Entrepreneurship and innovation are two key elements for economic development. This is why the integration of entrepreneurial aspects into engineering training seems obvious and aligned with CDIO standards (especially optional standard 3). The creation of a new profile of engineers capable of combining technological innovation with business challenges and social development is not limited to the integration of entrepreneurship teaching but must be developed through the entrepreneurial university model. The university's openness to its economic and social environment has shifted its mission and role from that of a distributor of knowledge to a broader role as a generator of value. This extension of the mission has triggered the emergence of the entrepreneurial university concept. It is against this backdrop that this article, which focuses on assessing the entrepreneurial capacity of universities, has been drawn up, using the Esprit private college of engineering and technology as a case study. We are designing a quantitative approach that will enable us to understand practices within the university. This study will enable central universities to self-assess in relation to the context of entrepreneurial practices. The development of an evaluation model for the entrepreneurial university concerns our working methodology for measuring the entrepreneurial capacity of universities. This study consists of developing a methodological framework comprising the good entrepreneurial practices according to which the university will be assessed, and a mathematical aggregation model to determine the composite measurement indicator. This test of our evaluation method is based on a case study of the ESPRIT school of engineer.