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This comparative study examines initiatives embedded by two partner universities regarding entrepreneurship education and evaluates alignment with established literature. Qualitative interview-based analysis indicates both universities miss key elements, with University A lacking cohesion, a global approach, strong links to SMEs and social impact firms, and broad integration across campus; University B shows terminology issues, limited collaboration with large and social impact corporations, and a short-term program orientation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/entrepreneurship-education-comparative-study-of-initiatives-of-two-partner-universities/592752/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/entrepreneurship-education-comparative-study-of-initiatives-of-two-partner-universities/592752.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study focus on regarding entrepreneurship education?","Question",{"text":112,"@type":113},"The study addresses structural difficulties in teaching entrepreneurship and the absence of a generally accepted understanding of how universities should structure their entrepreneurial environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate the two partner universities’ initiatives?",{"text":117,"@type":113},"It examines which initiatives the two partner universities integrated for entrepreneurship education and assesses to what extent these initiatives align with existing literature, based on qualitative interview data.",{"name":119,"@type":110,"acceptedAnswer":120},"What key gaps are identified in University A and University B?",{"text":121,"@type":113},"University A appears to lack cohesion across faculties, a global approach, strong links with SMEs and social impact companies, and mainly uses experiential learning within-class activities. University B shows improper terminology use, limited collaboration with large corporations and social impact companies, and a short-term program approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592752,1792161403,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Entrepreneurship Education: Comparative Study of Initiatives of two Partner Universities  \nBy Stefan Op 't Hoog􀀍 , Dimitra Skoumpopoulou†  \nThe education of entrepreneurship is considered the most effective method to stimulate entrepreneurship within a society (Aaltio & Eskelinen, 2016); hence, creating jobs and encouraging economic growth (Lackéus, 2015). There are nevertheless structural difficulties in teaching entrepreneurship (Yang, 2016), and institutions are often left with the question: ‘learning-by-doing-what?’ This is particularly worrisome for partner universities who are supposed to collaborate to benefit the student. This study examines which initiatives two partner universities have integrated regarding the concept of entrepreneurship education, and to what extent these initiatives are in accordance with the already established literature. The analysis of the results from the qualitative data gathered through interviews shows that both universities lack certain important aspects of entrepreneurship education in their current offerings. It was found that University A seems to lack cohesion between the different faculties, has not integrated a global approach, has weak links with SMEs and social impact companies, and offers experiential-based learning mainly with in-class activities. University B, on the other hand, shows an improper use of terminology regarding the concept of entrepreneurship, lacks the collaboration with large corporations and social impact companies, and has a short-term approach for its programs as opposed to the more effective long-term approach. In addition, both universities fail to widely integrate entrepreneurship across the university. The research shows that there is no generally accepted understanding of how universities should structure their entrepreneurial environment. This study aims at discovering and contrasting the current initiatives to stimulate entrepreneurship at university level by comparing two partner universities in the United Kingdom and The Netherlands.  \nKeywords: entrepreneurial education, institutions, qualitative technique.  \nIntroduction  \nEntrepreneurship education is recognised as the single most important method of fostering entrepreneurship, and thus job creation and economic growth (Aaltio & Eskelinen, 2016) . The integration of entrepreneurship into education has gained significance over the last few decades. Governments and educational institutions have acknowledged that adopting the concept is likely to result in economic growth and job creation for the former, and growing school involvement and reduced inequality for the latter (Lackéus, 2015; Urban & Kujinga, 2017). Innovation and entrepreneurship are described as the key drivers in the global economy, opening new markets with the introduction of  \n􀀍Associate Head of the Marketing, Operations and Systems Departement, Northumbria University, UK.  \n†Senior Lecturer, Northumbria University, UK.  \n[https://doi.org/10.30958/aje.6-4-4](https://doi.org/10.30958/aje.6-4-4) doi=10.30958/aje.6-4-4  \nnew products and technological advancements (Karlsson, Grasjo, & Wixe, 2015).  \nWith its first introduction in the United States in the 1940s, entrepreneur-ship education has been widely accepted as a new drive for economic growth and innovation (Zhou & Xu, 2012). The concept has gained popularity ever since, and was in 1998 adapted by UNESCO (1998, p. 2) at the World Conference on Higher Education, arguing, \"developing entrepreneurial skills and initiatives should become major concerns of higher education\". Ever since, the number of entrepreneurship courses, students and academics have skyrocketed and the trend shows no sign of abating. Miri (2014, p. 1) calls it \"the revolution of the twentyirst century\", where governments encourage the next generation to adapt an entrepreneurial mind-set to prosper in the rapidly changing world.  \nAfter research and teaching, entrepreneurship forms the core of the upcoming‘third miss","cbCaisaHqeYx6UOn","https://ap.wps.com/l/cbCaisaHqeYx6UOn","pdf",745375,22,"English","# Introduction\n## Entrepreneurship education as a driver of growth\n## Structural difficulties and lack of guidance\n## University initiatives and partnership comparison","[{\"question\":\"What problem does the study focus on regarding entrepreneurship education?\",\"answer\":\"The study addresses structural difficulties in teaching entrepreneurship and the absence of a generally accepted understanding of how universities should structure their entrepreneurial environment.\"},{\"question\":\"How does the study evaluate the two partner universities’ initiatives?\",\"answer\":\"It examines which initiatives the two partner universities integrated for entrepreneurship education and assesses to what extent these initiatives align with existing literature, based on qualitative interview data.\"},{\"question\":\"What key gaps are identified in University A and University B?\",\"answer\":\"University A appears to lack cohesion across faculties, a global approach, strong links with SMEs and social impact companies, and mainly uses experiential learning within-class activities. University B shows improper terminology use, limited collaboration with large corporations and social impact companies, and a short-term program approach.\"}]","Entrepreneurship Education - Comparative Study of Initiatives of two Partner Universities | PDF",1792075388,55]