Entrepreneurship Education's Credibility Paradox: Bridging Academic and Practical Legitimacy
DOI:
https://doi.org/10.65655/qqj8q782Keywords:
entrepreneurship education, experiential learning, human capital, educator legitimacy, practice-based learning, higher education policy, academic–practice gapAbstract
Purpose: This study interrogates the paradox of entrepreneurship education wherein many instructors hold advanced academic credentials without venture ownership experience, while celebrated entrepreneurs often lack formal degrees. We synthesize human capital theory, experiential learning, and legitimacy theory to redefine how educator credibility and competence are conceptualized in bridging the academic–practice divide. Methods: A multi-method secondary analysis was conducted, drawing on recent Q1/Q2 journal literature, international datasets (e.g., GEM, OECD), policy reports, faculty profiles, and graduate tracer studies. Content analysis of curricula, case comparisons across regions, and discourse analysis of media and stakeholder perceptions inform the findings. Key Findings: Academic credentials confer institutional legitimacy and cognitive authority in higher education, whereas entrepreneurial experience yields pragmatic legitimacy through demonstrated market success. Misalignment between these forms of capital can undermine student engagement and venture outcomes. Comparative case vignettes (Sub-Saharan Africa, North America, Southeast Asia) reveal cultural moderators: in credential-focused cultures, “armchair” professors command respect yet may lack practical insight, while practitioner-lecturers earn student trust but face institutional barriers. Implications: We propose an integrative model of entrepreneurship educator legitimacy blending scholarly and experiential credentials. Policy and pedagogical recommendations include practitioner–academic co-teaching models, revised faculty hiring criteria valuing industry experience, and enhanced experiential learning opportunities. This foresightful analysis anticipates an era of AI-augmented education and hybrid careers, urging proactive reforms to sustain the relevance and impact of entrepreneurship education.
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