Provision Of Entrepreneurship Education Research Articles

Entrepreneurship education in East, West and North Africa Higher Education Institutions (HEIs): mapping agripreneurship curriculum and lecturers’ competencies

This study focused on mapping agripreneurship curriculum and lecturers’ competencies in 8 African Higher Education Institutions (HEIs), participating in the Strengthening Agri-Entrepreneurship and Community Engagement Training in East, West and North Africa (AgriENGAGE) joint Project. A sample of 194 lecturers from East, West, and North Africa participated in the study. The study employed a mixed method approach with concurrent nested research design methodology to collect information. Among the main results found in this study, the key aspects that were implemented in curricula were; business plan development (µ = 3.57), business opportunities identification (µ = 3.56), and communicating with value chain actors (= 3.51). Concerning the forms of entrepreneurship taught, most institutions focused on subsistence agripreneurship (µ = 3.23) with growth-oriented agripreneurship (µ = 2.50) and innovative-oriented agripreneurship (µ = 2.50) having the lowest rating. Regarding teaching methods within the provision of entrepreneurship education, most of the institutions were using traditional teaching methodologies with the common ones being formal lectures, field trips, in-class group discussions, and group project-based learning. Most lecturers had low teaching competencies concerning instructional quality and a moderate/average level of entrepreneurial competencies. The study recommends that universities should implement more professional development and pedagogical training over and above the subject competency to improve lecturers’ entrepreneurial competency.

IMPLEMENTASI PENDIDIKAN KEWIRAUSAHAAN DALAM MENUMBUHKAN MINAT BERWIRAUSAHA MAHASISWA

One of the factors for the growth of entrepreneurship in a country lies in the role of higher education institutions through the provision of entrepreneurship education. Entrepreneurship education not only provides a theoretical basis for the concept of entrepreneurship, but can also shape the mindset, behavior and views of students about entrepreneurship. This study aims to determine the concept of entrepreneurship education, the implementation of entrepreneurship education in lectures to foster interest in entrepreneurship among students, factors that can foster student entrepreneurship interest, and the benefits of entrepreneurship lectures for students. This research is a type of qualitative research with a phenomenological approach. Subject determination by purposive sampling. Data collection techniques with observation, documentation, interviews. Data validation technique is triagulation technique. The results of the research on the concept of entrepreneurship education that are applied from entrepreneurship education to students are entrepreneurship education integrated into entrepreneurship courses. (2) Implementation of entrepreneurship education in lectures to foster interest in entrepreneurship in students integrating it in the form of teaching in the form of material and practice (3) Factors that can foster interest in entrepreneurship consist of internal and external factors as well as supporting and inhibiting factors (4) the benefits of entrepreneurship lectures in fostering interest in entrepreneurship has a good impact on students by providing entrepreneurial skills, adding entrepreneurial insight, forming motivation, and mentally training when doing business.

The Role of Entrepreneurship Education in Higher Education Institutions

Entrepreneurship education affords people with skills that display the characteristics of risk-taking, being involved in making informed decisions, creativity and innovation. Entrepreneurship education can provide teaching approaches to changing problems into business opportunities to assist the university community in addressing graduate employability. In addition, it can provide post-COVID-19 pandemic solutions to their start-ups or existing businesses. The paper explores the role of entrepreneurship education in Higher Education Institutions by discussing the effective and sustainable teaching methods that can be used in entrepreneurship teaching, employing a qualitative thematic review methodology. The entrepreneurship ecosystem can be key when higher education institutions are engaged in the transformation process of offering entrepreneurship education to their community. This paper explores the following themes: entrepreneurial education needs in entrepreneurial institutions, stakeholders involved in the provision of entrepreneurship education, and a sustainable business model as a product of entrepreneurship education. The present paper recommends that universities adopt a participatory approach to teaching and learning entrepreneurship as this can play a crucial role in building their structures to be economically active. Furthermore, it addresses graduate unemployment; provides recovery strategies to reboot businesses in communities, especially after the COVID-19 pandemic; and how to position themselves as entrepreneurial institutions. Keywords: Entrepreneurship education, Sustainability, Transformation, Graduate unemployment

Effect of Entrepreneurship Education for College Students in the Context of a Mobile Internet Environment

College students are having a difficult time in hunting a job upon graduation. The mobile Internet helps to promote the employment of college graduates. In an environment of mobile Internet, this paper clarifies the current state of Entrepreneurship Education (EE) for college students, and discusses the effectiveness of EE in the context of a mobile Internet environment. The results show that: mobile Internet enriches the substance of EE courses in colleges, improves the environment of EE, facilitates the provision of EE for college students, makes the EE model fairer, and promotes the reform of the model. In addition, the EE platform built for college students can be broken down into three layers: a data access layer, a business logic layer, and a user interface layer.

