The Impact of Curricular Entrepreneurship Education in Higher Education on Entrepreneurial Intention, Mindset and Activity in Pre-placement Students

Both researchers and public policymakers widely recognise that entrepreneurship is an important driver of economic growth (Fayolle & Gailly, 2008; Nowiński et al., 2019; Stamboulis & Barlas, 2014; van Praag & Versloot, 2007). In response, governments develop policy to enable and support entrepreneurship. In the UK, cross-subject guidance on the best practice for EE is provided but not mandated. Higher Education Institutions (HEIs) respond to the government policy by developing EE programmes which promise to support a range of entrepreneurial outcomes (Nabi et al., 2017) including Entrepreneurial Activity (EA) through New Venture Creation (NVC), venture development, revenue generation, graduate businesses and overall job creation through their employees.