Abstract:

Entrepreneurship education is increasingly recognized as a critical driver for economic growth, innovation, and employment generation—particularly in developing countries like Bangladesh. However, the success of such education depends not only on academic instruction but also on how effectively universities collaborate with industry and government. This paper investigates the significance of the University–Industry–Government (UIG) partnership, commonly conceptualized through the Triple Helix Model, in enhancing the quality, relevance, and impact of entrepreneurship education in Bangladesh.

Drawing from policy analysis, institutional case studies, and semi-structured interviews with stakeholders across academia, the private sector, and government agencies, this study explores how coordinated UIG interactions can bridge the persistent gap between theoretical knowledge and practical entrepreneurial skills. The research reveals that while Bangladesh has seen a rapid increase in universities offering business-related programmes, only a handful provide dedicated entrepreneurship education supported by strong UIG collaboration. In most cases, academic curricula remain disconnected from industry realities, and government policies, though supportive in intent, lack consistent implementation.

Key findings show that meaningful UIG partnerships enable curriculum co-creation, facilitate real-world exposure through internships and mentorships, and provide policy and funding support for student-led ventures. Examples such as the Dhaka School of Economics and Daffodil International University demonstrate how embedded partnerships can foster student innovation and startup success. However, challenges persist—including bureaucratic inertia, limited industry engagement, and resource constraints in both the public and private universities.

This paper argues that for entrepreneurship education to be transformative and inclusive, it must be anchored in a functional and adaptive UIG framework. The study proposes a contextualized model for Bangladesh that emphasizes mutual accountability, innovation ecosystems, and capacity-building for all three actors. The findings offer actionable insights for policymakers, educators, and industry leaders seeking to strengthen entrepreneurial ecosystems through inter-sectoral collaboration.

Keywords:

Entrepreneurship Education, Triple Helix, University–Industry–Government Collaboration, Innovation Ecosystem, Bangladesh, Higher Education, Economic Development.