The scope of entrepreneurship programs offered by academia has expanded significantly in many areas around Europe, Asia, North America, Australia, and New Zealand (Gartner and Vesper 1994). With reference to the theory of planned behavior and the literature on entrepreneurship education, research has confirmed that students taking entrepreneurship programs increase their competencies and strengthen their intention towards self-employment (Fayolle et al. 2006; Mwasalwiba 2010; Sanches 2010). In examining the literature, more economic oriented studies with ex ante and ex post survey responses find that students learn about their entrepreneurial aptitude through entrepreneurship education (von Graevenitz 2010). Based on previous research, Dutta et al. (2011) conclude that specialized entrepreneurship education has a significant positive impact on the likelihood of future venture creation. However, a diverse and broad-based educational experience seems to make a critical difference in terms of the entrepreneurs’ personal income and net worth. Thus, the former facilitates venture creation, whereas the latter adds to entrepreneurial success. Further, it has been noted that academic entrepreneurship is regarded as an experience or outcome, rather than a clearly defined role (Jain et al. 2009). Interestingly, in research on entrepreneurial universities (83 studies in all) revealing organizational designs that enhance commercialization of university innovations, a focus on entrepreneurial education is totally missing. The term academic entrepreneurship has been treated as a task academics can perform, but not as a role in itself (Jain et al. 2009). Thus, a blank spot in previous literature is knowledge on how the new action-based entrepreneurship programs offered by universities affect the role of students (Foss and Lozano 2012; Ollila and Williams-Middleton 2011; Rasmussen and Sørheim 2006).