While the expansion in entrepreneurship education in Australian universities is impressive when assessed in terms of number of programs and curriculum offerings, a closer look reveals a more complex picture with a range of challenges.

The first postgraduate course focusing on entrepreneurship in Australian universities was introduced in the 1990s and the numbers have grown steadily since. A 2014 review of entrepreneurship education in Australia, for example, reported that over 95 per cent of Australian universities teach entrepreneurship at undergraduate level and 90 per cent at postgraduate level.

Support for entrepreneurship education extends beyond the formal curriculum. For example, peak lobby group Universities Australia has identified more than 100 programs supporting start-ups at the 38 public universities it represents.

In addition to formal curriculum, these initiatives include masterclasses, support for initiatives such as maker-spaces, accelerators and incubators. Many are open to staff, students and alumni, and some offer the backing of seed capital.

Judged in terms of activity and official support, entrepreneurship education would appear to be doing well. But the true picture is more complex.

Entrepreneurship education: A story of uneven support

Entrepreneurship education in Australia tends to be concentrated within business schools, rather than spread more evenly throughout the university. And, as the 2014 review of entrepreneurship education in Australia noted above found, the programs tend to be peripheral and focused more on teaching and pushing out publication, rather than engaging with industry or fostering entrepreneurial enterprises.

From an applied point of view, it is even questionable whether business schools are the natural home of entrepreneurship. While business skills are undoubtedly helpful in bringing an idea to market, the initial idea could come from any discipline.

Attempts to extend entrepreneurship education beyond the confines of the business school meet with mixed results. While entrepreneurship education often enjoys high levels of support from senior academic leaders and from state and Federal legislators and policy makers, the level of support it enjoys among teaching staff is highly uneven.

For example, in 2012 La Trobe University in Melbourne implemented a strategy to make entrepreneurial education — referred to “Innovation and Entrepreneurship” — an integral part of every undergraduate degree.

Each degree would be required to have at least one compulsory subject containing learning and assessment activities about innovation and entrepreneurship. This included one major assessment task on entrepreneurship worth at least 25 per cent of the final grade for the subject. If such a subject could not be fit into content of the degree, students need to be able to take electives to cover the same content —  potentially from another part of the university.

In practice, ensuring that all students have access to such content within their degree proved challenging. Degrees accredited by professional bodies, for example, found it difficult to accommodate this requirement, particularly the 25 per cent minimum. While the university valued entrepreneurship education, it was not necessarily a priority for accrediting bodies already struggling with crowded curricula.

Support for the integration of such content also varies across disciplines. As the subject co-ordinator of a public relations subject put it, If we don’t embed innovation and entrepreneurship, what have we taught them? I don’t think there is a choice. The question is: how quickly can we get it into the curriculum”.

Other teaching staff perceived the decision to integrate innovation and entrepreneurship as imposed in a top-down manner. Asked why she embedded innovation and entrepreneurship in her subject, one academic in the humanities and social sciences said simply “we were told to”.

Entrepreneurship and higher education: a tale of two cultures?

It is noteworthy that many of the more ambitious efforts to encourage entrepreneurship, such as incubators and accelerators, are often established separately — both organisationally, and, in some cases geographically — from their host university.

The University of Wollongong’s iAccelerate program’s offices, for example, are separate from the main campus. iAccelerate even maintains a separate website from the university website.

While such decisions are made for sound reasons, such as creating purpose-built facilities for events and activities that are more appropriate and accessible to businesses and community stakeholders — as is the case for iAccelerate — it can also serve to reinforce differences between the culture of academia and that of entrepreneurship.

This is perhaps best illustrated by the different incentives for academics as compared to entrepreneurs. Career progression in Australian academia remains strongly linked to attracting research income and publishing in peer-reviewed journals.

While commercialising research and patenting intellectual property are strongly encouraged and supported by both institutions and policy makers, this is a less developed path to career progression. Meanwhile, starting new ventures and engaging with industry, while growing, are uncertain paths to career progression.

The cultural differences also extend to the types of teaching and learning encouraged in more innovative hatchery-style and accelerator-type programs. Mentors and facilitators in such programs are often guided by student interest.  Even when facilitators introduce topics, it is the students who shape the learning environment and the curriculum through their own specific requirements, interests and perspectives.

In this way the student and the educator negotiate the content and each student strives to achieve their unique determined outcomes. Participants in entrepreneurship education need to be able to handle uncertainty and ambiguity and overcome adverse circumstances.

