The focus of entrepreneurship and invention education and exploration at institutions of advanced education ipso facto implies a want to enhance the quality of graduate andpost-graduate business venturing prospects as well as business know- style in the typicallypre-entrepreneurial stage. This should be within a sense- making frame that integrates the exploration and education docket for graduate entrepreneurship. Further, an entrepreneurship and invention education and exploration approach should be followed that companion the content of the competitive geography in which the prospective entrepreneur will serve and not lag before and thereby looses its applicability. Wesleyan
Of particular significance to entrepreneurial education lies the capability of institutions of advanced education to shift and circulate information and technologies across faculties despite different academic disciplines, professional canons, and academic language that act as academic adventure boundaries. These boundaries frustrate the need to integrate entrepreneurship education throughout a advanced education institution, therefore inhibiting the smooth functioning of entrepreneurial education. Therefore, a need exists to overcome these walls by integrating the colorful faculties socially across faculties whereby entrepreneurial preceptors could play”bridging places”by acting as” boundary spanners”between faculties and forming close cohesive networks through the whole institution. This will enable preceptors in entrepreneurial advanced education to link else unconnected faculties to grease the development of unique knowledge and access to special knowledge and openings. This produce an advantage over the traditional structural design where preceptors were only part of a specific faculty cohesive group. higher education
In the new frugality, technology and knowledge product on which it’s grounded, have come an natural part of the frugality. As a result, it may be imaged that education and exploration in institutions of advanced education will need to support the whole technology development process, which also include the process of invention. In this regard, it may be more applicable to develop education and exploration programs that addresses the whole technology- invention chain rather of simply the exploration- development chain, as the exploration- invention chain involves taking ideas, turning them into technologies and taking these, through exploration and development, out of the laboratory and proving them in real- world situations.
The end of this paper is to propose an educational governance frame for entrepreneurship and invention at institutions of advanced education to foster the elevation of entrepreneurial capabilities in scholars whilst conserving the traditional academic capabilities of scholars and the provision of unique entrepreneurial openings to scholars to perform entrepreneurial tasks.