Abstract
This study examined the repositioning of graduate entrepreneurship within South African
higher education by focusing on developing an entrepreneurial mindset, particularly in noncommerce
faculties. The research identifies systematic obstacles and the need for institutional
transformation to effectively deliver entrepreneurship education in this context. Using a
qualitative multiple case study approach, data were collected using semi-structured interviews
with students and academic staff at seven public universities, as well as one national policy
official. Although the majority of participants expressed interest in entrepreneurship, their
motivations were frequently driven by personal passion or necessity. Entrepreneurship was
rarely regarded as a principal career option. Many students were unaware of the resources
and initiatives offered by their universities. Support structures were inconsistently distributed
across different faculties. In universities where entrepreneurship education was available, it
tended to be theoretical with limited practical application. Although some programs included
practical engagement and mentorship, participation often required self-initiation and was not
consistently integrated into the curriculum. A significant finding is the limited development of
metacognitive skills such as critical reflection for navigating uncertainty and pursuing
entrepreneurial opportunities. Additionally, institutional fragmentation and poor alignment with
national policy objectives diminished the effectiveness of entrepreneurship initiatives,
especially in non-commerce disciplines. In response to these challenges, the study introduces
the Multi-Level Entrepreneurial Mindset Development (MLEMD) model, which integrates
individual, institutional, and systemic factors. This model provides a diagnostic framework for
universities and policymakers aiming to embed entrepreneurship as a cross-disciplinary and
socially inclusive graduate competency. In the main, the research offers valuable insights for
curriculum reform, institutional strategy, and policy alignment in integrating entrepreneurship
education across various academic disciplines in universities.