Objective: Entrepreneurship education is an activity that is used to transfer knowledge and information needed for entrepreneurship, which will increase, improve and develop attitudes and abilities of non-entrepreneurs. What is certain is that many factors determine success in entrepreneurial process, one of easiest ways to ensure entrepreneurial achievements is education. Today, in all educational levels of developed and some developing countries, entrepreneurship education has special place, present study was conducted with aim of comparative study of entrepreneurship education in selected universities in world with Tehran University (universities in United States, England, China and Iran). The reason for choosing selected universities is their developed educational system and their leadership in entrepreneurship education in world based on latest rankings of reputable global institutions (Times Institute andThomson Reuters).

Method: The present study is qualitative study with comparative approach that is applied in terms of purpose and descriptive-exploratory in nature. The research data was collected through library research and by searching scientific databases, articles and websites of universities under study, and data analysis method was thematic analysis using Klein model. In this study, the entrepreneurship curriculum Harvard, Stanford, Yale andCalifornia Institute of Technology from United States, Oxford and Cambridge Universities from United Kingdom, Peking University from China and Tehran University from Iran were compared based on five indicators (objectives-content-teaching methods-learning opportunities-evaluation methods) of Klein model (1991), and the similarities and differences between universities under study were identified and explained.

Findings: The research findings show that based on five indicators examined, there are deep differences in entrepreneurship education between selected universities and Tehran University. In terms of goals of entrepreneurship curriculum, advanced universities in world have their agenda strengthening of thinking about entrepreneurial and business skills, describing concept and process of entrepreneurship, recognizing opportunities, challenges and solving entrepreneurial problems, and providing expert advice to entrepreneurs. There is no agreement in any of universities studied on use learning opportunities in entrepreneurship curriculum and method of evaluating entrepreneurship curriculum; however, with exception of Tehran University, there is agreement on evaluating by considering grades for exercises and class activities in other universities studied, and there are differences in other cases. The innovation and outstanding discovery this research is lack academic independence Tehran University, while in leading universities, we witness complete independence and flexibility in scientific study of various topics.

Conclusion: The results of this research can beused toimprove quality and level entrepreneurship education in country's universities. In this regard, the need for fundamental review is palpable. The innovation of research is in examining each of five elements studied in each universitie in question and conducting an analysis of their content in order tobe able to compare them with each other. The most important distinguishing feature that exists in educational system of Tehran University and is not noticeable in leading universities is dominance of politics and governance demands that have overshadowed all aspects of education. This prevents realization of entrepreneurial goals, free and fully relevant course content, independence in teaching methods, and prevents learning opportunities and top-down evaluation.