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Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.

Purpose: This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education. Design/methodology/approach: Research argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start-up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five-point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course. Findings: Enterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students. Practical implications: The research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education. Originality/value: The paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on entrepreneurial intent and graduate entrepreneurship. (Contains 8 tables and 1 figure.)

Purpose - This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education. Design/methodology/approach - Research argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start-up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students'' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five-point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course. Findings - Enterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students. Practical implications - The research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education. Originality/value - The paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on entrepreneurial intent and graduate entrepreneurship. [ABSTRACT FROM AUTHOR]