PurposeThe purpose of this paper is to trace the development of entrepreneurship education in Malaysia; and to evaluate its effectiveness and limitations.Design/methodology/approachPrimary data are collected to reveal students' perceptions of the effectiveness of the entrepreneurship teaching and their knowledge about entrepreneurship.FindingsThe results show that entrepreneurship education in Malaysia is not matching students' skill expectations with skill acquisition. The findings also indicate that the level of understanding on “what is entrepreneurship” is still low among the respondents selected in this paper.Research limitations/implicationsThe paper only concerns students' perceptions towards the effectiveness of entrepreneurship education in their respective institutions. Results from this paper are limited in terms of their ability to demonstrate “actual” outcomes of entrepreneurship education.Practical implicationsThe paper provides an important exploratory analysis of the state of entrepreneurship education in Malaysia to enable further research to be taken in the area of entrepreneurship education. The findings provide valuable insight on effective teaching methodologies in the area of entrepreneurship education.Originality/valueThe paper expands the framework of Morris et al., Drucker, and Gorman et al. to provide a basis to improve the effectiveness of entrepreneurship education in Malaysia.

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This paper re-examines the relevance of three academic norms to contemporary academic life – communism, universalism and disinterestedness – based on the work of Robert Merton. The results of a web-based survey elicited responses to a series of value statements and were analysed using the weighted average method and through cross-tabulation. Results indicate strong support for communism as an academic norm defined in relation to sharing research results and teaching materials as opposed to protecting intellectual copyright and withholding access. There is more limited support for universalism based on the belief that academic knowledge should transcend national, political, or religious boundaries. Disinterestedness, defined in terms of personal detachment from truth claims, is the least popular contemporary academic norm. Here, the impact of a performative culture is linked to the need for a large number of academics to align their research interests with funding opportunities. The paper concludes by considering the claims of an alternate set of contemporary academic norms including capitalism, particularism and interestedness

PurposeEmployability is a key concept in higher education. Graduate employment rate is often used to assess the quality of university provision, despite that employability and employment are two different concepts. This paper will increase the understandings of graduate employability through interpreting its meaning and whose responsibility for graduate employability from the perspectives of four key stakeholders: higher education institutions, students, government and employers.Design/methodology/approachThere are two stages to this literature review which was undertaken across bibliographic databases. The first stage builds a conceptual understanding of employability, relating to definition and how employability can be achieved and enhanced from the perspective of stakeholders. A structured search employing Boolean searches was conducted using a range of terms associated with key stakeholders. The second round of review drew on documentary analysis of official statements, declarations, documents, reports and position papers issued by key stakeholders in the UK, available online.FindingsIt reveals that responsibility for employability has been transferred by the UK government to higher education institutions, despite clear evidence that it needs to be shared by all the key stakeholders to be effective. In addition, there is a gap between employers' expectation for employability and the government's employability agenda.Originality/valueThis article highlights that solely using employment rate statistics as a key indicator for employability will encourage the practice of putting employers' needs above knowledge creation and the development of academic disciplines, with the consequence that higher education will become increasingly vocation driven.