Abstract
Purpose
As climate imperatives escalate, higher education institutions are expected to mobilise entrepreneurship education for Sustainable Development Goal (SDG) delivery. This study aims to examine how entrepreneurship education shapes graduates’ creation of NetZero-oriented ventures and explains the institutional conditions that enable or inhibit this pathway.
Design/methodology/approach
Using an interpretivist qualitative design, study conducted 32 semi-structured interviews with graduates (undergraduate n = 14; postgraduate n = 18) from four UK universities (graduation 2020–2023) engaged in NetZero ventures. Data was analysed using the Gioia method; demographic identifiers were used to contextualise quotations.
Findings
Five cross-institutional challenges constrain the translation of sustainability awareness into entrepreneurial action: (1) limited embedding of NetZero content in core curricula; (2) inconsistent sustainability terminology; (3) insufficient implementation guidance and venture-building support; (4) over-reliance on classroom-based instruction relative to experiential learning; and (5) fragmented, weakly coordinated support across units. This study explains how these patterns arise from curriculum design choices, capability gaps in NetZero pedagogy and siloed governance that dissipate resources.
Research limitations/implications
The qualitative, UK-based sample limits generalisability; future research should test these mechanisms in other contexts using mixed methods and multi-stakeholder data.
Practical implications
Recommendations include embedding NetZero across entrepreneurship teaching, establishing shared terminology, providing tailored implementation support (incubation/mentoring), extending experiential learning and coordinating cross-unit ecosystems aligned with policy partners.
Social implications
Stronger university ecosystems can accelerate graduate-led NetZero innovation, advancing SDGs 4 and 13.
Originality/value
To the best of the authors’ knowledge, this study offers one of the first empirically grounded accounts linking entrepreneurship education to NetZero venture creation, integrating institutional and graduate perspectives.
As climate imperatives escalate, higher education institutions are expected to mobilise entrepreneurship education for Sustainable Development Goal (SDG) delivery. This study aims to examine how entrepreneurship education shapes graduates’ creation of NetZero-oriented ventures and explains the institutional conditions that enable or inhibit this pathway.
Design/methodology/approach
Using an interpretivist qualitative design, study conducted 32 semi-structured interviews with graduates (undergraduate n = 14; postgraduate n = 18) from four UK universities (graduation 2020–2023) engaged in NetZero ventures. Data was analysed using the Gioia method; demographic identifiers were used to contextualise quotations.
Findings
Five cross-institutional challenges constrain the translation of sustainability awareness into entrepreneurial action: (1) limited embedding of NetZero content in core curricula; (2) inconsistent sustainability terminology; (3) insufficient implementation guidance and venture-building support; (4) over-reliance on classroom-based instruction relative to experiential learning; and (5) fragmented, weakly coordinated support across units. This study explains how these patterns arise from curriculum design choices, capability gaps in NetZero pedagogy and siloed governance that dissipate resources.
Research limitations/implications
The qualitative, UK-based sample limits generalisability; future research should test these mechanisms in other contexts using mixed methods and multi-stakeholder data.
Practical implications
Recommendations include embedding NetZero across entrepreneurship teaching, establishing shared terminology, providing tailored implementation support (incubation/mentoring), extending experiential learning and coordinating cross-unit ecosystems aligned with policy partners.
Social implications
Stronger university ecosystems can accelerate graduate-led NetZero innovation, advancing SDGs 4 and 13.
Originality/value
To the best of the authors’ knowledge, this study offers one of the first empirically grounded accounts linking entrepreneurship education to NetZero venture creation, integrating institutional and graduate perspectives.
| Original language | English |
|---|---|
| Pages (from-to) | 1-31 |
| Number of pages | 31 |
| Journal | International Journal of Sustainability in Higher Education |
| DOIs | |
| Publication status | Published - 24 Dec 2025 |
Bibliographical note
Copyright © 2025 Emerald Publishing. This AAM is deposited under the CC BY-NC 4.0 licence. Any reuse is allowed in accordance with the terms outlined by the licence. To reuse the AAM for commercial purposes, permission should be sought by contacting [email protected].Keywords
- NetZero entrepreneurship
- Sustainable future
- Sustainability in higher education
- climate action
- Entrepreneurship education
- University-based innovation