship. Given the obstacles of teaching or developing entrepreneurship in the realm of management education, the need for an effective entrepreneurial ecosystem seems to be the only solution. Hence, drawing insights from the literature and the qualitative evidence presented earlier in this article, the proposed diamond framework illustrated in Figure 1 is an attempt to develop a working structure for such an ecosystem.

The proposed diamond framework is based on qualitative evidence and expert opinions, which presuppose that the initiation of entrepreneurship as a core course does have the potential to drive the development and promotion of an effective entrepreneurship education ecosystem, particularly among management students in India. Such initiation, apart from encouraging the practice of entrepreneurship in the short run, should push the overall knowledge abstraction based on research and practice pertaining to the specific emerging economies. Such knowledge creation should in turn add to the pedagogical wealth, thereby increasing the rigour and effectiveness of the course that should lead to further development of entrepreneurship as a core discipline. Over time, the framework is designed to work as a virtuous cycle with an inherent regenerative character. Developments in entrepreneurship, in theory as well as in practice, will fuel its growth. Given that more practice would mean more instances of introspection, adding to the existing knowledge base and simultaneous development of the theoretical precision should be automatic. The framework works at both ends by pushing entrepreneurial intentions and pulling higher levels of knowledge creation to support the needs of a core business course.

Figure 1. The proposed diamond framework for an effective entrepreneurship education ecosystem in emerging economies

The growing reliance on entrepreneurship as an antecedent to sustainable economic growth in developing nations seems to have passed the test of time. Historically, the many cases of failure scoring over the relatively few success stories with respect to the practice of entrepreneurship across the globe establish that, at a micro level, simply motivating the spirit of entrepreneurship is just not enough. Sound knowledge on the ways and means of doing business coupled with the right perspectives on the practice of innovation and cutting-edge ideas increases the probability that we will hear more success stories about business ventures in this fiercely competitive domain.

In emerging economies such as India, there is an urgent call for the development and promotion of effective indigenous entrepreneurship education systems. Although entrepreneurship is a practice-driven subject, the need to supplement it with contemporary theoretical knowledge is of paramount importance. Furthermore, the synergies of entrepreneurship as a field of study with other fundamental business management courses, such as marketing, necessitate a framework for developing entrepreneurship as a core course for students of business management to ensure an integrated learning platform. The need to develop such a course with the purpose of introducing this platform at foundation levels becomes imperative under such circumstances. A framework for building this effective entrepreneurship education ecosystem is surely the need of the hour and it requires a greater focus on knowledge creation to support the framework.

Thus, this attempt to develop a working framework for an entrepreneurship education ecosystem in India, supported by preliminary inputs and evidence, should therefore be considered as a conceptual beginning to work out an improvised design with further validation of the concepts. Future research ideas to facilitate the adoption and further development of the framework with empirical results and confirmations will not only add to the existing research base on entrepreneurship but will also aid the policy makers of a developing nation.

Albornoz-Pardo, C. 2013. Is Business Creation the Mean or the End of Entrepreneurship Education? A Multiple Case Study Exploring Teaching Goals in Entrepreneurship Education.  Journal of Technology Management & Innovation , 8(1): 1-10. http://dx.doi.org/10.4067/S0718-27242013000100001

Arthur, S. J., Hisrich, R. D., & Cabrera, Á. 2012. The Importance of Education in the Entrepreneurial Process: A World View.  Journal of Small Business and Enterprise Development , 19(3): 500-514. http://dx.doi.org/10.1108/14626001211250180

Dearborn, J. 2012. The Unexpected Value of Teaching Entrepreneurship. Huffington Post. June 11, 2014: http://www.huffingtonpost.com/john-dearborn/entrepreneurship_b_1881096.html

Drucker, P. F., & Drucker, P. F. 2007.  Innovation and Entrepreneurship: Practice and Principles . Routledge.

Dutta, S. 2012. Entrepreneurship and Global Competitiveness: A Study on India. Indian Journal of Industrial Relations, 47(4): 617-33.

Harrison, J. D. 2014. Can You Really Teach Entrepreneurship? Washington Post. June 11, 2014: http://www.washingtonpost.com/business/on-small-business/can-you-really-...

