This Expert Report explores key issues regarding the teaching of entrepreneurship in higher education, identifies existing obstacles and proposes a range of solutions, taking into account the different levels of responsibility (public policy, institutions, educators and relevant stakeholders).

The Report focuses primarily on learning about entrepreneurship as part of non-business disciplines, in particular within technical and scientific faculties and universities.

This appendix contains all the underlying data, tables and cross tabulations stemming from the “Survey on Entrepreneurship in Higher Education in Europe”.

The relationships between gender, entrepreneurial self-efficacy, and entrepreneurial intentions were examined for two sample groups: adolescents and adult master of business administration (MBA) students. Similar gender effects on entrepreneurial self-efficacy are shown for both groups and support earlier research on the relationship between self-efficacy and career intentions. Additionally, the effects of entrepreneurship education in MBA programs on entrepreneurial self-efficacy proved stronger for women than for men. Implications for educators and policy makers were discussed, and areas for future research outlined.

Entrepreneurship education ranks high on policy agendas in Europe and the US, but little research is available to assess its impact. To help close this gap we investigate whether entrepreneurship education affects intentions to be entrepreneurial uniformly or whether it leads to greater sorting of students. The latter can reduce the average intention to be entrepreneurial and yet be socially beneficial. This paper provides a model of learning in which entrepreneurship education generates signals to students. Drawing on the signals, students evaluate their aptitude for entrepreneurial tasks. The model is tested using data from a compulsory entrepreneurship course. Using ex-ante and ex-post-survey responses from students, we find that intentions to found decline somewhat although the course has significant positive effects on students’ self-assessed entrepreneurial skills. The empirical analysis supports the hypothesis that students receive informative signals and learn about their entrepreneurial aptitude. We outline implications for educators and public policy.

The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes.

This paper aims to explore stakeholder involvement in, and expectation of, entrepreneurship education in UK higher education institutions (HEIs).

This paper aims to take stock of existing publications devoted to entrepreneurship education and assess the alignment existing between its generic objectives, target audience, teaching methods and impact indicators.

The purpose of this paper is to develop the understanding of the challenges and considerations of how new and innovative entrepreneurship education programmes may be inculcated into UK higher education institutions (HEIs).

E3, standing for Embedding Enterprise Education, started in August 2006 as a HEIF3 funded initiative to promote the learning and teaching of enterprise or entrepreneurship across all subject areas of the University of Birmingham. This paper aims to explore how the initiative was marketed to academic Schools at a time when the RAE was taking high priority, discuss the levels of engagement across campus, and provide examples of E3 funded projects.

The aim of this article is to explore the entrepreneurial-directed approach to teaching within one university-level course in corporate entrepreneurship (CE) for Master’s-level students, and to gain a deeper understanding of the viability of the pedagogical methods used in teaching CE. Thepaper seeks to describe and examine the approach in the light of the theoretical concepts behind it, the pedagogical methods and applications used to reach the course objectives, and the learning outcomes.