Such modes of instruction are outside of many academics’ teaching experience. The typical teaching pattern is one where students work through a set curriculum in a prescribed and pedagogical manner in a more formal entrepreneurship course such as in a Business School. These course types emphasise formal planning and skill building. They are often regulated and structured in what they teach by accreditation bodies and government regulations, such as the Australian Qualification Framework (AQF).

Future directions

In spite of these challenges, time, energy and money is being devoted to overcoming these challenges. These include awareness programs such as boot camps and week-end workshops and pitch competitions to start-ups, accelerators and incubators.

And these efforts are leading to real collaborations between students, staff, alumni and entrepreneurs. For example, the 2017 launch of the SPARK Deakin Accelerator, an initiative of Deakin University in Victoria, saw 100 mentors, staff and members of the start-up community come together to pitch ideas and seek funding.

While the program does not have connections to the formal curriculum, it has established a solid series of entrepreneurship and networking events, right through to workshops for students to gain hands-on experience in start-up skills. The program offers $10,000 AUD in Deakin funding for start-ups along with space and mentoring opportunities for successful start-up ideas.

Entrepreneurship education in universities is also being assisted by government funding initiatives. Recently the Victorian government launched a $60 million start-up initiative LaunchVic.

One of the 18 projects that shared in the first round of funding included La Trobe University, in a partnership with Deakin University and Federation University. This will focus on developing regional start-ups by providing funding, mentoring, and access to university experts working in the areas of sport, engineering, law, business, marketing and media.

While these will not solve institutional constraints, entrenched attitudes and ingrained cultural barriers, they do nevertheless offer a start in advancing entrepreneurship education within higher education. The success of such initiatives will be when they offer measurable progress in enhancing employability and proven models for growing the next generation of entrepreneurs.


This article originally appeared in 2018 University Industry innovation Magazine issue 2 dedicated to Entrepreneurship in Education. You can download the magazine in full for free here.



Dr Christopher Scanlon is Associate Director, Transformation & Learning Enhancement in the Learning Transformations Unit, at Swinburne University. He has a track record of driving strategic change in higher education, which has been recognised with an Australian Government Office of Learning and Teaching National Citation for Outstanding Contributions to Student Learning.

Dr Silvia McCormack is the Academic Coordinator Coursework at La Trobe University in the College of Arts, Social Sciences and Commerce. She is strongly committed to the success of the University and its students and to the student experience. Her role involves the development, promotion, implementation and evaluation of strategies to foster high-quality and innovative approaches to curriculum design, course development and learning and teaching.

It is common to see entrepreneurship learning activities focus on the ‘idea-generation’ aspect of a business start-up. However, equally important for entrepreneurial success is the ability to transform business ideas in to commercially viable products or services. Through an innovative entrepreneurship module entitled “Discovery Panel”, (which started in the Münster University of Applied Sciences (MUAS) and is now implemented in the Munich School of Busines) students are connected with entrepreneurs and their already existing business ideas so that they can assist them in evaluating its commercial viability. Pioneered by Prof. Todd Davey, this approach changes the focus from idea generation to allow students to understand the practicalities of transforming an idea in to a viable business proposition.

How does it work?

The purpose of Discovery Panel is to help students understand the entire innovation process while enhancing their transversal skills such as team work, communication, inter-cultural understanding and leadership. To this end, the program brings on-board researchers, entrepreneurs and/or NGO’s (stakeholders) who have a business idea but might not necessarily have the resources to verify its comercial viabilyt and further develop it.

The first task students perform in the Discovery Panel is to thoroughly understand the specific idea and needs of the stakeholders. Here, it should be noted that the ideas presented might have different level of development. Following that, students undertake a preliminary investigation of the proposed product/service and its target market to acquire a basic understanding of the factors at play. Then, guided by the findings of the preliminary investigation and the feedback of both the stakeholders and Prof. Davey, the students carry out a more focused and in-depth study. The process concludes with a presentation, where students give a concrete recommendation to the stakeholders including a detailed product/service, price, place and promotion strategies.

The module is offered as a semester course where there is a 1.5-hour weekly meeting for 3 months. What is noteworthy about the arrangement of the course is that the total time is evenly divided between theory – lecture and explanations, and practice – time spent on solving the stakeholders’ problem.

