Abstract:

Entrepreneurship education increasingly demands pedagogical models that cultivate transversal competences, learner autonomy, and collaborative problem solving. The Team Academy (TA) model addresses these needs through experiential learning, team‑company structures, and coaching‑supported reflection. However, empirical evidence comparing TA outcomes across international contexts remains limited, and little is known about how programme design variations shape competence development. This paper extends a recent empirical thesis by providing an enhanced theoretical framing, a multi‑country analysis, and a set of refined implementation guidelines for institutions adopting TA‑inspired approaches.

The study draws on survey data from 50 TA students and alumni across eight countries and nine universities, measuring retrospective (pre‑programme) and current competence levels based on the EntreComp framework. Findings show substantial increases in key competences such as self‑awareness and self‑efficacy, learning through experience, valuing ideas, and resource mobilisation. Collaboration‑related competences show greater variability, indicating that coaching quality, team culture, and curriculum integration significantly influence outcomes. Financial project results did not correlate with competence development, highlighting the pedagogical centrality of learning processes over economic outputs.

In addition to these empirical results, the paper introduces a conceptual interpretation of how TA’s experiential mechanisms align with competence‑based higher education reforms and the broader future‑skills agenda. Drawing on cross‑institutional insights, we propose a refined set of implementation guidelines focusing on coaching consistency, structured reflective practice, and deeper integration of entrepreneurial theory and real‑world partnerships. These recommendations aim to support universities in strengthening the effectiveness and scalability of TA‑based programmes.

Keywords:

Team Academy, entrepreneurship education, EntreComp, experiential learning, competence development, implementation guidelines, international comparison.