The report explains why entrepreneurship matters to American higher education and offers broad recommendations about the potential of entrepreneurship as a key element in undergraduate education, the major, graduate study, the evaluation of faculty, topics referred to as the “co-curriculum,” and the management of universities. In reaching its conclusions, the Panel examined an array of educational models and practices and also discussed the possibility of a disciplinary canon for entrepreneurship. It concluded—wisely, in our view—that the diversity of institutional types and educational missions of American colleges and universities make a single approach to entrepreneurship both unrealistic and inauthentic. Thus, the report aims to be suggestive rather than prescriptive and supplies illustrations from a variety of colleges and universities as concrete exemplars of its general points.

There is a constant need to produce more entrepreneurial graduates from higher education institutions. This paper aims to present and discuss several successful cases of entrepreneurial learning environments in order to suggest some important aspects that higher education institutions should consider.

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

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.