Introduction
The debate over whether entrepreneurs are born or made has long been a central topic in business studies, with significant implications for education, policy, and personal development. As a B.Com student, exploring this issue offers valuable insights into the nature of entrepreneurship and the skills required to succeed in the dynamic world of business. This essay argues against the notion that entrepreneurs are born, not made, positing instead that entrepreneurial skills can be cultivated through education, experience, and environmental influences. The discussion will examine key arguments supporting the “born” perspective, critically evaluate their limitations, and present evidence that entrepreneurship is a learned process shaped by external factors. By drawing on academic literature and real-world examples, this essay aims to demonstrate that while innate traits may provide an advantage, entrepreneurship is predominantly a product of nurture over nature.
The “Born” Argument: Nature’s Role in Entrepreneurship
Proponents of the idea that entrepreneurs are born often highlight the role of inherent traits such as creativity, risk-taking propensity, and charisma. These characteristics are frequently seen as genetic or deeply ingrained personality attributes that cannot be taught. For instance, research by Shane (2010) suggests that genetic factors may influence an individual’s inclination towards self-employment, with studies on twins indicating a hereditary component to entrepreneurial tendencies. This perspective argues that individuals with certain innate qualities—such as high levels of confidence or an ability to think unconventionally—are naturally predisposed to succeed as entrepreneurs.
Moreover, historical examples of iconic entrepreneurs like Steve Jobs or Elon Musk are often cited to reinforce this view. Their seemingly instinctive ability to innovate and lead is presented as evidence of unique, inborn talent. Such arguments suggest that these individuals possess a natural flair for identifying opportunities and navigating uncertainties, traits that are not easily replicable through training or education. However, while these points carry some weight, they often overemphasise individual traits while neglecting the broader context in which such characteristics are expressed and developed.
Challenging the “Born” Perspective: Limitations of Innate Talent
Despite the appeal of the “born” argument, it faces significant limitations when scrutinised more closely. Firstly, the focus on inherent traits tends to ignore the role of environmental factors in shaping entrepreneurial success. For example, while genetic predispositions may exist, they do not operate in isolation. As noted by Baumol (1990), the expression of entrepreneurial behaviour is heavily influenced by cultural, economic, and social conditions. In societies that reward risk-taking and innovation, individuals are more likely to exhibit entrepreneurial tendencies, regardless of their innate attributes. This suggests that external influences play a critical role in unlocking or suppressing potential.
Furthermore, the reliance on exceptional individuals like Steve Jobs as evidence of inborn talent often overlooks the extensive learning and failures these figures experienced. Jobs, for instance, honed his skills through years of collaboration, trial, and error, demonstrating that success is rarely instantaneous or solely dependent on natural ability. This observation aligns with the findings of Gartner (1988), who argues that entrepreneurship is a process rather than a fixed state of being, involving continuous learning and adaptation rather than a predetermined set of traits. Therefore, the “born” argument appears overly simplistic, failing to account for the complex interplay between individuals and their environments.
The Case for Nurture: Entrepreneurship as a Learned Skill
In contrast to the idea that entrepreneurs are born, substantial evidence supports the view that entrepreneurship can be developed through education, training, and experience. Academic programs, such as those offered in business schools, are increasingly designed to equip individuals with the skills needed to identify opportunities, manage risks, and build sustainable enterprises. Research by Kuratko (2005) highlights the effectiveness of entrepreneurship education in fostering critical thinking, problem-solving, and strategic planning—skills that are essential for entrepreneurial success. Indeed, the rise of such programs across universities globally underscores the belief that these competencies are not innate but can be systematically taught.
Beyond formal education, experiential learning plays a crucial role in shaping entrepreneurs. For instance, many successful business founders cite mentorship, networking, and real-world challenges as pivotal to their development. A study by Morris et al. (2013) found that individuals who engage in entrepreneurial activities over time—such as starting small ventures or working in innovative environments—tend to develop greater confidence and competence, regardless of their initial disposition. This suggests that entrepreneurship is a journey of growth, where skills and mindsets are refined through practice and exposure to diverse situations.
Additionally, government initiatives and policies further illustrate how entrepreneurship can be nurtured. In the UK, schemes like the Start-Up Loans program and various innovation grants provide aspiring entrepreneurs with financial support and guidance, creating an ecosystem that encourages business creation (GOV.UK, 2023). Such interventions demonstrate that entrepreneurial potential is not a fixed trait but can be stimulated through targeted resources and opportunities. Collectively, these points argue strongly against the notion of entrepreneurship as an inborn quality, instead framing it as a malleable set of capabilities.
Balancing Nature and Nurture: A Holistic View
While this essay primarily opposes the view that entrepreneurs are born, it is worth acknowledging that nature and nurture are not mutually exclusive. Some individuals may indeed possess traits that give them a head start, such as a natural aptitude for leadership or a tolerance for ambiguity. However, as Drucker (1985) famously stated, entrepreneurship is less about personality and more about disciplined practices and innovative behaviours that can be learned. Thus, even those with certain innate advantages must still cultivate their skills and adapt to changing circumstances to succeed.
A more balanced perspective, therefore, recognises that while inherent characteristics may provide a foundation, they are neither sufficient nor deterministic. Entrepreneurial ability is ultimately shaped by a combination of personal effort, education, and societal support. This holistic understanding is particularly relevant for B.Com students, as it underscores the importance of actively seeking knowledge and experiences to build a successful career in business, rather than relying solely on perceived natural talent.
Conclusion
In conclusion, the argument that entrepreneurs are born, not made, fails to capture the complexity of entrepreneurship as a dynamic and multifaceted process. While innate traits may play a role, evidence from academic research, educational frameworks, and real-world initiatives suggests that entrepreneurial skills can be developed through learning and experience. This perspective challenges the deterministic view of nature, highlighting instead the transformative power of nurture in shaping business leaders. For students and aspiring entrepreneurs, this implies that success is within reach through dedication, education, and engagement with supportive environments. Ultimately, entrepreneurship emerges not as a gift bestowed at birth, but as a craft honed over time—a realisation that empowers individuals to take control of their destinies in the ever-evolving world of commerce.
References
- Baumol, W. J. (1990) Entrepreneurship: Productive, Unproductive, and Destructive. Journal of Political Economy, 98(5), 893-921.
- Drucker, P. F. (1985) Innovation and Entrepreneurship: Practice and Principles. Harper & Row.
- Gartner, W. B. (1988) “Who Is an Entrepreneur?” Is the Wrong Question. American Journal of Small Business, 12(4), 11-32.
- GOV.UK (2023) Start Up Loans. Business Finance Support. UK Government.
- Kuratko, D. F. (2005) The Emergence of Entrepreneurship Education: Development, Trends, and Challenges. Entrepreneurship Theory and Practice, 29(5), 577-597.
- Morris, M. H., Webb, J. W., Fu, J., & Singhal, S. (2013) A Competency-Based Perspective on Entrepreneurship Education: Conceptual and Empirical Insights. Journal of Small Business Management, 51(3), 352-369.
- Shane, S. (2010) Born Entrepreneurs, Born Leaders: How Your Genes Affect Your Work Life. Oxford University Press.
