Recent research on
entrepreneurship education (EE) emphasizes that development of entrepreneurial competences
is dependent on the objectives, contents, and institutional constraints of the
teaching (Fayolle & Gailly, 2008). Accordingly, there is no one type of EE,
but several. Thus, EE learning environments are designed specifically to
develop students’ entrepreneurial competences and behavior (Bureau &
Komporozos-Athanasiou, 2017). Although a majority of learning environments in
higher education institutions (HEI) are not designed to focus on
entrepreneurial competences, many of important HEI generic competences, such as
creativity, problem-solving and evaluating opportunities also enhance
entrepreneurial competences (Kozlinska, 2016; Bacigalupo et al., 2016). Hence, we
focus on how non-entrepreneurship education can also enhance entrepreneurial competences.

Drawing
on the concept of embeddedness (Granovetter, 1985), teaching entrepreneurial competences
can be embedded in teaching of non-entrepreneurship subjects. Teachers can employ
methods such as business planning, casework, or activities that support
students’ skills to recognize opportunities across the fields of study (Pardede
& Lyons, 2012; Turner & Giadniodis, 2018), which ultimately develop
entrepreneurial competences (Lackeus, 2018). In this study we explore how
teachers in non-entrepreneurship education employ methods that might unintentionally
enhance students’ entrepreneurship competences and how embedded
entrepreneurship is shaped when in non-entrepreneurship teaching.