Exploring the Embeddedness of Entrepreneurship in Course Curricula: A Document Analysis Across Disciplines

The purpose of this paper is to examine the embeddedness of entrepreneurship in the curricula of business, communication, and engineering disciplines in a UK university. Through document analysis of six purposively sampled programmes, it explores how entrepreneurship is defined, the types addressed, and the teaching methods used. Analysed materials include the institutional curriculum framework, course descriptors, module handbooks, assessment rubrics, and quality assurance reports. We found that entrepreneurship is often framed as value creation through innovation and problem-solving, with a focus on small business start-ups and social entrepreneurship. Some forms, like digital entrepreneurship, are implicit, while others, such as green, academic, and cultural entrepreneurship, are absent. Teaching methods range from traditional lectures to experiential learning, including design thinking, pitch competitions, and mentoring. Noticeable disciplinary differences emerge, with business curricula adopting broader approaches, while communication and engineering focus on narrower applications. We call for more inclusive curriculum designs that actively cultivate entrepreneurial mindsets and foster a broader understanding of entrepreneurship across all disciplines.