Research on entrepreneurship education (EE) emphasizes the role of learning environments, contexts and pedagogical choices in developing students’ entrepreneurial competences. EE has assumed that it solely carries the task of improving entrepreneurial competences. Yet, the objectives, content and methods of teaching vary, and hence non-entrepreneurship teachers’ classrooms can also provide a learning environment for entrepreneurial competences. However, whether or not this kind of unintentional teaching of entrepreneurial competences takes place has not been widely addressed. In this study, the authors investigate how business school non-entrepreneurship teachers’ teaching methods unintentionally match the known framework of entrepreneurial competences. The findings indicate that non-entrepreneurship teachers do unintentionally expose their students to entrepreneurial competences such as creativity, learning from experience and financial literacy. However, competences such as opportunity recognition, perseverance and mobilizing resources do not receive similar attention. The findings indicate that some entrepreneurial competences are not solely owned by EE, but can be embedded in non-entrepreneurship education. Accordingly, the study extends the current understanding of EE and which “niche” competences should be emphasized in it, but also demonstrates how non-entrepreneurship teachers can expose students to entrepreneurial competences while teaching in their own subject areas.

创业教育（EE）研究强调学习环境，环境和教学选择在培养学生创业能力中的作用。EE假定它仅承担提高企业家能力的任务。然而，教学的目标，内容和方法各不相同，因此非创业型教师的课堂也可以为创业能力提供学习环境。然而，这种无意识的企业家能力教学是否发生尚未得到广泛解决。在这项研究中，作者调查了商学院非企业家型教师的教学方法是如何无意地与已知的企业家能力框架相匹配的。调查结果表明，非创业型教师确实无意中使学生遭受了创业能力的影响，例如创造力，从经验中学习和金融知识。但是，诸如机会识别，毅力和调动资源之类的能力并未得到类似的关注。研究结果表明，某些创业能力并非仅由EE所拥有，而是可以嵌入到非创业教育中。因此，该研究扩展了对EE的当前理解，并在其中强调了哪些“利基”能力，同时也证明了非创业型教师如何在自己的学科领域教学的同时使学生接触到企业家的能力。机会识别，毅力和调动资源等能力没有得到类似的关注。研究结果表明，某些创业能力并非仅由EE所拥有，而是可以嵌入到非创业教育中。因此，该研究扩展了对EE的当前理解，并在其中强调了哪些“利基”能力，同时也证明了非创业型教师如何在自己的学科领域教学的同时使学生接触到企业家的能力。机会识别，毅力和调动资源等能力没有得到类似的关注。研究结果表明，某些创业能力并非仅由EE所拥有，而是可以嵌入到非创业教育中。因此，该研究扩展了对EE的当前理解，并应强调其中的“小生境”能力，同时也证明了非创业型教师如何在自己的学科领域教学的同时使学生接触到企业家的能力。