EEUK members call upon:
The UK Government to provide an enabling policy environment in support of those creating entrepreneurial outcomes in our students.
Government and institutional leaders to demonstrate clear and consistent commitment to the enterprise and entrepreneurship agenda in order to ensure members are able to deliver for our students and graduates.
Institutional leaders to commit to the creation of the entrepreneurial ecosystem that is structured and resourced for long term success.
We recommend
The QAA Guidance
A key UK resource for enterprise educators, covering essential definitions, graduate themes and institutional guidance. If you only read one policy document, make it this one.
The EntreComp User Guide
A practical guide to using the EntreComp framework, with examples and inspiration for educators, practitioners, industry and HR professionals. We recommend pages 13–29 as a starting point.
EEUK seeks to respond to all national, international and governmental consultations that will affect the work of members, or those working in the sector. The EEUK institutional member contacts will receive email requests for help and are invited to respond through survey or by email. In addition, EEUK welcomes additional comment from all members when consultations are open (see below).
Currently consulting upon: Current Calls
EEUK members in policy spotlight
EEUK supports members to showcase their practice and influence policy. By canvassing our members, EEUK were able to provide the essential evidence to inform MPs and key stakeholders, such as in this All-Party Parliamentary Group report. {hyperlink needed}
Help I am looking for support with:
(Re) validation
Page 13 of QAA (2018) Enterprise and Entrepreneurship Guidance
Working with external stakeholders
Looking for examples, visit ETCtoolkit or look in Part C of Entrecomp into Action
Addressing a senior management team
Pick up QAA (2018) or use pages 2-3 as background/evidence and 7 for definitions.
Engaging other departments
Look for cross-curricular examples in ETCToolkit and use the new diagram of Entrecomp to engage them.
Alumni
Enter “alumni” into EEUK’s ETCToolkit, search function (top right) for some genuine case examples, or look at Entrecomp into Action for more inspiration.
Examples of teaching practice
Over 200 examples and case studies can be found in ETCToolkit Consult the Entrecomp into Action User Guide for examples of practice in education.
Assessment
Turn to page p14 of QAA (2018) for guidance and ensure alignment to your learning outcomes. The Entrecomp Framework appendix can be a great source of relevant Learning Outcomes for Enterprise Education.
This guide outlines the fundamentals of delivering high-quality enterprise education to students and aspiring entrepreneurs. It brings together learnings gained through the ‘Improving Enterprise Education in Scottish Universities’ project, which was led by Teodora Handrea at Edinburgh Innovations and the University of Edinburgh and funded by Scottish Enterprise through the Ecosystem Fund.
Drawing on the authors experiences working in higher education, they identified that many staff are time poor with increasing pressures and priorities. This resource brings together key definitions, understanding and opportunities with the aim to raise awareness and knowledge of the value that embedding enterprise and entrepreneurship can add not only to your area of education, student experience and research, but also the contribution it can add to your own professional development.
This report delves into the evolving role of enterprise and entrepreneurship educators within the UK’s higher education system. The report draws from surveys conducted in 2020 and 2023, with key findings presented according to the following three questions posed - 1. Who are the current enterprise and entrepreneurship educators? 2. What is the current reality, or lifeworld, of enterprise and entrepreneurship educators? and 3. What do enterprise and entrepreneurship educators need to know and what skills do they need to be effective in their role.
This EEUK report explores the history of entrepreneurship education (EE) in the United Kingdom (UK). It explores the key phases of the development of entrepreneurship education from 1860 to 2020, taking a social constructionist approach while providing an analytical structure and chronology of the UK’s EE history.
Reliable evaluation is crucial for evidence-based SME and entrepreneurship policy but remains underdeveloped. This OECD report provides guidance on improving evaluations through practices like using control groups, setting clear objectives, and accounting for business survival.
This third report sets out the full extent of progress made since the inaugural report in 2019. It outlines the extra support needed for female led businesses to thrive, and the challenges that they have faced during the Covid-19 pandemic.
Launched in 2006 and last revised in 2011, the Professional Standards Framework for teaching and supporting learning in higher education (PSF) has global recognition for raising the profile of teaching and learning in higher education.
There is a renewed focus to grow the economy at a faster rate. Achieving this will require many changes to be made, but returning productivity growth to historic trends will be essential. Within this puzzle, attention will need to be paid to small businesses in particular – which evidence suggests have dragged on overall productivity in recent years.
The “Skills Agenda” continues to dominate the discussions around HE and innovation. Reports, such as The Future of Jobs 2025 suggest that the labour market will undergo major reshaping by 2030, driven by demographic shifts, technological advancements, and the push for sustainability and the “green transition.”
Rumours abound when enterprise education is omitted from key discussions surrounding the student experience.
2025 is already shaping up to be the year to get your voice heard, share your 3E practice, shape the future and draw in the resources and expertise you need!
TERMINOLOGY
Institution owned knowledge exchange activities with spill over outcomes that relate to local growth and regeneration. By this we mean the generic KE activities that an institution is undertaking to meet its wider strategic goals, but as a consequence of these activities, local growth and regeneration outputs and outcomes are also achieved.
And Specific knowledge exchange activities that are targeted to make a difference locally. By this we mean targeted KE activity where higher education institutions, businesses, public sector and the wider civil society work together to achieve a strategic goal with a prime focus on local growth or regeneration in a self-defined local area. This may include local economic development, social inclusion, public space or infrastructure improvements and reconversion of brownfield area.
A full list of recent publications can be found here
For more information, help or advice: contact
The framework is intended to increase efficiency and effectiveness in use of public funding for knowledge exchange (KE), to further a culture of continuous improvement in university KE by providing a package of support to keep English university knowledge exchange operating at world class standard.
A full list of recent publications can be found here
For more information, help or advice: contact
Public engagement describes the myriad of ways in which the activity and benefits of higher education and research can be shared with the public [and communities]. Engagement is by definition a two-way process, involving interaction and listening, with the goal of generating mutual benefit.” National Co-ordinating Centre for Public Engagement.
A full list of recent publications can be found here
For more information, help or advice: contact