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The rapid expansion of entrepreneurship education over the past twentyfive years has resulting in a proliferation of entrepreneurship offerings at universities, with some institutions offering over forty unique courses and enrolling well over a thousand students each year. A growing number of universities now offer formal degree programs at the undergraduate and graduate levels, including majors, minors, concentrations, certificates, master’s degrees and Ph.D. programs in entrepreneurship. Yet, these rather remarkable developments have occurred largely in the absence of any real consensus among faculty regarding what should be taught, how it should be taught, the structure of an entrepreneurship curriculum, the role of cocurricular programming, and a host of related issues. And, while both the volume and rigor of scholarly research in entrepreneurship have also expanded significantly in recent decades, research focused on education and pedagogy has been much more limited. A sizable gap exists between the ample demands for (and growing supply of) entrepreneurship education and our understanding regarding how to best approach the teaching and learning of entrepreneurship. Contributing to this gap are knowledge shortcomings across virtually every dimension of education. Much richer insights are needed regarding the field’s content or substance, a degree program’s structure and flow, the teaching techniques that are most effective under varying conditions, best practices in terms of classroom innovations, the relative effectiveness of differing educational delivery mechanisms, implications of different learning approaches, establishment of appropriate learning outcomes, and meeting assurance of learning standards when it comes to entrepreneurship. Consider just a few of the vexing yet fundamental questions confronting entrepreneurship educators within and beyond the contemporary classroom:

Preface: Establishing moorings and foundations in entrepreneurial education