This paper is the second in a series of conceptual, contextual and empirical contributions that, individually and cumulatively, seek to analyse, develop and link two important fields of research: “entrepreneurship” and “entrepreneurship education”. Part 2 aims to provide a critical evaluation of entrepreneurship education and its impact upon graduate entrepreneurship in the UK.
A comprehensive literature review and a structured evaluation of current knowledge on topics related directly and indirectly to “entrepreneurship education” in the UK.
It appears that conceptual, contextual, design and delivery differences can have a considerable influence upon entrepreneurship education courses delivered in the UK. There are significant definitional as well as conceptual and contextual issues affecting the design of relevant programmes and the delivery of the chosen curriculum. Consequently, a number of actual and perceived barriers need to be overcome in order to facilitate a better understanding of stakeholder needs and learning patterns.
The evaluation and interpretation of relevant research results represent the author's own perception and experiences, and should therefore be viewed with caution. It is suggested that the content of this paper is subject to the usual bias and singular perspective generally attributable to “viewpoint” articles.
The paper measures the outcomes of entrepreneurship education is still proving difficult and inconclusive. More in‐depth research is needed on current UK entrepreneurship education provision and initiatives in order to gain a better understanding of the scope and limitations of a wide range of entrepreneurship education programmes.
This paper provides a critical evaluation of entrepreneurship education in the UK.
