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INTRODUCTION The desire for curricular change in business education reflects the charge that today's business curriculum is too focused on delivering knowledge-based content. As a result, a wider array of instructional strategies by which business can be learned is ignored (Jenkins and Reizenstein, 1984; American Accounting Association, 1986; Porter & McKibbin, 1988; Perspectives on Education, 1989; Commission on Admission to Graduate Management Education, 1990; Linder & Smith, 1992; Dulek & Fielden, 1992; Elliott, Goodwin & Goodwin, 1994; and Pfeffer & Fong, 2002). Despite this long-standing criticism about the business curriculum and its pedagogy, little evidence exists that curricula and pedagogy have changed over time (Pfeffer & Fong, 2002; Richardson, 2003). The consequences of this misplaced focus on the acquisition of knowledge are graduates who are technically competent, but who lack the judgment and other skills so necessary for long-term success in the business professions. Nowhere is this more critically important than in entrepreneurial education.