Leading the entrepreneurial curriculum: paradoxes, tensions and entrepreneurial action

Zoe Dann, Tammi Sinha

Research output: Contribution to conferencePaperpeer-review


Despite emerging policy and guidance within UK HEIs to develop an entrepreneurial curriculum (Wilson, 2012; QAA, 2012; Witty, 2013; Young, 2014), it is recognised that enterprise and entrepreneurship education has patchy leadership within these institutions (Rae, Martin, Antcliff, Hannon, 2012) and empirical study of leadership of the entrepreneurial curriculum is under explored.

This paper discusses findings of an action based participative research project -‘Leadership Development for an Entrepreneurial Education: Building Futures' funded by the Leadership Foundation in Higher Education (LFHE). This was a collaborative project involving thirty five curriculum leaders from two participating case study universities, in five exploratory and developmental leadership workshops. It explores barriers, enablers, paradox and tensions present in the academic leadership of current and emergent Entrepreneurship Education leaders and offers a model of competencies of leadership, that aim to address the contradictory perspectives and build capability of entrepreneurship curriculum leaders.
Original languageEnglish
Publication statusPublished - 9 Dec 2016
EventSRHE International Research Conference 2016 - Newport, Wales, United Kingdom
Duration: 7 Dec 20169 Dec 2016


ConferenceSRHE International Research Conference 2016
Country/TerritoryUnited Kingdom
CityNewport, Wales


  • leadership
  • entrepreneurship
  • enterprise education
  • paradox


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