This study aims to discuss the purpose of higher education esports academic programs, offer the first known comprehensive worldwide inventory, and conduct a comparative content analysis of their curricula. Data was collected through structured internet searches, global esports academic research networks, and personal correspondence. Underpinned by Diffusion of Innovations Theory's construct of innovation adoption (Rogers, 2003), data was analyzed through a systematic iterative comparative content analysis. Findings revealed 95 esports bachelor's degree, master's degree, technical degree (i.e., diploma), certificate, or undergraduate minor programs delivered by 74 higher education institutions, primarily located in North America and Europe. The vast majority of these programs (80%) focused on esports business (e.g., management, marketing) and, on average, these programs required 5.7 (SD = 3.4; range 1-15) esports-specific courses (i.e., modules). Moreover, findings also revealed that there are at least 16 other higher education institutions that provide stand-alone esports courses that do not also offer esports academic programs. Current trends and ideas around esports content being taught and career opportunities regarding future directions of esports academic curriculum are presented. Program content and structure discussed are important for esports industry job hiring decision-makers, prospective esports students, esports faculty members, esports researchers, and higher education administrators.