Entrepreneurship-Oriented Engineering Curricula: A Comparative Analysis of TU Delft’s MSc Program and its Adaptation for Iran

Traditional engineering education emphasizes technical competence but often neglects entrepreneurial training, limiting graduates’ capacity for innovation and employability, particularly in developing contexts such as Iran. Entrepreneurship education can address this gap by equipping students with the skills to recognize opportunities, manage uncertainty, and mobilize resources. This paper analyzes the recent TU Delft’s MSc program in Construction Management and Engineering as a model of entrepreneurship-oriented engineering education and explores its potential adaptation for Iran. Drawing on theories of Opportunity Recognition, Effectuation, and Entrepreneurial Self-Efficacy, the study explores how TU Delft integrates hands-on learning, modular curriculum design, and strong industry partnerships. It then proposes a phased strategy for contextualizing these elements within Iranian MSc programs through faculty development, industry collaboration, and locally relevant project-based learning. The findings suggest that such adaptation may foster innovation, enhance employability, and better align engineering education with national development priorities.

Keywords:

Entrepreneurship education , Engineering education , Entrepreneurial self-efficacy , TU Delft , Iran , Curriculum adaptation