Abstract:

This paper embarks to contribute as a critical review of the more recent seminal and landmark works in the field of entrepreneurship. The phenomenon of interest of this paper is to explore on the topical issues related to the learning process in entrepreneurship and on the models previously applied to enhance entrepreneurial inclination and intention. The aim of this paper is to demonstrate that there is still ample room for improvement with regards to the learning process applied in our undergraduate classrooms, primarily on the emphasis of developing entrepreneurial inclination and intention. For instance, can games be of help in our undergraduate classrooms? In addition to the reviews of existing literature on entrepreneurship learning, this paper brings forward the need to relook how games may play a part in developing entrepreneurial inclination and intention. Albeit given the long history of the use of games as an instructional tool in the discipline of business, extremely scarce research has been produced to look into how games may become effective tools in developing entrepreneurial inclination and intention. This paper takes into serious consideration the vast potential games and simulations have in our classrooms and aspire to contribute to the experiential and active learning pedagogy. In addition, this paper will thus break new grounds, creating momentous impact to the perception of gaming and simulations as credible pedagogical features in our classrooms. Seeing that graduate entrepreneurship and the development of professional knowledge workers are central current international topics of concern, this paper arrives at the exact time as the first step towards reenergizing the pedagogical features of entrepreneurship education.