Drivers and barriers

The main driver behind Discovery Panel is that it creates a win-win situation for the external stakeholders and students. The participating stakeholders benefit from the research output and the concrete recommendations provided, while the students benefit from the practical insight that is gained by working on real cases.  On the other hand, the difficulty of finding a lecturer with the relevant practical experience and the resources required to bring external stakeholders on-board were mentioned by Prof. Davey as the main barriers. Yet, despite some of the challenges, the course has been successful, particularly in terms of developing student soft and hard skills. Lastly, it is worth mentioning that the module has recently been introduced in Munich Business School.

This article is based on a case study originally written by Andre Perusso (Münster University of Applied Sciences) developed as part of the Erasmus + Knowledge Alliance Project “Integrating Entrepreneurship and Work Experience into Higher Education” (WEXHE).


©all rights on images used in this article belong to Münster University of Applied Sciences  

For many years higher education institutions across the globe have initiated new entrepreneurship programmes. Many of these programmes have shown positive outcomes in terms of new start-ups generated, or entrepreneurial skills gained by students. However, we are yet to develop a unified model to determine the impact and evaluate the design and content of these programmes. As such, the European Commission needs your help.

Are you a student or lecturer in entrepreneurship education? We kindly ask you for 8 minutes of your time in completing the survey for the evaluation of entrepreneurship education programmes:

The results of this survey will form the basis of the design of an online tool that will help students pick the right programme in terms of design, impact and content and will support educators with ensuring they achieve the intended impact, reach their target group and in designing the programme.

Need more information? Please visit the project website at https://epic.ecorys.com.

We would like to kindly thank you for your support in the further development of entrepreneurship education

Hosted at the Mermaid Theatre London on the 20th of June, EEE Project International Launch brought together a diverse group of practitioners, researchers, policy makers and program managers from across the world. The event was held alongside the University Industry Interaction Conference that allowed the dissemination of project results to larger groups of audiences. The launch program was designed in three sections; the panel Entrepreneurship Education in Higher Education – Global Experiences, EEE Project introduction and showcasing of results, and the interactive Workshop Fostering Entrepreneurship Education in Higher Education, a mix of activities that combined learning, knowledge exchange and hands-on practice.

The Global Experiences session started off with short presentations by the panellists, Ingrid Wakkee, Professor of Entrepreneurship at Amsterdam University of Applied Sciences, Rodney Ridley, Executive Director of Allan P. Kirby Center for Free Enterprise & Entrepreneurship at Wilkes University and Silvia McCormack, Acting Associate Pro Vice-Chancellor at La Trobe University Australia. During their presentations, the panellists elaborated on the status-quo of the entrepreneurial education in their institutions, success factors, and challenges they tackle in establishing working structures. The diversity of speaker profiles and experiences led to lively discussions between the participants and the experts, with leading questions addressing e.g. assessment of entrepreneurship education, motivation of academics to adopt new approaches to teaching, expansion of entrepreneurial teaching and mindset across all study fields, and culture of start-up failure in European vs. American context.

This session was followed by EEE project introduction and showcasing of the results presented by Florian Bratzke of Univations GmbH, who provided information about the project timeline, outputs and the nature of the stakeholder interaction in the Halle region, in Germany. Further input into the project outputs and regional impact was provided by Christine Pirhofer from Management Center Innsbruck (MCI), and Szabolcs Pronay from the University of Szeged, representatives of the two university partners of the project consortium. These presentations provided a deeper insight into the individual journeys of the institutions during project development and implementation, as well as informing the audience on the most recent advancements in Szeged, and in the region of Tirol, concerning stakeholder collaboration and start-up ecosystems.

The third component of the international launch program, the workshop Fostering Entrepreneurship Education in Higher Education was facilitated by Thorsten Kliewe, in a structure that followed three steps of group work: identification of current challenges in the promotion of entrepreneurship education, development of scaling and funding proposal ideas, and pitching of the developed ideas to the audience. The exercise attracted interest of the participants, due to its interactive nature that fostered discussions on institutional challenges, exchange of experiences, and generation of joint solutions to the common problems identified.

The major challenges addressed by the groups included difficulties with expanding the reach of the entrepreneurial education across all disciplines, lack of opportunities offered to PhDs in adopting an entrepreneurial approach to translate their research into business models, and unavailability of assessment models for entrepreneuial teaching and learning at the universities. This phase was followed by the groups having another round of discussions on whether there is an existing approach that might address these challenges, or fresh new ideas have to be developed. In the last step, the teams visualised their solutions on flip charts, and pitched them to the other team members for further opinion and feedback.