Technology adoption and gender-inclusive entrepreneurship education and training

PurposeDrawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and the provision of entrepreneurship education and training (EET) programs.Design/methodology/approachEmpirical findings are drawn from 21 semi-structured interviews (22 informants) possessing differing training expertise regarding digital technology among women entrepreneurs. An open-coding technique was adopted where descriptive codes were first assigned to meaningful statements. Interpretive and pattern codes were then assigned to indicate common themes and patterns, which were reduced to higher-order categories to inform the research questions.FindingsThe findings specify and validate further gender influences in the digital economy. Digital skills are identified, and strategies to close gender barriers to ICT adoption with EET are described. The findings are discussed in reference to a large-scale, Canadian ICT adoption program.Research limitations/implicationsPerceptual data may be idiosyncratic to the sample. The work did not control for type of technology. Gender influences may differ by type of technology.Practical implicationsFindings can be used to construct gender-inclusive ICT supports and inform ICT adoption policies. This includes program eligibility and evaluation criteria to measure the socio-economic impacts.Originality/valueThe study is among the first to examine the intersection between knowledge about gender-related barriers to ICT adoption and EET. The findings can be adopted to ICT support programs targeted at small business owners and entrepreneurs.

Unemployment in Africa and entrepreneurial education: a critical assessment of entrepreneurship education programs in Sierra Leone

Unemployment and specifically youth unemployment, is a condition which many developing countries must deal with. Different initiatives have been developed to counterbalance this problem and an effective response comes in the form of entrepreneurship education (EE). While there has been an increase in the number of entrepreneurship education programs (EEPs) in general, little is known about the current status of programs targeting graduate youths in particular. This paper exactly reviews the actual EE status in Sierra Leone and recommends ways to effectively improve the implementation of such programs. The analysis was conducted by selecting a sample of programs offered at 15 higher education institutions. Phone interviews were conducted to obtain information on the programs' outcomes, characteristics, contexts and participants. The results show that the provision of EE by higher education institutions in the country are still in their early stages and need more coordinated efforts, further government support and funding.

Entrepreneurship education as human capital: Implications for youth self-employment and conflict mitigation in Sub-Saharan Africa

Previous research has focused on stable developed economies to predict that human capital and entrepreneurship education (EE) provision at the higher education (HE) level will positively affect entrepreneurial success. This article draws on the outcome of recent EE projects in two HE institutions in a conflict-torn northern Nigeria as a proxy to advocate the introduction of entrepreneurship as a compulsory component into the secondary school curriculum in Sub-Saharan Africa. Using semi-structured interview data, it is found that the provision of EE at secondary education level could help to facilitate human capital development and assist efforts to curb youth unemployment. Specifically, the study suggests that EE comprises both generic and specific human capital that increases an individual’s ability to identify and exploit opportunities, particularly for young people, and in doing so helps to reduce their vulnerability to poverty and involvement in armed conflict. Suggestions for future research and policy considerations are provided.

A decade of entrepreneurship education in the Asia Pacific for future directions in theory and practice

