In my previous post on this subject, I explored the idea of intrapreneurship (Pinchott & Pinchott 1978) in higher education, and highlighted a number of examples of where intrapreneurship as a concept is, itself, being used in the delivery of embedded enterprise education.
It seems true that in undertaking and delivering truly innovative curriculum development and teaching, the developers and deliverers of that teaching must sometimes behave as institutionally-located entrepreneurs.
But is this really the case? Are they truly supported to do so? Are the parallels between innovative learning and teaching, entrepreneurship, and intrapreneurship meaningful enough to be acknowledged as real?
And does it even matter whether they are, or not?