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Guidance supporting Europe’s aspiring entrepreneurs
Policy and practice to harness future potential

(b) during studies:
(i) more HEIs are incorporating guidance into entrepreneurial learning
opportunities in higher education to shift the focus of entrepreneurship
education from theory to practical activity. This can help to steer the
entrepreneurial career path of young people in a more authentic and
inspiring manner than theory-based approaches;
(ii) HEIs are increasingly providing entrepreneurial activities as part of their
extra-curricular offer. Such activities enable students to develop their
own ideas, build self-confidence and guide them in the early stages of
their entrepreneurial careers. Many of such activities therefore rely on
non-formal guidance methods;
(c) post-study period/enterprise start-up phase: HEIs provide guidance and
other support for the start-up phases of business formation.

Figure 11. The role of entrepreneurial guidance in higher education

The section has been grouped into four categories identified above:
• guiding students into entrepreneurial learning opportunities (4.1);
• embedding guidance in entrepreneurship education (4.2);
• encouraging entrepreneurial activity in students (4.3);
• provision of enterprise start-up support for students (4.4).

4.1. Guiding students into entrepreneurial learning

opportunities

It is widely recognised that HE students across Europe need more opportunities
to participate in entrepreneurship education, and that more work needs to be
carried out to raise awareness of such learning opportunities among prospective

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