A growing need to address societal challenges has driven political and institutional emphasis on developing entrepreneurial competence across disciplines. This study explores how educators from various fields engage with the process of embedding entrepreneurship into their teaching—an approach known as Embedded Entrepreneurship Education (EEE). Drawing on empirical data from the Norwegian University of Science and Technology, we propose a model that captures core aspects of educators’ process: personal identification, recognition of relevance, development of entrepreneurship education competence, and implementation of entrepreneurial elements. The need to overcome institutional barriers pervades the process. The model is based on a qualitative case study comprising eight focus-group interviews ( N = 44), pre-course assignments from participants in a train-the-trainer course ( N = 18), and post-course focus-group interviews ( N = 10). We discuss the findings primarily through the lens of the Communities of Practice theory and extend it by introducing the concept of provisional communities, capturing the emergent, cross-disciplinary spaces in which educators experiment with new practices and provisional professional identities.
Roald et al. (Fri,) studied this question.