Hultman, C. M., & Hills, G. E. 2011. Influence from Entrepreneurship in Marketing Theory.  Journal of Research in Marketing and Entrepreneurship , 13(2): 120-125.

Mutsuddi, I. 2012. Relevance of Entrepreneurship Cells in Technical Institutes and Business Schools.  The IUP Journal of Entrepreneurship Development , 9(3): 58-71.

Pittaway, L., & Cope, J. 2007. Entrepreneurship Education: A Systematic Review of the Evidence.  International Small Business Journal , 25(5): 479-510. http://dx.doi.org/10.1177/0266242607080656

Raichaudhuri, A. 2005. Issues in Entrepreneurship Education.  Decision (0304-0941) , 32(2): 73-84.

Shankar, R. 2012. Entrepreneurship: Theory and Practice . India: Tata McGraw Hill

Swami, S., & Porwal, R. K. 2005. Entrepreneurship, Innovation and Marketing: Conceptualization of Critical Linkages.  Journal of Advances in Management Research , 2(2): 54-69. http://dx.doi.org/10.1108/97279810580000378

Todd, P. R., & Javalgi, R. R. G. 2007. Internationalization of SMEs in India: Fostering Entrepreneurship by Leveraging Information Technology.  International Journal of Emerging Markets , 2(2): 166-180. http://dx.doi.org/10.1108/17468800710739234

Venkatachalam, V. B., & Waqif, A. 2005. Outlook on Integrating Entrepreneurship in Management Education in India.  Decision (0304-0941) , 32(2): 57.

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Pride of Maharashtra awardee, Mr. Abhishek More, is the Founder and CEO of NSE listed Digikore Studios Limited. A visionary entrepreneur, with 23+ years of experience in content production and VFX for film and television, he has established himself as a proven leader in business strategy, strategic planning, marketing, and operations.

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Introducing our innovative Agri-Warehouse Management and Monitoring System, designed to revolutionize the way food grain bags are managed in warehouses across India. Our software tool provides stakeholders with real-time monitoring of goods inside the warehouse, providing better accuracy & visibility.

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Open Learning Programme in Entrepreneurship

The year-long open distance learning programme of EDII provides aspiring entrepreneurs with the requisite expertise and skills to prepare and launch their ventures successfully. The nature of the programme ensures that aspirants learn at their pace and place. The curriculum focuses on ‘New Enterprise Creation and Management’ through distance learning and personal consultation and encourages knowledge and decisions on the formation of a new enterprise and on productive sustenance of the enterprise. The programme offers opportunities for prospective graduates to build jobs instead of finding employment.

Methodology

The methodology of the course includes; self-instructional study material, assignments, personal counseling through experts, professional counselors and two contact sessions during the course.

At a glance

This course is one year .

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• Develops motivation, reinforces entrepreneurial traits and the spirit of enterprise.
• Facilitates decision making process for setting-up of a new enterprise.
• Facilitates successful and profitable operation of the enterprise.

Duration and Medium of Instruction

The duration of the course is one year. The medium of instruction is English.

Salient Features

The programme has the following salient features:

• Flexibility in terms of enrolment
• Skill & Knowledge Building Programmes through two Contact Sessions
• One-to-one counseling throughout the course by 'expert counselors' and EDII faculty members
• Web-based software (MIS) for monitoring the progress, sharing resources, conducting quizzes and assessment
• Access to library resources

The contact sessions focus on developing entrepreneurial motivation, business opportunity guidance, market research & survey, preparation of detailed project report, project appraisal system of banks & financial institutions and interactions with successful entrepreneurs.

The Course begins in the months of January, April, July & October, every year.

Learners have an opportunity to enroll in any one of the batches.

Eligibility

Degree/Diploma holders in any discipline and those who are in the final year of their degree, are eligible to join the course. As the basic objective of the course is to provide an indepth insight into the subject of entrepreneurship to those who have a strong desire to set-up his/her own enterprise.

Learners will return to their family business with new ideas, action plans, and tools to help their business grow and succeed into the next generation and beyond.

On course completion you will be awarded with our course completion certificate.

