Entrepreneurship education can bridge gap between universities and SDGs

In an era marked by unprecedented challenges, the role of higher education in fostering innovation and addressing these complexities is more critical than ever. A convergence of technological opportunities, connectivity, growing awareness and will, and platforms for cooperation, has created a pivotal context for progress against humanity's greatest challenges. This convergence shapes the larger context in which universities are now operating. There are, however, conundrums to be solved in advancing from the challenges to the possibilities, and the solutions lie in educating greater numbers of people to understand the possibilities, to access knowledge and to develop skills and the dispositions to act on that knowledge, so they can be effective agents and leaders of the necessary change.

The United Nations’ Sustainable Development Goals (SDGs) offer a comprehensive framework for tackling global issues such as climate change, poverty and inequality. However, a gap exists between these global ambitions, which aim to spur action, and the operational missions of universities, which focus on creating and disseminating knowledge. Bridging this gap requires a transformative approach in higher education, where entrepreneurship education emerges as a pivotal strategy. By integrating entrepreneurship education into their core mission, universities can stimulate innovation, drive societal progress and contribute meaningfully to the SDGs.

An entrepreneurial university prioritises innovation and entrepreneurship as fundamental components of its mission. These institutions foster a culture of entrepreneurship across students, faculty and staff. They offer specialised curricula in entrepreneurship, promote research commercialisation, support startups with incubation and acceleration services and engage actively with industry partners. Importantly, they adopt an interdisciplinary approach, recognising that many groundbreaking innovations occur at the convergence of different fields.

Universities are uniquely positioned to help address societal challenges and are increasingly called upon to demonstrate their relevance and impact. The SDGs provide a blueprint for fostering social embeddedness and stimulating entrepreneurship and innovation. There are several reasons universities should embrace the SDGs. The first is that we need to address grand existential challenges, and universities are uniquely positioned to help do this. The second is that universities need to make visible how they contribute to the communities of which they are a part by making their research more relevant to problems the public cares about, by educating students in ways that help them improve their circumstances and their communities, and by directly contributing to improving their local areas.

The SDGs also set an aspirational framework for universities to redefine competencies critical for entrepreneurial success. These competencies extend beyond traditional business acumen and encompass a broader understanding of global issues and interdisciplinary problem-solving. By embracing the SDGs, universities can align their entrepreneurial initiatives with societal advancement, acting as pivotal agents of change.

Entrepreneurship education equips students with the necessary skills and mindsets to innovate and lead in addressing societal challenges. While traditionally housed within business schools, entrepreneurship education has now permeated the broader university curriculum, recognising the interdependence of the SDGs and the complexity of the challenges they aim to address. Thus, a university-wide approach to entrepreneurship education is key.

This approach involves cultivating an entrepreneurial mindset, empowering students to generate solutions to socio-economic and environmental challenges. It encourages a profound understanding of the root causes of issues, leveraging cutting-edge science and technology to devise impactful innovations.

Entrepreneurial universities, guided by the SDGs, are uniquely positioned to lead the charge in societal transformation and innovation. They provide an avenue for higher education to demonstrate its value in addressing humanity’s grand challenges.

To fully realise these possibilities, universities must adopt a variety of entrepreneurship approaches across curricula, building faculty capacity and leveraging global experiences. The Times Higher Education Impact Rankings, alongside awards recognising innovative universities, offer valuable tools in this endeavour.

As universities cultivate an entrepreneurial mindset, they prepare students as change agents, equipped to navigate and resolve the complexities of our world. This educational paradigm, while not solely sufficient to solve global issues, forms an essential foundation, shaping future leaders to drive economic and social change. Such innovations lay the groundwork for a world where higher education is not only a participant but a leader in crafting pathways to a sustainable and equitable future.

Fernando M. Reimers is the Ford Foundation professor of the practice of international education at the Harvard Graduate School of Education. He is an elected member of the US National Academy of Education and the International Academy of Education.

The Times Higher Education Impact Rankings 2025 will be published in June.