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One shortcoming of much of the historical institutionalist literature is its alleged lack of testable propositions and the elusive notion of 'unintended consequences' of initial institutional choices. This article, which offers an historical institutionalist explanation of institutional creation and operation, aims to overcome these shortcomings. We develop a set of propositions and demonstrate their plausibility by exploring the creation of the European Community's budgetary treaty in 1970 and the operation of the enacted treaty provisions. We demonstrate that, under specific conditions, actors may be doomed to opt for 'dysfunctional' institutions at the moment of their creation. Furthermore, we show that the notion of 'unintended consequences' does not necessarily help us to understand the reason for the contestation of treaty provisions. Copyright Blackwell Publishing Ltd 2003.

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Entrepreneurs keep our economy and society vibrant by implementing new ideas, which is why our society needs people with entrepreneurship competences. The development of our entrepreneurship competences does not begin with the start of our professional lives, but is initiated in earlier phases of our socialisation. Entrepreneurship education can trigger and support this process. A common goal of entrepreneurship education is to strengthen entrepreneurs with value orientation for a sustainable society. All entrepreneurs of the future are in school today, the nature of their value-oriented education and their willingness to participate is shaped by today’s learning. This article provides information about entrepreneurship education, with a focus on Entrepreneurial Challenge-Based Learning for a sustainable future. Entrepreneurial Challenge-Based Learning touches on the basic personal and social issues of responsibility and autonomy and is intended to foster a culture of solidarity in our society.

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