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Women and Entrepreneurship. Global Entrepreneurship Monitor

More specifically, what material or curriculum is offered—
general entrepreneurship curriculum codeveloped with business faculty versus more contextspecific; how the material is delivered—standalone, cohort-targeted courses or more integrated with existing programs; who delivers
the material—a generalist with broad entrepreneurial experience/skills or a specialist with
domain-specific entrepreneurial experience/
skills; and when is the material delivered—prior
to domain-specific content or later in the program when the domain competence threshold is
met–are still pertinent. These questions persist
despite the fact than many universities have
embraced the academic entrepreneurship model
and implemented programs across campus

As a result, systematically evaluating the effectiveness of these entrepreneurial programs
remains problematic. Without evidence that
these programs are addressing the right balance
between the what, how, who and when of
entrepreneurial education, it is likely that universities are creating and delivering programs
that yield suboptimal outcomes.
To move the field forward, we surveyed a
broad sample of U.S. universities based on mission, goals, endowed resources, and other
important distinguishing factors. This included a
range of Carnegie Classification designations
from comprehensive research universities to liberal arts colleges with primarily a teaching focus.
Using website searches and supplementing that
through email and phone enquiries, we first surveyed the entrepreneurship programs housed in
the universities’ business schools and excluded
any BEP-like programs that were housed exclusively within them. We included only traditional
four-year institutions that provide a variety of
majors/specialties (i.e., excluded single-program
universities). We next reviewed all graduate programs in National Research Council-tracked
departments—engineering, biological and medical sciences, social and human science, and
mathematics, physics and statistics—to see if any
offer entrepreneurial learning elements and/or
goals. Table 1 provides a brief summary of the
sampled BEPs at the sample universities