The Rovira i Virgili University (URV) was founded in 1992. It is a public university serving southern Catalonia, a region with 800,000 inhabitants. The university was founded by the Catalan Parliament to unite existing higher education faculties and schools in the Tarragona area under a joint institutional umbrella. In 2015, URV had an annual...
Entrepreneurship education (EE) at the University of Huddersfield (UoH) combines strong profiles in curricula offers, extra-curricular activities and organisational setup. The UoH is one of a few UK universities to offer new venture creation degrees: the UoH’s Business School offers bachelor, masters, and doctoral degrees involving to start an...
The University of Southern Denmark (SDU) uses a centralised approach to spread and integrate entrepreneurship education (EE) across its six campuses and its five faculties. SDU’s EE is primarily based on a comprehensive and broad understanding of entrepreneurship in the sense of innovation and value creation. The SDU-annexed IDEA Entrepreneurship...
This case shows how the creation of a new centre can be used as a focus for knowledge exchange, innovation and enterprise and be successfully integrated into the working of an established University. The Munich University of Applied Sciences (MUAS) was founded in 1971. It hosts 18 000 students, 475 professors, 750 contracted lecturers and 745...
The objective of entrepreneurship education (EE) at the J.J. Strossmayer University in Osijek (SUO), Croatia, is to develop entrepreneurial mindsets and related skills. The curriculum consists of an undergraduate, graduate, a postgraduate and a doctoral programme in entrepreneurship. Key to programme development were the commitment and the personal...
The Faculty of Economics of the University of Ljubljana (FELU) offers courses on undergraduate, graduate and MBA level in entrepreneurship education (EE), including specialisations in entrepreneurship. In 2006, FELU introduced the Design Thinking (DT) approach to EE. DT is a human-centred, action-oriented and iterative problemsolving and idea...
The main focus in the case study of the University of Cambridge (UC) is set on its Centre for Entrepreneurial Learning (CfEL). CfEL’s mission is to spread the spirit of enterprise and this mission is deeply embedded in its approach to entrepreneurship education. CfEL offers a broad variety of innovative educational programmes, such as the...
The Technical University of Kosice (TUKE), Slovakia, is located in Kosice, the main city in Eastern Slovakia and the European Capital of Culture 2013. TUKE is a fully-fledged university with a strong technical tradition. It offers curricular entrepreneurship education mainly through its Faculty of Economics, in particular courses in entrepreneurial...
The main hub for entrepreneurship education at Johannes Kepler University Linz (JKU), Upper-Austria, is the university’s Institute for Entrepreneurship and Organisational Development (IUG). Entrepreneurship teaching is delivered by the IUG team and an established network of external lecturers. The institute’s landmark approach to delivering...
Kozminski University (KU) is a Polish private business and law school established in 1993. It has 5,300 students and a leading position in management education in Poland as well as Central and Eastern Europe. KU offers curricular entrepreneurship education for Bachelor, Master and PhD degrees. Most offers are for BA students in Management with a...
This case looks at how the Instituto Politécnico do Porto (IPP) used the HEInnovate tool as a platform for analysis and a stimulus for strategic change. This case examines the positioning of entrepreneurship at IPP and how the use of the HEInnovate dimensions to review institutional performance and inform the creation of a new strategy...
This case study describes the set-up and impact of ACE (Accelerating Campus Entrepreneurship), an Irish Government funded initiative which was created to embed entrepreneurship within the Irish HEI curriculum specifically to ‘create the entrepreneurial graduate’ for graduates of non-business disciplines.