Drawing on institutional theory and the model of entrepreneurial action, we build and test a multilevel model on the outcomes of entrepreneurship education. Essentially, we suggest that entrepreneurship education has stronger relationships with subsequent entrepreneurial activity in seemingly entrepreneurship-hostile institutional environments. Findings from 11,230 individuals in 32 countries support this notion. The results have implications for researchers and practitioners in the field of entrepreneurship education.

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This study examines how characteristics of university departments impact students’ self–employment intentions. We argue that four organizational–level factors (entrepreneurship education, entrepreneurship support programs, industry ties, and research orientation) increase such intentions. Using a data set of 1530 business students and 132 professors at 25 university departments, this study shows that entrepreneurship education and industry ties are related to self–employment intentions only for the males in our sample. A negative effect of the department's research orientation was found. Our study suggests that the organizational context plays an important but gender–specific role in shaping future entrepreneurs. Implications of our findings are discussed.

This study examines how modes of entrepreneurship education (active, such as business simulations, versus reflective, such as theory lectures) -alone and in interaction with the universities' regional context -affect students' self-employment intentions. Results from a cross-level analysis show that active modes are, irrespective of the regional context, positively related with intentions and attitudes towards entrepreneurship, whereas the effect of reflective modes is contingent on the regional context. The findings have important implications for the ongoing discussion on the teachability of entrepreneurship, the design of educational programmes and for future research.

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