The workshop was concluded with a call for attention to the development of soft skills, and recognition of it by the higher education institutions. When integrated into the curriculum, not as an add-on course or an isolated content but rather an embedded skill present in all subjects, entrepreneurship can find a ground to florish among learners and staff, both as a mindset and a valuable competence.

While the project is approaching to the end of its lifetime, the outputs presented in the EEE platform will be kept updated. Stay tuned!

Over the past few decades, the field of Entrepreneurship in Education has found itself a flourishing ground, and has achieved academic legitimacy and maturity expanding its practice across borders, and among learners of all ages and backgrounds. Yet, the interpretation of what entrepreneurship in education is and how it is facilitated varies greatly across institutions and environments. Prepared as a tribute to the Erasmus+ Strategic Partnership Project Embedding Entrepreneurship Education (EEE), this special issue of University Industry Innovation Magazine is dedicated to exploring the diversity of the approaches and practices to embedding entrepreneurship in higher education.

During the past two years, the EEE project consortium has developed a variety of tools and instruments that can be used to promote entrepreneurial thinking and action, establish regional stakeholder networks, and foster setting up state-of-the-art entrepreneurship education curriculum at the university level. We hope that the EEE Teaching Toolkit and its individual modules, the Roadmap for Universities to Create Regional Alliances will enable the replication of these good practices in other regions in Europe.

Apart from highlighting the EEE project approach and the outcomes, this issue of the magazine introduces the work of some of the most prominent European initiatives, WEXHE, EntreAssess, ETEE, and Tomorrow’s Land. Further, the issue brings to your attention the institutional journeys of JAMK University of Applied Sciences, Amsterdam University of Applied Sciences, and Munich Business School, as well as two Australian universities LaTrobe University and The University of Adelaide, in integrating an entrepreneurial culture and curriculum within their institutions.

To explore more of the EEE project outputs and dive into the variety of institutional practices in embedding entrepreneurship in higher education, we encourage you to access the magazine here.

From the 16th to 17th of May, the NA-DAAD hosted a Transnational Cooperation Activity (TCA) on dissemination, sustainability and impact in Erasmus+ Strategic Partnerships at Wissenschaftszentrum in Bonn. The EEE project has been selected as a good practice example and was given a chance to be introduced to a high-level group of European HEI and Erasmus+ NA representatives.

In his presentation Florian Bratzke – responsible project officer at EEE Project Lead partner Univations GmbH – introduced the participants to the EEE fundamentals and intellectual outputs of the project. Those include EEE Teaching Toolkit and the Roadmap for establishing regional alliances for promoting entrepreneurship education in the region. Furthermore, he emphasized main EEE dissemination achievements such as winning La Trobe University as associated project partner, being selected for the EntreComp Into Action and involved present stakeholders into a vivid discussion on efficient impact and sustainability measures based on the successful experiences made within the EEE project.

The presentation was an integral part of a transversal workshop on entrepreneurship, entrepreneurial learning and labour market issues and was moderated by Mrs. Dijana Stilinovic of AMPEU (NA-Erasmus+ Croatia). Another highlight of the 2-day event on Bonn was the presence of Mrs. Elena Tegovska of the European Commission (DG Education, Youth, Sport and Culture) who presented valuable insights on dissemination, sustainability and impact from a European policy perspective. Mrs Tunguska’s contribution as well as all other inputs of the TCA can be downloaded at the NA-DAAD: https://bit.ly/2keJtbX.


©all rights to images used in this article belong to DAAD 




University of Szeged has recently held its national launch where the audience could get an insight about the challenges and opportunities of nowadays young (Generation Z) entrepreneurs and the ways how their competences can be fostered. The EEE event was attended by over 50 regional business partners, stakeholders, academics and students. The focus of the event was the EEE specialized course, that involved local entrepreneurs as lecturers and mentors of the students. In the plenary session four presentations were delivered by project representatives, students and external stakeholders of the EEE semester program.

