G. Page West

Are the students that you teach truly engaged in the course work they do, exhibiting a spirit of inquiry and finding this work intrinsically rewarding? Or are your classes often populated by those who seem to view business education instrumentally, focusing on their eventual job placement outcomes, rather than by those who have a passion for business? If these questions resonate with your recent teaching experiences, then Shop Class as Soulcraft can provide a thought-provoking perspective on the reasons why.

An Inquiry Into the Value of Work, Reviewed by G. Page West III.

Shop Class as Soulcraft

Elizabeth J. Gatewood

Kelly G. Shaver

. . . this Handbook is inspiring. It is designed to assist educators in developing new programmes and pedagogical approaches based upon the previous experiences of others who have forged this exciting new path. I recommend it highly for the inspired as well as for the disillusioned entrepreneurship educator. Howard H. Frederick, Journal of Educational Administration and History This Handbook explores the current state of university-wide entrepreneurship education programs and provides a comprehensive reference guide for the planning and implementation of an entrepreneurship curriculum beyond the business school environment. A variety of authors spanning five countries and multiple disciplines discuss the opportunities and universal challenges in extending entrepreneurship education to the sciences, performing arts, social sciences, humanities, and liberal arts environments. The Handbook is designed to assist educators in developing new programs and pedagogical approaches based upon the previous experiences of others who have forged this exciting new path. Sections of the Handbook are devoted to philosophies and theory that provide a legitimate intellectual foundation for the fusion of entrepreneurship education with other traditional disciplines of the university, the politics and process of implementing entrepreneurship initiatives outside business schools, and examples of approaches to implementing entrepreneurship education outside business schools. The book identifies expected problems and solutions for new entrepreneurship curriculum development. It offers theory on education pedagogy that is critical to addressing concerns of non-business educators, and provides examples of successful efforts in a variety of non-business departments. Entrepreneurship faculty across disciplines and graduate students seeking ways to broaden involvement in entrepreneurship curriculum will find this volume invaluable, as will school administrators both in business and in the arts and sciences.

G. Page West

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