PurposeThe purpose of this paper is to systematically review the literature on entrepreneurship education (EE) in the Asia Pacific spanning a ten-year publishing period. The results of previous EE research are summarily analyzed and the key themes are critically addressed.Design/methodology/approachThis paper presents a systematic literature review of EE articles published from 2007 to 2016 in peer-reviewed, English-speaking journals that are available on the Scopus database. Frequency, bibliometrical data, and research content of the literature review are analyzed.FindingsResearch in this area is experiencing a steady growth, and a small percentage of scholars or countries in the Asia Pacific are found to make significant contributions to a body of knowledge on EE. The findings also show that the majority of studies lack theoretical legitimacy on the definition of EE and its underpinning theories; however, some articles consider an institutional or contextual perspective on EE, present individual-centered pedagogy in a traditional educational context, or indicate the intertwined connections between EE initiatives and economic growth. Thus, the findings manifest EE research in the Asia Pacific as relatively limited across research agenda, viewpoints, and levels.Research limitations/implicationsBased on the discussion on key themes, a multi-faceted and multi-tier perspective and a longitudinal study are suggested to provide broader and deeper understanding of the complexities in EE provision and its role in the relationship with national entrepreneurship. Thus, the gap between Western/Asian research contexts and enabling a common evolving body of knowledge can be bridged.Practical implicationsThis study provides valuable insights that can aid educators and policymakers to establish and improve EE design and operations. This study would benefit EE systems in countries of the Asia Pacific region and should improve their practical outcomes. The relevance of integrating functional, personality, and behavioral views into EE development seems difficult but is suitable for EE advancements, thereby boosting the acceptance of entrepreneurship in society and subsequently impacting the economic development of a country.Originality/valueThis study is the first literature review on EE research in the Asia Pacific; it provides a summary analysis of the current state of EE and future directions in theory and practice.

Factors affecting youth entrepreneurship development within Kibera, Kenya: the perspective of entrepreneurship education

All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government’s provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via e-mails with a total response rate of 83.3% (250) returned for analysis

Entrepreneurship education evaluation: revisiting Storey to hunt for the heffalump

Purpose – The purpose of this paper is to consider entrepreneurship education (EE) evaluation. Specifically, it explores some of the challenges involved in applying the HEInnovate tool, and considers ways in which its accuracy and value might be strengthened. Using Storey (2000) by way of reflective critique, the paper proposes an augmented framework to support the application of HEInnovate. It provides a further framework to help signpost those involved in EE towards a more robust consideration of EE evaluation. In so doing, the paper aims to contribute to extant theory in the field of EE by: raising awareness of the continued need for evaluation, highlighting the potential benefits as well as the associated challenges of applying a self-assessment framework such as the HEInnovate and finally, proposing an augmented framework, which enhances the accuracy and value of the HEInnovate tool. Some avenues worthy of future research are identified. Design/methodology/approach – This is a conceptual paper that draws on extant EE evaluation frameworks, specifically Storey’s “Six steps” to Heaven (2000), to explore how a more robust application of the HEInnovate self-evaluation tool might be achieved. Findings – The HEInnovate framework is an easily accessible and widely applicable self-evaluation tool that higher education institutions (HEIs) are encouraged to use to determine their level of innovativeness and entrepreneurialism and, as a proxy, their preparedness to deliver EE programmes. The paper highlights the inherent challenges involved in administering self-evaluation frameworks of this nature, and uses Storey to identify areas for consideration so that the framework’s overall reliability and robustness can be enhanced, and findings rendered more accurate. The search for the “flawless” evaluative framework is likened to that of “Hunting the heffalump”. Research limitations/implications – As a conceptual, perspective paper, the paper is limited by personal opinion. The focus on a single self-assessment institutional evaluative framework is a further limiting factor. That said, this approach prompts those using the HEInnovate framework to reflect on ways in which its application can be rendered more accurate and reliable. Practical implications – The findings offer practical guidelines to enhance the overall robustness and accuracy of the HEInnovate framework. The paper will be of value to HEIs seeking to introduce or increase their EE provision. Originality/value – The paper demonstrates a novel application of Storey’s evaluative framework, allowing users of the HEInnovate tool to greatly enhance its robustness and value. It also provides two new frameworks signposting entrepreneurship educators towards more a more robust consideration of EE evaluation.

