Abstract

The current study examines how entrepreneurship education is structurally embedded within undergraduate curricula in higher education systems, using a comprehensive national dataset as an empirical case. Drawing on an analysis of all undergraduate study programmes offered by public higher education institutions in Greece, the study maps the presence and disciplinary distribution of entrepreneurship-related modules. The findings reveal that entrepreneurship education is widely present but remains predominantly elective, suggesting a limited degree of curricular institutionalization. Entrepreneurship Education provision is unevenly distributed across disciplines, with a strong concentration in business-related and technical fields and comparatively weak integration in areas such as health, arts, and humanities. The study further explores the relationship between curriculum-based entrepreneurship education and innovation-related outputs, such as patents and academic spin-offs, and finds no statistically significant association. This result indicates that the inclusion of entrepreneurship modules alone may be insufficient to generate entrepreneurial outcomes without complementary institutional and ecosystem-level support. By offering a system-level perspective on the organisation of entrepreneurship education, the study contributes to entrepreneurship education research by highlighting common structural patterns, disciplinary silos, and the limitations of course-based approaches. The findings provide transferable insights for educators, university leaders, and policymakers seeking to move from fragmented entrepreneurship offerings toward more integrated and impactful educational strategies.

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