For more information visit our academics website : https://ediindia.ac.in/open-learning-programme-in-entrepreneurship/

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Entrepreneurship Education in India: Emerging Trends and Concerns

The age-old way of class room teaching is gradually washing out. Because of enforcement of globalization, the pyramid of education (from elementary to university) needs to be modified. In order to expect and face the uncertainties and business cycles well in advance, there is a need of transformation of century old traditional class room based teaching to entrepreneurial, industry-institutional interactive and innovative industry-institutional linkage (Chinese Model). India is one of the globalization forcing the countries in this regard. Instead of blaming the structure and working of WTO and globalization, how best we can produce the market goods, and how best we are preparing Indian HR with entrepreneurial skills, presently is the need of the hour. A successful entrepreneur can safeguard the several numbers of employees and create newer jobs in to the market. Thus, the paper focus on the need of entrepreneurial based education and implementation of such skills in India.

Related Papers

Sheetal Soni

Journal ijmr.net.in(UGC Approved)

Education is the basic ground for growth. It is mandatory system for every citizen. It is provided by both sectors of India private as well as the public. This review paper basically focuses on the suggestions to innovate the education sector accepting the challenges as the opportunities by creating employability by means of entrepreneurship development inculcated as one of its objectives. Entrepreneurship Education provides the qualitative youth for the growth of sustainable strong economy. In response to the dynamic national, regional and global development, the effective and qualitative system of education is required. A strong economy have educated citizens which having quality and better knowledge. The entrepreneurship education is something that has been associated as a driving force behind economic progress and growth since a long time. Recently, the conceptual link between entrepreneurship and economic growth has received renewed interest by the economists. The entrepreneurs are just like the catalysts for economic growth as they create a networking externality that not only promotes the creation of new ideas but also develop new market formations. The finding that increased entrepreneurial activity leads to greater economic growth has been well-established at both the national and local levels. Therefore it should be the aim of the educationists to promote entrepreneurship that can significantly give shape to the rising economy of India.

INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING AND MANAGEMENT

Kaushal Mukherjee

ANU BOOKS , Vinai Sharma

The Indian constitution of India ensures three types of democracies for every man and woman namely [A] an ideal parliamentary democracy, [B] Social democracy and [C] entrepreneurial and economic democracy, Entrepreneurship movement is a new campaign like computer and automation education and social audit professional education. The higher entrepreneurial education ensures full security of all types to every man and woman. The entrepreneurial education does not know about sex discrimination at all. It treats each man and woman as equals Entrepreneurial education promotes the natural gifts and attributes endowed by God in numerous areas of skill development traits, professions, and efficiency in the manufacturing and service rendering sector. Entrepreneurial education promotes risk-bearing capacity and creativity among the existing and potential entrepreneurs, entrepreneurs and transgender entrepreneurs. More than a dozen agencies are assiduously endeavoring for the promotion and development of entrepreneurial education in India today. Thus, the future of entrepreneurship education is bright, vibrant, dynamic and brilliant in India with the rising tempo of socioeconomic development in L.P.G. and P.P.P. World.

International Journal of Research in Management & Social Science

Dr. Mini Agrawal

Developing interest in the role that entrepreneurship can play as a promoter to achieve economic and social development, innovation, employment and equity. Entrepreneurship education and training are the two different driving forces behind the phenomenon of entrepreneurship and small business development that generates the relevant entrepreneurial attitude, competencies and skills. A current focus of entrepreneurship development is the part of attitudes and skills in enabling individuals to both recognize and capitalize on entrepreneurial opportunities. A successful entrepreneur can safeguard the several numbers of employees and create new jobs in the market. The paper focuses on the need for entrepreneurial based education and implementation of such skills in India.

Uday Kumar.M.A Irvathur

International Journal for Research in Vocational Education and Training

Matthias Pilz

On the one hand, India is a growing economy that needs skilled labour, self-employed entrepreneurs and employees to tackle its economic and social challenges. On the other hand, India faces high unemployment rates, especially among young people. Graduates from industrial training institutes (ITIs) in particular are often facing difficulties in pursuing self-employment. Entrepreneurship education is an essential element in preparing young people for self-employment. This paper analyses how and to what extent entrepreneurship education has been conceived and implemented in vocational schools in and around Bangalore to face these challenges. Methodologically the authors use a three-step approach following the theories of a `prescribed', `adopted' or `enacted' curriculum. Qualitative interviews are used for the analysis of the adopted and enacted curriculum. The authors conclude that whereas the prescribed curriculum includes several elements of entrepreneurship education an...