In his presentation Dr. Norbert Buzas has focused on the function of accelerators, characteristics of modern day entrepreneurs, and approaches to provide this new generation of entrepreneurs the best assistance during their development. Márk Olajos a young entrepreneur, who was involved as a mentor in the EEE course, highlighted the main challenges that nowadays Generation Y and Z entrepreneurs are facing. The third presenter Dr. Szabolcs Pronay introduced the EEE Teaching Toolkit to the audience, describing the methodology to be followed in successfully integrating the modules into the course programs, as well as indicating the potential barriers that can be faced in the process. The last presenter of the plenary session was Attila Tóth – a student who participated in the EEE semester course. He highlighted how the course learnings have had an impact on students’ mindset and equipped him with the right skills to successfully launch his start-up (called: Pricemind). The plenary session was followed by a workshop on the pathways to integrate regional stakeholders in entrepreneurial course program development and delivery.

Following plenary sessions and the workshop, in the afternoon, there was a joint event, the national final of a new presentation challenge, called “Prezilimpia – the Presentation Olympics”. This new challenge was co-organized and co-hosted by the Hungarian EEE team and it aimed to foster the presentation and pitching skills of the young entrepreneurs. 8 young entrepreneurs competed in front of the jury of local entrepreneurs and professional presenters. With this joined event a county-wide audience was reached and the program of the EEE National Launch was boosted to a full-day program about young (Generation Z) entrepreneurs, that also generated a larger media coverage.

© All rights for the images used in this post belong to the University of Szeged

The ongoing transition to an increasingly knowledge-intensive economy has sparked entrepreneurial transformation across several regions, and Lithuania is no different. Soon after gaining independence from the former Soviet Union in 1991, Lithuania placed entrepreneurship in the front and center of its education policy. Consequently, most of the higher learning institutions in the country started setting up centers that facilitate entrepreneurial transformation. This is in addition to incorporating entrepreneurship education as a mandatory element of their curricula. Center for Enterprise (CEP) at the Vytautas Magnus University (VMU) has emerged as a direct outcome of this movement, offering a number of entrepreneurial programs that bring together the companies in the region with students and the academic community at large. The center is specifically setup to integrate and sustain the fragmented and often intermittent entrepreneurial initiatives of scholars and students, thereby contributing not only to the global standing of the university but also to the development of an entrepreneurial eco-system in Kaunas region.

Entrepreneurial programs offered at CEP

The center follows a structured approach towards inculcating entrepreneurial values and competencies amongst its students. Particularly, three sequential entrepreneurship-support programs are offered by the center: the Entrepreneurship Academy, the Entrepreneurship Laboratory and Smart Practices.

The Entrepreneurship Academy program gives recognition to the fact that entrepreneurial transformation begins with a change in mindset. As such it mainly concentrates on creating interest amongst participants. The program follows a very broad admission policy, catering not only to students who aspire to become an entrepreneur but also to those who do not plan to join an entrepreneurial pathway in the near future. What is unique about this program is that accomplished entrepreneurs from a wide range of sectors are invited to share their experiences with participants.  The diversity of the invited speakers is especially important in a Liberal Arts University like VMU in getting across the point that entrepreneurship is not restricted to technology-intensive disciplines.

After completing the Entrepreneurship Academy program those interested in further developing their entrepreneurial capability join the “Entrepreneurship Laboratory” program. Here a team of multidisciplinary students are presented with the actual problems of participating companies for which they are expected to find solutions as part of a course. The team operates with the technical assistance of their university professors and under the mentorship of company representatives. After spending up to four months in the problem the team presents its recommendation both to the participating companies and the university. If the students are still interested to further develop their idea they will join the third stage i.e., Smart Practice. However, it is important to note that only handful of students (i.e., around 25%) are accepted into this program. Unlike stage one and two, here students are temporarily placed within one of the participating organizations, either to further refine their work from the Entrepreneurial Lab program or tackle a novel problem. The Smart Practice is often conducted in a form of an internship.

The overall impact of the program has been positive on the regional eco-system in general and the participants in particular. First and foremost, there has been a positive change of attitude amongst students, professors and organizations in the region. The students benefit from hands-on experience and entrepreneurial competences, which considerably enhance their competiveness in the labor market. Benefits to the participating companies are also apparent. Apart from finding workable business solutions and fresh ideas from the team of multi-disciplinary students, they use the opportunity to recruit competent students after their graduation. The early success of CEP has attracted significant interest from other universities and public institutions in the region, with pilot trials already being underway.

