Over the last decade, European universities
have been swiftly increasing the supply of enterprise education modules across
all disciplines and embedding enterprise into non-business studies. There is
still limited knowledge and evidence on whether and in what way non-business
disciplines really need enterprise, what is unique about it that other
disciplines do not have. This paper, therefore, asks
what is the distinctiveness of enterprise and entrepreneurship education (EEE)
for non-business disciplines, and in what ways it is not distinct from other
disciplines? We based this investigation on an in-depth case study of a British
university including 19 semi-structured interviews conducted business educators
and non-business educators on their views about EEE. We found that both see
value in EEE in enhancing student employability, but they view the content of
EEE differently. All regard EEE as a way to develop student competences both
soft and hard. Many non-business faculty’s educators equate enterprise
education with experiential learning and already include many experiential
learning experiences in their teaching, thus it is unclear to what extent EEE
is adding value here. But non-business faculty also view EEE as valuable as it
brings business education into their disciplines. They do not make a
distinction between entrepreneurship education and business education more
broadly.