Smruti R E K H A Sahoo

Abstract In this era of globalization and technological innovations, there are many individuals who think outside the box and like to distinguish themselves from others. Such individuals have a vision which they want to bring to market or desire to start their own business. In order to bring the potential entrepreneurs to the forefront, it is important to impart necessary knowledge and skills which is possible through entrepreneurship education. Although entrepreneurship education is crucial, its awareness is still sluggish. This paper tries to explain that support for entrepreneurship has never been more important. The shining future of India depends on the pace at which entrepreneurship develops which is possible only by proper education and training. Keywords: Attitude, economic growth, Entrepreneurship education, entrepreneurs, skills, support.

International Journal of Business Management & Research (IJBMR)

TJPRC Publication

Entrepreneurship education is extremely important from the national point of view as promotes job creation and ensures economic development. Entrepreneurship education in India has gained momentum in the recent past, but it is not free from deficiencies. There needs to be restructuring of pedagogy to suit the native requirements if at present the role of entrepreneurship education in India. This paper attempts to present the role of entrepreneurship education in India. If entrepreneurship education in India cannot completely remove the major hindrances in the pursuit of economic development and employment, at least it can make a fine restart. The Government also needs to play their part in encouraging entrepreneurship education directed at nurturing entrepreneurial competencies and formulating favourable policies to reinforce the entrepreneurial ecosystem in the country.

The Dera Natung Government College

Dr. J. Suresh Kumar , Shobana D

This study gives a succinct overview of the difficulties and initiatives in North East India's entrepreneurship education. The area, which is distinguished by its distinctive sociocultural and geographical characteristics, faces particular challenges in encouraging entrepreneurial mindset and skills among its population. This study highlights the difficulties that prevent entrepreneurship education, including low awareness and mindset, infrastructure limitations, and financial barriers. Additionally, it examines the initiatives like skill development programmes, industry-academia collaboration, and support for female entrepreneurs that the government and stakeholders have undertaken to address these issues. North East India hopes to create a thriving entrepreneurial ecosystem that supports economic growth and development by acknowledging these difficulties and making focused efforts. Hence, the paper will highlight the efforts, challenges, background, present scenario, and transformation of the system of the next generation of entrepreneurship education in North East India. Keywords: Entrepreneurship Education, Women Entrepreneurs, Skill Development Programs, Economic Growth and Development and Efforts and Challenges

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The Indian Institute of Management Bangalore (IIMB) believes in building leaders through holistic, transformative and innovative education

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IIM Bangalore offers Degree-Granting Programmes, a Diploma Programme, Certificate Programmes and Executive Education Programmes and specialised courses in areas such as entrepreneurship and public policy.

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The Doctoral Programme in Entrepreneurship covers research that spans a wide range of theoretical perspectives in entrepreneurship, research methods and tools, and specific topics covering different contexts in which the entrepreneurship phenomenon is observed and practiced. The coursework includes courses from allied disciplines like economics, strategy and organizational theory. Faculty members have the expertise and competence to guide research in areas such as: entrepreneurial cognition, entrepreneurial opportunities, entrepreneurship theory, high growth entrepreneurship, entrepreneurial networks, entrepreneurial ecosystems, and international entrepreneurship. The area also works closely with NSRCEL, which is a leading incubator in the country, to explore practice-relevant research questions as well as translate research into practice.

Research Overview

I teach in Doctoral programs around the world. If you want to learn how to produce knowledge that seeks to make a positive difference to you and to the world, please apply to the PhD program in IIM Bangalore.

From addressing micro questions such as how entrepreneurs identify opportunities to exploring macro questions such as ecosystem development, the multi-disciplinary research approach adopted by the Entrepreneurship area covers it all, says Chairperson Prof. Dalhia Mani.

Research Spotlight

His research is at the intersection of entrepreneurship and business history. He investigates how entrepreneurial actions bring about regional transformation. He deep dives into the history of the old Mysore region, hailed as an industrial pioneer in the 1950s. Meet doctoral scholar Manjunath AN to know more about his research

PhD scholar Aman Bhuwania points out that research on funding and VC funded firms has dominated Entrepreneurship research. But, given that only 27% of IPOs are VC funded, where do others get their “funding” from? Can ventures scale without capital?