To learn more about the nature of the entrepreneurial activities at VMU, please see the full case study here

Authored by Habtamu Diriba and Hacer Tercanli

©all rights on images used in this article belong to the Vytautas Magnus University 

This article was originally published at uiin.org and is based on the case study collected and developed within University-Business Cooperation in Europe Study https://www.ub-cooperation.eu/

The Erasmus+ funded Embedding Entrepreneurship Education (EEE) project presents its outputs to interested stakeholders during the official EEE International Launch at 2018 University-Industry Interaction Conference in London on June 20th. The event not only brings together academics and SME partners to learn about the findings of the two-year work, but also establishes the ground for discussions on how to embed practically driven entrepreneurship education and entrepreneurial culture into higher education, enriched with first-hand expert experiences from across the world.

During the event, we will first explore the topic of Entrepreneurship Education through an international panel discussion “Global Experiences” led by three experts from three continents, Ingrid Wakkee from Amsterdam University Applied Sciences, the Netherlands, Rodney Ridley from Wilkes University, USA, and Silvia McCormack from La Trobe University, Australia who will share their perspectives on the approaches taken in their institutional contexts from both managerial and practitioner angles.

The panel session will be followed by showcasing of the major project outputs by Florian Bratzke from Univations GmbH – lead partner of the EEE project. The outputs are the result of the joint efforts of the core EEE team in the Management Center Innsbruck, University of Szeged, Univations, Canice Consulting, and UIIN, as well as of associated partner La Trobe University.

The second part of the event will host two workshops led by the EEE project consortium, “Embedding Entrepreneurship within Education – how to take a cross-disciplinary approach” and “Establishing Transnational Cooperation to foster Entrepreneurship Education”, targeting audiences who like to gain a more focused understanding on building international partnerships that foster practically driven entrepreneurship competence and mindset development across all disciplines of higher education.

If you don’t want to miss our program, please register on our event page to secure your spot and to be kept up to date!

The EEE consortium looks forward to welcoming you in London!

“Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social”- with this opening definition EntreComp Into Action User Guide invites its readers on a journey to explore outstanding case studies, tools and ideas that have successfully employed the Entrepreneurship Competence Framework (EntreComp) of the European Commission inside the European Union. We are honoured that the EEE Teaching Toolkit has been selected by the responsible committee as one of the good practice examples in the tools section of the user guide.

What is EntreComp and EntreComp Into Action User Guide?

In brief, EntreComp has been developed to provide a coherent conceptual understanding for entrepreneurship education inside the EU. As such, the framework sets the ground for identifying relevant knowledge, skills and attitudes that comprise “entrepreneurial mindset”, and observes it through three major competence areas, which are subdivided  into 15 competences each:

1) Ideas & Opportunities,

2) Resources, and

3) Into Action.

EntreComp Into Action User Guide has been devised to navigate individuals and organizations that aspire to develop entrepreneurial competences through lifelong learning, formal/non-formal teaching and training activities, as well as in working environment. The Guide provides a comprehensive introduction to EntreComp and highlights 70 outstanding examples that have successfully implemented the framework. These case studies, tools and ideas reflect on the ways entrepreneurial learning can be integrated across various sectors and for different audiences.

How is the EEE Teaching Toolkit connected to EntreComp?

Successfully serving its purpose, EntreComp provided a clear structural guidance for the development of 23 combinable teaching modules that compose the EEE Teaching Toolkit. As a matter of fact, the EEE Teaching Toolkit is a powerful entrepreneurship education instrument to:

  • Embed and facilitate entrepreneurial teaching and learning in HEIs,
  • Provide guidance for HEI lecturers and curriculum planners,
  • Sensitise HEI staff with non-business backgrounds for the added-value of entrepreneurship education,
  • Catalyse the inclusion of entrepreneurship education into HEI curricula,
  • Involve stakeholders of the entrepreneurial eco-system in practically driven entrepreneurship courses.

Incorporating the EntreComp competences framework, EEE Teaching Toolkit reflects on the main dimensions needed for educating successful entrepreneurs.  It translates the core ideas behind the EntreComp framework into practical exercises, that aims at “nurturing a new generation of entrepreneurs” in line with the goals of Entrepreneurship 2020 Action Plan. With its outputs and specifically EEE Teaching Toolkit, EEE project makes a significant contribution to EU policy to “stimulate the development of entrepreneurial, creative and innovation skills in all disciplines in all three circles”(2011 Agenda for the Modernization of Europe’s HE Systems).



©all rights on images used in this article belong to European Commission