Integrated, not inserted: A pedagogic framework for embedding entrepreneurship education across disciplines

This paper proposes a guiding framework for effectively embedding entrepreneurship education (EE) across disciplines. Based on an online survey of 677 students from UK, Germany and Brazil, their understanding of entrepreneurship and attitudes towards entrepreneurship education are explored and contextualised within current pedagogical practice.

The research findings establish a need to embed EE across disciplines and suggest that a full-scale integration of EE can only be achieved through a creative collaboration of a network of external connections and internal links with several key stakeholder groups; conceptualised as an Integrative Framework of Entrepreneurship Education Curriculum (IFEEC).

The authors contend that entrepreneurship education must cross disciplinary boundaries and silos so that meaningful, embedded integration is the aim, instead of an ad hoc “insertion” of EE into curricula in an unconvincing way.