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Purpose - The purpose of this paper is to consider the requirements for an industry sector approach to entrepreneurship education - the information and communications technology (ICT) sector. A modified Process Framework for Entrepreneurship Education is presented focusing specifically on ICT. The primary components of the Process Framework are described (inputs, process and content, assessment and outputs) to assist in the design of relevant and targeted entrepreneurship education courses to create an entrepreneurial mindset for graduates in this sector. This Framework can be modified to suit courses focusing on other industry sectors. Design/methodology/approach - Based on experiential learning and industry sector knowledge, an existing Process Framework for Entrepreneurship Education is modified. Findings - The Process Framework for Entrepreneurship Education can be modified for a specific sector. Inputs to the process include the personal profiles and personality characteristics of the students. The recognition that particular skills may be required within a sector should be catered for when developing the content focus of the process. Furthermore, the teaching focus should include action learning, problem based learning and discovery teaching. Consideration of all of these elements will help ensure that the entrepreneurship teaching process will develop entrepreneurial-focused students within the sector. Entrepreneurship education is a flexible learning mode easily modified to accommodate changing workplace and employee needs. The use of the process framework provides for a set of useful and relevant guidelines on the key aspects which should be addressed and used as a checklist in attempting to modify and design suitable and relevant entrepreneurship education programmes for specific industry sectors. Originality/value - This paper demonstrates that educators need to consider entrepreneurship for industry sectors, thus presenting the requirement for an inter-disciplinary approach to entrepreneurship. It does so through the refinement of an existing Process Framework for Entrepreneurship Education, taking the specific example of Information and Communications Technology. While the framework can be modified for use in other sectors, this paper presents the integration of and highlights the synergy that exists in the linking of entrepreneurship with the technical disciplines. [ABSTRACT FROM AUTHOR]

Purpose - The focus of this paper is to highlight the synergies and mutual benefits associated with a range of entrepreneurship education initiatives for a combination of internal and external stakeholders. Design/methodology/approach - The paper provides a description of four entrepreneurship education initiatives in operation at the University of Limerick, Ireland. Detail on the objectives of the initiatives, the content, delivery, assessment and benefits of these initiatives is provided. Findings - Entrepreneurship and enterprising activity are widely regarded as instrumental for economic growth, for balanced regional development and for the creation of jobs. Educational institutions need to ensure that graduates are capable of acting in an enterprising manner in the workplace either as an entrepreneur or as an intrapreneur in paid employment. This double objective can materialise through the provision of entrepreneurship education, within either a business or a technical course. Additionally, these same programmes can also be an effective mechanism for the provision of targeted training programmes for skills enhancement in the owner/manager and the creation and facilitation of linkages and working relationships with the small business community. Involvement in technology transfer and industry-based research activities also provides benefits to the small firm. Practical implications - The paper presents challenges for educators and educational institutions on how they perceive and address the needs of their stakeholders by extending the traditional paradigm of what constitutes the role of an educational institution. The need to engage with external stakeholders in programme design and delivery requires commitment by educational institutions and requires educators to change their knowledge and teaching perspective. The findings have implications on how entrepreneurship education initiatives are designed, delivered and assessed to meet the needs of different stakeholders. Originality/value - This paper and its conclusions add to the debate on the importance of linking educational institutions and industry, especially the small firm sector, by suggesting a number of methods of collaboration which mutually benefit a number of stakeholders. [ABSTRACT FROM AUTHOR]