Entrepreneurial education is a valid, realistic occupational training alternative for minorities and women in business. Entrepreneurship requires that one become involved with those educational programs that contribute significantly to one's success. (Author)

Evidence indicates that economics education is inadequate and business education professionals are in a position to address the problem. Infusion of economic education into the business education curriculum is a realistic possibility. Many business educators already incorporate economics into their curriculum. (JOW)

Discusses the need for entrepreneurs to understand basic economics principles. Indicates that business education has a role in preparing entrepreneurs in marketing, management, and accounting. Lists key economic generalizations that individuals should understand before assuming the role of entrepreneur. (JOW)

Among the rewards for entrepreneurs are money, independence, and a satisfying way of life. A variety of opportunities exist for those with the vision, ingenuity, and courage to exploit the potential of the market place. (SK)

Reports on a survey of 106 female entrepreneurs in Kansas. Responses indicated characteristics of women business owners, ranking of various competencies, attendance in past educational programs, and current educational needs. (SK)

To assist students in understanding the emerging workplace, teachers must help them realize the importance of creating opportunities for themselves. Students must learn from their experiences that they can find or create enterprises that provide needed products or services. (JOW)

Suggests that by incorporating entrepreneurship into the basic business curriculum now, business educators will better prepare students for a changing environment. Offers the business plan as a tool for integrating entrepreneurship into the curriculum. (SK)

Discusses the factors that affect the success of new businesses, what aspiring entrepreneurs must understand, the relationship between entrepreneurship and basic business, the effectiveness of experiential learning, and how to integrate entrepreneurship into business classes. (JOW)

Offers 13 statements addressing areas to be considered in developing a philosophy of entrepreneurship education. (JOW)

Four approaches to teaching advanced entrepreneurship in current use are as follows: (1) advanced options such as franchises and buyouts and international entrepreneurship; (2) preentrepreneurship courses; (3) starting a business; and (4) structured experience. (JOW)

Steps for developing students as entrepreneurs are as follows: (1) recruitment of entrepreneurs as class mentors; (2) student conception and planning of businesses; (3) execution of business plans; (4) operation of student businesses; and (5) closing of school-based businesses. (SK)

Premier FastTrac, from the Entrepreneurial Education Foundation, is a two-part curriculum for training budding entrepreneurs as well as those who already have established businesses. It is an integral component of the marketing education curriculum in many postsecondary institutions. (Author)

The developer of a course given the National Leavey Award for Excellence in Private Enterprise Education describes the course rationale and units and the overall objectives of enabling students to understand and appreciate the entrepreneurial process, develop a business plan, and use business skills and technology. (SK)

Discusses the whys and whats of entrepreneurship education--why it is important today and what it should be to maximize its impact. (JOW)

Includes three articles: "Planning Curriculum for Entrepreneurship Education" (Noll); "Individualizing Entrepreneurship Instruction" (Herbert); and "Teaching Interpersonal Skills in Entrepreneurship" (Stull, LaBonty). (SK)