The creation of innovative businesses (startups and spinoffs) is a phenomenon capable of stimulating the economy. The literature finds that entrepreneurship education (EE) impacts entrepreneurial intention. The aim of this research is to enter the black box of entrepreneurship teaching models in order to uncover their different impact on the creation of university entrepreneurial outcome. University entrepreneurial outcome is measured by the number of spinoffs created by 80 US universities in the Association of University Technology (AUTM) database from 2011 to 2014. This research, through analyses of 1,262 entrepreneurship courses in US universities along a time span of 4 years, shows that demand models and the competence models have a positive impact on the creation of academic spinoffs. Implications for professors teaching entrepreneurship, universities, policy makers and students are discussed