Breathing space – graduate entrepreneurs’ perspectives of entrepreneurship education in higher education

Purpose – The purpose of this paper is to examine graduate entrepreneurs’ perspectives of entrepreneurship education (EE) in higher education institutions (HEIs) in their formation as entrepreneurs. Design/methodology/approach – This qualitative research study was conducted amongst 30 graduate entrepreneurs in the South East of Ireland, who established their businesses between 2001 and 2010 (inclusive). Findings – The findings challenge the notion that more EE provision at undergraduate level will lead to greater numbers of graduate entrepreneurs. This is because: HEIs are more focused on preparing students for employment; the academic nature of undergraduate EE; and a “one size fits all” approach to EE fails to recognise the heterogeneity of learners’ needs. However, the findings show that graduate entrepreneurs believed that EE at graduate level provided a welcome “breathing space” to develop their business. Research limitations/implications – This research was undertaken within a unique, regional environment, therefore, it is influenced by regional policies, priorities and factors and its main HEI. It does not include either other regional, national or international case studies. Practical implications – This research paper provides a conceptual framework or guiding principles for good practice in EE in higher education to include: an enterprise-centric, HEI; a graduated approach to EE; pracademics; a challenging learning environment; authentic experience; and links with the wider enterprise community. Originality/value – This research paper offers a nuanced understanding of EE in higher education. Moreover, it contributes to the advancement of knowledge, practice and policy by proposing a conceptual framework for EE in higher education to meet the diverse needs of future graduate entrepreneurs.

The Future of Entrepreneurship Education in the UK's ‘Big Society’

Over the last three decades in the UK, successive Conservative and Labour governments have implemented policies and initiatives aimed at widening access to higher education. During the same period, entrepreneurship education has emerged as an important aspect of higher education provision, as it has in other industrially developed and developing nations. The authors set out to conceptualize entrepreneurship education in the context of the rhetoric and reality of the present UK coalition government's ‘Big Society’ flagship initiative. This research builds on prior work on stakeholder impact on the provision of entrepreneurship education in UK HEIs. The results indicate that the inception and development of the Big Society has been remote, erratic and controversial. This appears to reflect both the attraction and the scepticism exhibited by various stakeholders, who tend to misinterpret the vagueness of the Big Society concept and apportion to it unrealistic ideological roots, expectations and possible outcomes. As a result, the Big Society rhetoric appears to have failed to alter radically the stakeholder balance of influence. The authors found no significant change in the perceptions or impact of various interest groups on the design, delivery and assessment of entrepreneurship education in UK HEIs. They suggest that the next few years are likely to prove crucial not only to the future of higher education in the UK but also to the growth and evolution of entrepreneurship education as well as the development of enterprising graduates. They call for further research to chart the direction, strength and overall impact of the Big Society, as it relates to changes in stakeholders' balance of influence on the development of entrepreneurship education.

Entrepreneurship Education: Ireland's Solution to Economic Regeneration?

The significance of entrepreneurship has come into sharper focus as enterprise and innovation are being flagged as solutions to regenerate the Irish economy. The Irish Innovation Task Force believes that Ireland could become an ‘innovation hub’, attracting foreign risk capital and international and indigenous entrepreneurs to start and grow companies in Ireland. To realize these ambitions, Ireland needs to create a favourable and stable ecosystem for entrepreneurs through policy, tax, regulation, supply of finance, education and R&D. Irish higher education institutions are being exhorted to play a pivotal role in the development of an enterprise culture through entrepreneurship education (EE) and the production of graduate entrepreneurs. If HEIs are to contribute to Ireland's economic recovery they need to produce graduates capable of applying their knowledge to start and grow their own businesses. Existing paradigms provide an inadequate understanding of the complexities inherent in the provision of entrepreneurship education in Irish HEIs and its role in producing greater numbers of graduate entrepreneurs. There is a need to bridge the credibility gap between government expectations and harsh entrepreneurial realities to determine whether EE is having a positive impact on graduate enterprise development. This paper focuses on EE in Irish higher education and addresses the difficulty of measuring its effectiveness in producing graduate entrepreneurs.

Entrepreneurship education: revisiting our role and its purpose

This paper seeks to focus on two questions. First, what value is created by entrepreneurship education? Second, how could any such value be created? The aim therefore is to go beyond any assumed notion that entrepreneurship education is beneficial to students in higher education, to question its underlying value. Design/methodology/approach – A critical realist approach is used to discuss the ontological nature of entrepreneurship education. Specifically, the process through which enterprise knowledge is developed and used by students in higher education. This research is based on a single-site case study at UTAS with the data collected by the author and complemented by other recent work that sought to empirically consider the notion of student value from entrepreneurship education within the same (UTAS) context. Findings – The paper argues that students in higher education understand quite well the limitations of the knowledge they develop about entrepreneurship. That they (the educators) need to better understand the students' journeys so that they can better develop learning environments within which the students' personal development can be advanced. Practical implications – The degree to which educators understand their limitations and the limitations of their students as potential entrepreneurs is critical to maximizing the likely value of entrepreneurship education in higher education. Originality/value – The paper provides a unique way of understanding the process of learning to be entrepreneurial in higher education. As such it offers an alternative way to understand how educators can redefine their importance in the provision of entrepreneurship education. It also highlights the likely limitations of student advancement in the domain of entrepreneurship education in higher education.