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  Top 10 educational entrepreneurs of the year in 2021-22 by The Indian Alert

  The list of educational entrepreneurs covered by the indian alert is here. check it out and admire their success stories..

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  Dr. Chandan Agarwal Chairperson of G.D. Goenka School, Kanpur & Bareilly: Dr. Chandan Agarwal is a business management alumnus of NarseeMonjee Institute of Management Studies Mumbai and a Ph.D. from the International University of America, London. He is the Chairperson of G.D. Goenka School, Kanpur & Bareilly, G.D. Goenka School in Unnao& Montessori School in Kanpur. A true visionary, he gave a new meaning to school education by introducing holistic teaching and experiential learning, an entirely new perspective back in 2013, when he founded the school at Kanpur. Due to his innovative acumen, he has been appointed as the Advisor, Higher Education to Governor of Bihar, and Advisor to Bihar Cricket Association, affiliated to BCCI. Being an educationist, he regularly undertakes projects to spread awareness on various important social issues. His philanthropic endeavours aim to uplift the underprivileged segment of society.
  Sarvesh Goel- Chairman of GD Goenka School, Lucknow: A leading serial entrepreneur and an educationist in its true spirit, Sarvesh Goel- Chairman of GD Goenka School, Lucknow, laid the foundation of a world-class school to provide a conducive learning environment that transformed the education culture of the city and gave a new meaning to holistic education. His exemplary contribution in the sector has been recognized at several premier and state-level events. He was felicitated on many occasions by prominent personalities and dignitaries, who believed in his outstanding professional achievements. Apart from being an education entrepreneur, he is also an aspiring businessman who is credited with several agricultural and agro-business establishments, deals in building material, and has made a successful entry in the hospitality sector also. His diversified business ventures truly epitomize his passion and persistent approach towards success.
  Dhana Durga, Founder and Principal, Sree Vivekananda Educational Society: She is a renowned educationist from Hyderabad, widely known and respected for her contributions to child education. She launched Sree Vivekananda Educational Society in 1983 at 25, with inspiration from Swami Vivekananda. The school caters to children from the lower middle class and poorer sections of the society, with an environment that enables them to develop life skills, imbibe the correct values, and nurture qualities essential for becoming efficient future citizens. She provided education to thousands of children in the past 39 years and has received multiple prestigious awards at the state and national levels for her exemplary work.
  Karan Shah, Founder & CEO of IIDE: Karan Shah is the Founder & CEO of IIDE - India’s Leading Digital Marketing Edtech. He has been a part of the education industry for 10+ years, and he was recently awarded the “Top 30 under 30 Professionals” by Social Samosa for his contributions. As the CEO of IIDE, he has led his start-up through the pandemic and turned it into a multi-award-winning institute, including the “Best Digital Marketing Institute 2021” by the World Education Congress. Furthermore, he is a TEDx speaker, visiting faculty to top IIMs and B-schools of India, and contributing writer for reputed news publications.
  Dr. Rajeshwary, Director of Advaita Gurukul: Dr. Rajeshwary Nair is the director of Advaita Gurukul, one of the leading schools in Dadra and Nagar Haveli, which is based on her vision of serving to inspire, and help every child comprehend academic, social, and emotional success. Her journey into establishing a holistic learning institution started with 17 students who developed into strength of 1800+ students in 7 years. Advaita Gurukul aims to have 15000 students by 2025 by expanding the Franchisee model across Gujarat and other States. Dr. Nair believes that it is essential to equip students with a comprehensive pedagogic program to meet the demands in the growing changes of the education system of the country.
  Mr. Shiraz Kirmani, Director of Erocon: Mr. Shiraz Kirmani, Director Erocon (India’s first turnkey consulting firm for setting up schools). He is a renowned educationalist with over two decades of experience in the K-12 education segment. Under his leadership, Erocon has grown exponentially with 700 plus clientele across India, the Middle East & Africa and is empanelled advisors for six out of Top 10 Education groups in India. Mr. Kirmani has been awarded consecutively with awards such as 45 under 45 brightest young minds of India. The net worth of the projects under his advisory is around 2,200 Crores for 2021-2022.