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Kavita Panwar Seth, Fintan Clear, Tariq Khan and Sharmaine Sakthi Ananthan

Entrepreneurship and education are the important pillars of the economic and social development of a nation. This vital fact has drawn the attention of various business schools and universities; hence they offer a plethora of entrepreneurship education programmes. The pedagogical engineering of these courses can ensure their effectiveness and can very well contribute to theory and practice. Although some features of entrepreneurship education are successfully taught, there is a need to make these entrepreneurship education programmes more effective by understanding the entrepreneurial intention and antecedents such as perceived behavioural control, subjective norm and attitude. The research was conducted in two countries _ the United Kingdom and India _ however only the capital city of each country was considered at this stage. It is interesting to investigate whether the results can be applied universally or whether they vary with cultural and geographical boundaries of the countries. The study of entrepreneurship is gaining international popularity and a growing literature, and hence inevitably research in this field is encouraged and progressing in a variety of countries. Thomas and Mueller (2000) pose a question about the attributes of entrepreneurship and their relation across boundaries of cultures, and the lack of literature in varied circumstances; the question remains unanswered. Also, this research gap restricts the application of theories across international boundaries.The theory of planned behaviour was taken into account to assess the intentions of the students. Three key characteristics of entrepreneurship education were chosen to explore the influence on intentions: introduction of a role model, introduction of an entrepreneurial network, and providing feedback. Only programmes of entrepreneurship education limited to 10_12 weeks’ duration were chosen. Apart from duration, other characteristics such as objectives, content and pedagogy were very similar in both countries.

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Mohamed El-Fatatry, Stephen Lee, Tariq Khan, Mohamed El-Fatatry and Vili Lehdonvirta