Purpose This study aims to explore the drivers and barriers influencing entrepreneurship education (EE) in two universities in the USA and Sri Lanka using institutional theory as the theoretical underpinning. The study examines how regulative, normative and cultural-cognitive pillars shape the EE in two countries. In addition, Central and Eastern European (CEE) insights are used to show the transitional institutional phase, emphasizing that regulative reforms outpace normative and cultural-cognitive developments. Design/methodology/approach The study used a qualitative multiple-case study design. The data were gathered through interviews with senior faculty members of each university. Thematic analysis was used to analyze the data. Findings Twelve drivers and eleven barriers were identified across the cases. The findings reveal that regulative, normative and cultural-cognitive pillars influence the EE of two universities based on their contexts. The USA has a strong and mature institutional environment, characterized by robust policy support, normative acceptance and cultural dimensions. In contrast, Sri Lanka has a strong policy discourse and a growing interest in entrepreneurship, but is hindered by deep-rooted cultural barriers and implementation challenges. Drawing on CEE experiences, this study shows that regulatory reforms advance faster than cognitive-cultural changes, providing a benchmark for understanding Sri Lanka’s transitional stage. The study further highlights that the coexistence of drivers and barriers within the same institutional pillars creates tensions that limit EE progress. Originality/value This study contributes to the scarce on EE by examining the EE of two universities in two countries, one in the developed and one in the developing world, through the lens of institutional theory. By using CEE insights, this study broadens the institutional theory beyond the developed-developing dichotomy. Furthermore, the study’s findings offer policymakers and university leaders context-specific strategies to promote EE.
Abeysekera et al. (Mon,) studied this question.