This paper is a critique of the “Enterprise in Education” initiative, which has been implemented, supported and developed at the University of Glamorgan. The purpose of the paper is to critique the initiative so that best practice in enterprise education can be identified and embedded in the future.
The methodology for this paper was to review the related literature and use this to identify conceptual frameworks relating to entrepreneurial learning; distinguish between “for” and “about” entrepreneurship courses and better understand the informal learning experience. This was then followed by reflective critical analysis of the formal and informal learning activities at the university.
The analysis supports the notion that lack of support, resources and finance are barriers to self‐employment and access to entrepreneurial learning. Even with funded support for their learning, undergraduates are likely to face the barrier of lack of work experience and suggest postgraduate study as the space for “for” entrepreneurship courses. But whatever level of study there is a need for a seamless provision of “formal” and “informal” entrepreneurial learning.
Whilst there is a need for longitudinal studies relating entrepreneurial learning with entrepreneurial activity and sustainability, some of the outcomes of this case study have been fed into policy and practice: the continuation and further development of specialist “for” entrepreneurship courses at postgraduate level.
This paper provides a case study of entrepreneurial learning in the university context and as such will be valuable to those developing courses in the field of entrepreneurship and those involved in developing university policy surrounding entrepreneurial learning.