The influence of stakeholders on developing enterprising graduates in UK HEIs

PurposeThis paper aims to explore the influence of primary, secondary and tertiary stakeholders on developing enterprising graduates in UK higher education institutions (HEIs).Design/methodology/approachLongitudinal telephone surveys were conducted annually over a ten‐year period (2000 to 2009) to document and analyse a total of 331 stakeholders' influence on developing enterprising graduates in UK HEIs.FindingsThe findings highlighted a number of interesting trends relating to their involvement in, and impact on, entrepreneurship education provision in UK HEIs. A wide range of stakeholders can influence the development of enterprising graduates. Primary stakeholders, such as students, teaching and research staff, managers and administrators emerged as most influential in the development of enterprising graduates. Their influence, representing both the demand and supply sides of entrepreneurship education, was significant and directly relevant to the development of enterprising graduates in UK HEIs.Practical implicationsThe results emerging from this longitudinal research study provide valuable stakeholder perspectives into the development of enterprising graduates in UK HEIs. Policy makers should use these findings to inform relevant entrepreneurship education policies and initiatives, focus them on the specific needs of UK students and ensure that scarce resources are targeted efficiently to develop successful graduate entrepreneurs.Originality/valueThis study provides an empirically rigorous insight into stakeholder involvement in developing enterprising graduates in the UK. It provides valuable longitudinal data relating to the influence of a wide range of stakeholders on the development of enterprising graduates in UK HEIs.

The impact of entrepreneurship education on succession in ethnic minority family firms

PurposeThe purpose of this paper is to explore the impact that entrepreneurship education can have on succession in ethnic minority family firms that operate in the highly competitive UK economy.Design/methodology/approachThe paper employs a complex conceptual model of ethnic minority graduates' economic activities and outlines the possible influence that entrepreneurship education can have on succession in their family firms. An illustrative case study is presented of an ethnic minority graduate who returned to work in the family firm.FindingsIt emerges that entrepreneurship education provision in UK HEIs is insufficiently customised to, and focused on, the specific entrepreneurial needs of graduates. Educators should take into account the complex socio‐economic and cultural differences between native and ethnic minority learning environments. Effective entrepreneurship education emerges as crucial to the survival and growth of ethnic minority family businesses in the UK and could contribute positively to ownership transfer in this type of firm.Research limitations/implicationsThe proposed theoretical model has not been empirically tested and it is only indicative of the impact that entrepreneurship education could have on succession in small ethnic minority family businesses in the UK.Originality/valueAlthough prior research has explored various aspects of ownership succession, this article focuses specifically on the impact that entrepreneurship education can have on succession in small ethnic minority family firms.

Entrepreneurship education: revisiting our role and its purpose

PurposeThis paper seeks to focus on two questions. First, what value is created by entrepreneurship education? Second, how could any such value be created? The aim therefore is to go beyond any assumed notion that entrepreneurship education is beneficial to students in higher education, to question its underlying value.Design/methodology/approachA critical realist approach is used to discuss the ontological nature of entrepreneurship education. Specifically, the process through which enterprise knowledge is developed and used by students in higher education. This research is based on a single‐site case study at UTAS with the data collected by the author and complemented by other recent work that sought to empirically consider the notion of student value from entrepreneurship education within the same (UTAS) context.FindingsThe paper argues that students in higher education understand quite well the limitations of the knowledge they develop about entrepreneurship. That they (the educators) need to better understand the students' journeys so that they can better develop learning environments within which the students' personal development can be advanced.Practical implicationsThe degree to which educators understand their limitations and the limitations of their students as potential entrepreneurs is critical to maximizing the likely value of entrepreneurship education in higher education.Originality/valueThe paper provides a unique way of understanding the process of learning to be entrepreneurial in higher education. As such it offers an alternative way to understand how educators can redefine their importance in the provision of entrepreneurship education. It also highlights the likely limitations of student advancement in the domain of entrepreneurship education in higher education.

