Abstract
The current status and context of entrepreneurship education in Europe shows a rich diversity of teaching methods, approaches, and strategies in delivering and managing entrepreneurship training in higher education. In an effort to capture a fraction of this diversity, this book comprises a compilation of 20 cases of European higher education institutions and their entrepreneurial activities in 19 countries. The chapter at hand introduces the background and selection of these cases. It provides a structural overview alongside the three main pillars of curricular, extra-curricular, and institutional aspects of teaching entrepreneurship.
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Notes
- 1.
At the broader strategic level of university institutions, entrepreneurship may be on the way to becoming a dominant concept for higher education (Harvey 2015). However, at the entrepreneurship programme level, the heterogeneity of regulatory and resource settings, e.g. at HEI in different parts of Western and Eastern Europe, will likely remain relevant at least until a “universal” model may emerge.
- 2.
See Sustainable Development Goal 4: “Ensure inclusive and quality education for all and promote lifelong learning” (www.un.org/sustainabledevelopment/education).
- 3.
Information in the cases included in this book dates from the end of 2014 unless stated differently.
- 4.
Note that the selection of cases does not claim to constitute a list of “best practice” cases of entrepreneurship education in Europe. Rather, the compilation of cases reflects the diversity of approaches towards and contexts of entrepreneurship education in the European higher education sector.
- 5.
- 6.
- 7.
A recent framework provided in Duval-Couetil et al. (2016, 4) suggested similar aspects which potentially impact on universities’ EE at the programme level (administration, environment, pedagogy, people). In addition, programme design and context factors such as the extent of experiential learning and multidisciplinarity or perceived university support for entrepreneurship may also be relevant for the formation of entrepreneurial intent at the level of participants in EE (ibid.; Nasiru et al. 2015).
- 8.
Note that other, more indirect, policy push factors may likely also be relevant, if not more important (than direct policy efforts to promote entrepreneurial behaviour), for example the expansion of academic entrepreneurship, e.g. expanding academic education in Science, Technology, Engineering and Mathematics (STEM) disciplines as a source of tech venturing and innovation (Acs et al. 2016).
- 9.
Additionally, each case features an abstract at the beginning so that readers may easily get a quick overview of the main contents of a case.
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Volkmann, C.K., Audretsch, D.B. (2017). Introduction: The Mandate for Entrepreneurship Education. In: Volkmann, C., Audretsch, D. (eds) Entrepreneurship Education at Universities. International Studies in Entrepreneurship, vol 37. Springer, Cham. https://doi.org/10.1007/978-3-319-55547-8_1
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