Entrepreneurship Education and Employability: Insights from UK

This article aims to provide insights into how employability skills, career development and entrepreneurial mind-sets are embedded into entrepreneurship education to enhance graduate employability in tertiary education. Recent initiatives in United Kingdom universities respond to the calls from The Association of Business Schools to incorporate more practice into the teaching,
learning and assessment of entrepreneurship curricular. The calls aim to encourage the development of entrepreneurial skills and mind sets relevant for graduate employability. One of the most appropriate approaches for designing such practice-based curricular is Problem-based learning (PBL).
The authors reviewed the literature on entrepreneurship education and also drew on constructivist theories of teaching and learning based on two case studies to demonstrate how entrepreneurship curricular development could enhance graduate employability. Case story approach was used to accurately report the full extent of the knowledge of entrepreneurship educators. The findings showed
a critique and rethinking of current university education in the United Kingdom. Instead of the traditional teaching and learning methods, entrepreneurship educators use a portfolio of practice based pedagogies including starting businesses, design thinking and reflective practice to embed practice into learning and assessment. The findings therefore show how the choice of teaching,
learning and assessment focus on enhancing the development of entrepreneurial mind-sets and employability skills in learners. The article analysed practices and techniques for embedding entrepreneurial skills, mind-sets and employability in entrepreneurship education. It therefore highlights the processes through which practice-based curricular design enhance entrepreneurial and employability skills among university graduates.