A generally accepted definition of an entrepreneur is an individual with the ability to realize a specific vision from virtually anything, a definite human creative action. A differentiating factor defining the true entrepreneur is represented by the entrepreneurial skills: creativity and innovation. The fundamental skill to "create", therefore generate an idea and transforming it into a viable growth-oriented business, forms an unconditional and integrated necessity in entrepreneurship training programs. Many researchers in this field emphasize the need for and the lack of training models regarding this intervention. Courses offered by training institutions focus on training the traditional manager and not the entrepreneur. A lack of skills training for growth-oriented business is also evident. A critical deficiency in models directly addressing the Creativity, Innovation and Opportunity finding issues, as part of entrepreneurship training, creates a situation of minuscule differentiation between a business idea and an opportunity, in a training context. It is furthermore apparent that a lack of tools, textbooks and approaches to cultivate creativity exist in the field. The latter generates stifling pedagogical paradigms in teaching business and entrepreneurship. This study demonstrates a new action learning approach and model, developed to increase creative and innovative behavior and actions of the entrepreneurship learner. Three purposive samples were used, on the basis of an experimental design. Ratio data was obtained by means of a reliable measuring instrument (Chronbach’s alpha on an acceptable level). ANOVA as well as a Discriminant analysis indicated statistical significant differences between the different groups. This study illustrates that the proposed training methodology that was used enhance the level of creativity and innovation of the entrepreneurship learner on this program. Recommendations regarding future research in this exiting field of study are addressed.
Thesis (DCom (Business Management))--University of Pretoria, 2005.