As a university discipline, entrepreneurship education (EEd) has moved from whether it can be taught, to what and how it should be taught (Kuratko 2005) and beyond the walls of the business school (Hindle 2007), where a need for a tailored, disciplinary approach is becoming apparent. Within science, technology, engineering, and mathematics (STEM) EEd, tacit knowledge of what works and why is growing, while reflections to activate this knowledge are often kept local or reported to the EEd community as single cases, which are difficult compare and contrast for the purpose of deriving cross-case patterns, findings, and knowledge. The objective of this paper is to decode this tacit knowledge within Nordic science and technology institutions, and use it to provide guidance for future EEd program designs and improvements.
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36th Institute for Small Business and Entrepreneurship (ISBE) Conference, 2013