Entrepreneurship education

PurposeThe focus of this paper is to highlight the synergies and mutual benefits associated with a range of entrepreneurship education initiatives for a combination of internal and external stakeholders.Design/methodology/approachThe paper provides a description of four entrepreneurship education initiatives in operation at the University of Limerick, Ireland. Detail on the objectives of the initiatives, the content, delivery, assessment and benefits of these initiatives is provided.FindingsEntrepreneurship and enterprising activity are widely regarded as instrumental for economic growth, for balanced regional development and for the creation of jobs. Educational institutions need to ensure that graduates are capable of acting in an enterprising manner in the workplace either as an entrepreneur or as an intrapreneur in paid employment. This double objective can materialise through the provision of entrepreneurship education, within either a business or a technical course. Additionally, these same programmes can also be an effective mechanism for the provision of targeted training programmes for skills enhancement in the owner/manager and the creation and facilitation of linkages and working relationships with the small business community. Involvement in technology transfer and industry‐based research activities also provides benefits to the small firm.Practical implicationsThe paper presents challenges for educators and educational institutions on how they perceive and address the needs of their stakeholders by extending the traditional paradigm of what constitutes the role of an educational institution. The need to engage with external stakeholders in programme design and delivery requires commitment by educational institutions and requires educators to change their knowledge and teaching perspective. The findings have implications on how entrepreneurship education initiatives are designed, delivered and assessed to meet the needs of different stakeholders.Originality/valueThis paper and its conclusions add to the debate on the importance of linking educational institutions and industry, especially the small firm sector, by suggesting a number of methods of collaboration which mutually benefit a number of stakeholders.

Enterprise for all? The fragility of enterprise provision across England's HEIs

PurposeThe aim of this paper is to present the findings of a comprehensive study of enterprise and entrepreneurship education provision in England's 131 Higher Education Institutions (HEIs). The paper is based upon the National Council for Graduate Entrepreneurship (NCGE) mapping study of formal and informal activity conducted in 2006.Design/methodology/approachAll HEIs in England were invited to complete an online institutional mapping template seeking data on enterprise and entrepreneurship accredited programmes/modules, non‐accredited enterprise and entrepreneurship provision and other institutional characteristics that support enterprise and entrepreneurship development. The research team maintained regular contact with all HEIs to maximise participation and to provide support where requested. A number of institutional visits were made by the research team both to introduce the study and to assist data entry where there was limited resource. The approach led to the collection of a unique and robust data set.FindingsThe results illuminate the scale and scope of dedicated provision for enterprise and entrepreneurship across the HE sector in England. Of all institutions, 94 per cent participated, ensuring that these results are analogous to a census report. The results further highlight the penetration of the student population and in particular the nature of their engagement.Originality/valueThis is the first time such an approach has been taken in England and the results are illuminating for academics, policy‐makers (particularly regional development agencies) and enterprise educators. The data provide an evidence base for supporting further development needs across the HE sector and offer opportunities for benchmarking and the exchange of practice, knowledge and experience.

Graduate entrepreneurship education in the United Kingdom

PurposeThe purpose of this paper is to review the progress made by UK higher education institutions (HEIs) to deliver the enterprise education agenda. The key areas for research included the type, content and delivery methods of graduate enterprise education being offered in the UK.Design/methodology/approachA questionnaire was e‐mailed to 123 HEIs in the UK, together with a brief introduction stating the purpose of the research. These were followed up by telephone calls to request responses.FindingsThe paper finds that provision of entrepreneurship education is varied, with both entrepreneurship and innovation courses on offer. Entrepreneurship education is most often offered at postgraduate level and on a part time basis. Overall, delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. There were differences between pre‐ and post‐1992 HEIs, and little attention was given to topic areas evident in relevant UK policy initiatives.Research limitations/implicationsSupports entrepreneurship education, key capacities need to be addressed within HEIs, at senior and other levels, so that graduate enterprise embodies the entrepreneurial spirit and delivers the expected results of governmental focus and intervention.Originality/valueThis is one of the first surveys to explore how enterprise education is delivered within UK HEIs.