Embedding career self-management through enterprise learning: practitioner insights from a university incubator intervention

Purpose This paper presents practitioner insights from a university-wide enterprise intervention that integrated career self-management within entrepreneurship education. It demonstrates how experiential enterprise activities can strengthen employability capital and support sustainable career development. Design/methodology/approach A 16-week intervention involving 159 undergraduates from four colleges was delivered collaboratively by the university incubator, Careers Office, academic faculty, and external mentors. Enterprise activities were combined with structured reflection, narrative exercises, and practitioner observation to examine developmental outcomes. Findings Students reported increased confidence, resilience, communication, and opportunity awareness, alongside clearer career identities. Practitioners gained richer behavioural evidence to inform guidance, while the institution benefited from stronger cross-department collaboration. Key challenges included digital access, uneven team coordination, and workload timing. Practical implications The paper proposes a practitioner framework comprising experience-based learning, reflective dialogue, and opportunity exploration. It offers actionable guidance on embedding career development within enterprise education to support inclusive, psychologically safe learning environments. Originality/value The study demonstrates how the Employability Capital Growth Model (ECGM) can be operationalised in enterprise education and provides a practice-based account of aligning enterprise learning with career development for diverse student groups.