Introduction

The focus of entrepreneurship and innovation education and research at institutions of higher education ipso facto implies a wish to enhance the quality of graduate and post-graduate business venturing prospects as well as business know-how in the normally pre-entrepreneurial stage. This should happen within a sense-making framework that integrates the research and education agenda for graduate entrepreneurship. Further, an entrepreneurship and innovation education and research approach should be followed that guide the content of the competitive landscape in which the prospective entrepreneur will function and not lag behind and thereby looses its relevance.

Of particular importance to entrepreneurial education lies the ability of institutions of higher education to shift and circulate information and technologies across faculties despite different academic disciplines, professional codes, and academic language that act as academic venture boundaries. These boundaries frustrate the need to integrate entrepreneurship education throughout a higher education institution, thus inhibiting the smooth functioning of entrepreneurial education. Thus, a need exists to overcome these barriers by amalgamating the various faculties socially across faculties whereby entrepreneurial educators could play “bridging roles” by acting as “boundary spanners” between faculties and forming close cohesive networks through the whole institution. This will enable educators in entrepreneurial higher education to link otherwise unconnected faculties to facilitate the development of unique knowledge and access to special knowledge and opportunities. This create an advantage over the traditional structural design where educators were only part of a specific faculty cohesive group.

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