For several decades, entrepreneurship in India was considered an extracurricular activity, something pursued after completing formal education. However, this perception has gradually disintegrated. Over the last four decades, entrepreneurship education has become increasingly mainstream in the Indian economic and industrial landscape, driven by policy, technology, and changing student interests.
This development is evident in institutions that have experienced this transition first-hand. When the Entrepreneurship Development Institute of India (EDII) was founded in 1983, the emphasis was primarily on training—module development, short-term courses, and preparing aspiring entrepreneurs. The initial phase focused on creating awareness about entrepreneurship as a viable option beyond traditional employment.
As these programs gained acceptance, several State governments engaged EDII to establish similar facilities across the country, many of which continue to receive academic and professional support from the institute. This reflected a growing realization that entrepreneurship required systematic capacity-building rather than piecemeal efforts.
The turning point came in the late 1990s. The introduction of a one-year diploma programme in entrepreneurship signalled a shift from training to formal education. Strong demand and positive outcomes led to the expansion of the programme into a two-year postgraduate diploma. This aligned with the broader ecosystem shift—entrepreneurship education was no longer limited to motivation, but extended to feasibility, execution, and sustainability.
Unlike conventional academic disciplines, entrepreneurship resists standardized pedagogy. It cannot be absorbed solely through lectures or assessed through written examinations. Decision-making under uncertainty, opportunity recognition, and risk assessment are central to the discipline. As a result, teaching methods evolved beyond classrooms. Case studies, field visits, simulations, role plays, and sustained engagement with practicing entrepreneurs replaced static syllabi. Evaluation also shifted—from grades to measurable action.
Student profiles reflect this transformation. The initial cohorts largely comprised applicants from family businesses, primarily from Gujarat and neighboring States. Today, students come from services, agriculture, and professional sectors across the country, including the Northeast. Academic backgrounds have also diversified, now including science and engineering graduates alongside commerce and management students.
It is encouraging that women candidates now comprise nearly a quarter of each cohort, marking a gradual broadening of participation in enterprise creation.
This growing confidence has been reinforced by developments beyond the classroom. Increased access to information and technology, along with supportive government initiatives, has streamlined the entry process. Schemes such as Pradhan Mantri MUDRA Yojana (MUDRA), Startup India, Stand-Up India, and various credit guarantee programmes have helped alleviate concerns related to funding and awareness. As a result, students are better equipped to translate ideas into actionable business plans.
What is emerging today is a paradigm in which entrepreneurship education is no longer an ancillary skill but a formalized and structured system—one that has evolved alongside and is now integrated with the broader entrepreneurial ecosystem of the country. Higher education institutions are no longer operating in isolation; they function as integral nodes within a larger network of policy, finance, technology, and market access. Students graduate not only with degrees or diplomas, but also with ventures developed through continuous testing, feedback, and validation.
The evolution of entrepreneurship education has demonstrated that entrepreneurial performance can be enhanced through structured training, mentoring, and a supportive ecosystem. The discipline has gained prominence within the Indian economy and society. Strong public policy and effective governance structures continue to support its steady and constructive growth.
In this context, formal entrepreneurship education demands a distinct, outcome-oriented pedagogy. Curriculum design is as critical as faculty capability in mentoring and guiding students. EDII’s Post Graduate Programme includes distinctive elements such as milestone-based learning, enabling students to achieve defined progress markers in their entrepreneurial journey while still pursuing their course. The institute also provides seed funding to selected milestone achievers. Additionally, the Industry Verticals component exposes students to multiple industrial sectors before they finalize their business opportunity. These elements reinforce the programme’s outcome-based approach, ensuring that by the end of two years, students are equipped with a bankable project report.
Simultaneously, the development of qualified faculty capable of delivering such pedagogy remains essential. EDII addresses this through Faculty Development Programmes. The traditional one-size-fits-all curriculum model must be revisited to incorporate market-relevant inputs if entrepreneurship is to strengthen its position as a primary career choice.
Entrepreneurship education is no longer merely about encouraging abstract risk-taking; it is about equipping individuals to actively engage with the economy. The classroom has, in many ways, become one of the most significant industrial spaces in India today.
Authored by Dr. Sunil Shukla, Director General, EDII Ahmedabad.
