The articles under analysis – The Effect of Entrepreneurship Education Programs on Satisfaction with Innovation Behavior and Performance and Management Capabilities for Sustainable Growth and Success – focuses on the influence of innovation on the business environment and discusses how enterprises can benefit from these changes. On the one hand, both articles highlight the influence of educational programs on training future entrepreneurs and shaping new stances and theoretical frameworks. On the other hand, the article by Lewrick et al. (2010) discusses innovation in terms of educational opportunities whereas the studies by Cruz et al. (2009) focus more on personality development received through integrating innovation. There are many other differences, including contextual, personal, and business aspects.
Both articles under consideration discuss the positive role of education in introducing innovation to entrepreneurship. Thus, Lewrick et al. (2010, p. 2) argue, “entrepreneurship and innovation education … should focus on building awareness for the necessity of innovations and prepare inventors, entrepreneurs and students for not simply starting an enterprise but the change process in growing companies”. Similarly, Cruz et al. (2009, p. 203) agree, “entrepreneurship education included coruses in specialized educational centres and institutions and self-taught education in both further management education and entrepreneurship education”. References to educational opportunities, as well as the evident role of training programs, are the only similarities between the two articles.
The differences focus on the areas of research both articles discuss, as well as the methodology used. To begin with, Lewrick et al. (2010) highlight the strategies and new approaches to the curriculum and the changes that need to be implemented to educate successful entrepreneurs in the future. In contrast, the studies by Cruz et al. (2009) attain much importance to the theory of planned behavior to define the correlation between entrepreneurs’ behavior and innovation process. The results of the studies demonstrate the imminent role of work experience in understanding the positive outcomes of innovation, which do not relate to educational issues. Aside from content differences, there are methodological differences as well. Specifically, Lewrick et al. (2010) resort to a qualitative overview of theoretical frameworks and empirical results to make the corresponding conclusions. As per Cruz et al. (2009), the studies employ a quantitative approach to define the above-mentioned correlations. Samples also differ because the former article selects students who plan to be entrepreneurs whereas the second article discusses innovation in the workplace.
Both articles have potent implications for future analysis. For instance, the article by Lewrick et al. (2010) discloses the potential for promoting a new curriculum for enhancing business learning strategies. At the same time, Cruz et al. (2009) analyze new techniques for developing positive attitudes toward entrepreneurship and innovation.
Cruz, NM, Rodriguez Escudero, AI, and Hernangomez Barahona, J 2009, ‘The Effect of Entrepreneurship Education Programs on Satisfaction with Innovation Behavior and Performance’, Journal of European Industrial Training, 33(3), 198-214.
Lewrick, M, Omar, M, Raeside, R, and Sailer, K 2010, ‘Education for Entrepreneurship and Innovation: “Management Capabilities for Sustainable Growth and Success”’, World Journal of Entrepreneurship, Management, and Sustainable Development, vol. 6, no.1/2, 1-12.