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Eco-entrepreneurship is a topical issue in academic and professional literature over the past decade. In Africa, it is a relatively new concept fast gaining momentum with wide applicability and acceptance given its benefits in promoting consumer adoption of sustainable lifestyles, resilient environment, economic empowerment, and a win–win balance in the ecology and economy nexus. Amidst the growing impact of climate change and environmental degradation, eco-entrepreneurship has become a necessity, with emerging opportunities being in urban waste management, recycling, and renewable energy technologies. Regardless of the benefits of eco-entrepreneurship, regulatory and governance structures inform the viability of any initiatives. This chapter presents how political ecology structures intersect and impact eco-entrepreneurship in Africa. Given that nations’ approaches can differ, this study provides a case study synthesis of two major African economies namely Nigeria and South Africa. The authors document the predominant political orientation and attitude toward eco-entrepreneurship. First, the authors argue that the political environment is indifferent to the potential of the eco-entrepreneurial framework, hence applying a one-size-fits-all approach. Second is that the attention to eco-entrepreneurship by policymakers is economically inclined, they focus mainly on economic growth opportunities; equally, that eco-entrepreneurship offers opportunities for the protection of social and environmental integrity cannot be ignored. Third, is the bandwagon effect associated with eco-entrepreneurship initiatives, where the need to align with international bodies and states drives a Eurocentric concern? The authors conclude that fostering enabling policy environment can help enhance the productivity of current eco-entrepreneurial initiatives as well as attract new ones needed to explore eco-entrepreneurship benefits.

This chapter examines the role extracurricular activities have in developing higher education (HE) student’s entrepreneurial competencies and capabilities. Specifically, this chapter examines: What type of students participate in extracurricular activities? Why do students choose to participate? and What activities offer for entrepreneurial competency and capability development. An electronic survey (e-survey) collected pre- and post-data from two groups: Group A – students participating in extracurricular enterprise and entrepreneurship (EEEx) activities (n = 119); and Group B – students engaged in non-enterprise-related extracurricular activities (n = 72). Findings indicated that students in both groups were motivated to engage in extracurricular activities to enhance their skills, fulfil personal interests and enhance their employability. Utilising Morris, Webb, Fu, and Singhal’s (2013) entrepreneurial competencies list as a model, there were found to increase in all but one competency (creativity) for Group A, yet for the control group, most competencies decreased. Independent sample T-tests demonstrated that there was no significant difference in the final ratings of entrepreneurial capability between Group A and Group B, however, the degree of improvement for perceived entrepreneurial capability, pre-to-post, for those participating in enterprise activities was substantially higher than the control group. Finally, students participating in EEEx activities were more likely female, studying a programme within the Business School, and in the second or final stage of their programme. This chapter demonstrates the value that EEEx activities provide in a competency context for students and tasks educators with considering how to develop and signpost specific entrepreneurial competencies and capabilities.

With practical entrepreneurship capabilities becoming ever more important for all university graduates, whether they are starting their own business or adding value to an organisation by innovating, improving, and problem-solving, what role do business incubators (BIs) play in helping to develop these capabilities for students? This chapter aims to better understand the role of BIs as extra-curricular entrepreneurship activity in universities through a narrative account of business incubation practice in three institutions – two in England and one in Australia. Utilising a practice-led methodology, the study is underpinned by social capital theory and a critical realist ontological perspective on incubation’s mechanisms, processes, and structures. Across these examples, there are common underpinning principles of entrepreneurial learning and socio-economic development. However, there are differences in implementation regarding space for incubation. Where the BI is on campus and closely integrated with extra-curricular entrepreneurship activity, this results in a cohesive graduate startup community and ongoing peer support. With no BI present, the opposite is observed. The chapter argues that without the infrastructure to build and maintain a community of nascent entrepreneurs to benefit from sustained peer learning, there can be negative impacts on the entrepreneurs and a visible gap affecting the entrepreneurial ecosystem. The chapter concludes with a practice note providing practical considerations for university BIs in communicating the significance of the incubator peer group to prospective entrepreneurs to improve realistic expectations and potentially improve their reach to entrepreneurs who may be experiencing isolation during their startup journey.

This chapter provides an overview of entrepreneurship clubs. It charts the development of these organisations, as a form of extracurricular activity. It introduces different forms of entrepreneurship clubs, such as Junior Achievement (JA) and Enactus, and explains how they grew from 1919 to the present. It also illustrates the differences between self-organised clubs, organised programs using clubs as a learning method, structured societies and nationally organised cooperative societies. The second part introduces research on student clubs in entrepreneurship education. It explores the benefits of clubs. It shows that clubs assist student learning, enable the acquisition of practical skills and improve college attendance, employment opportunities and career attainment. We argue that entrepreneurship clubs have improved student learning outcomes in entrepreneurship and simulated entrepreneurial learning, while impacting student self-efficacy and intentionality as well as improving employability and social learning. The final part of the chapter provides advice and tips for educators advising student-run entrepreneurship clubs. Ultimately, the chapter explains how student clubs have developed, why they are important for student learning and how advisors can support them.

Introduction: Entrepreneurship and frugal innovation have emerged as critical drivers for addressing the Sustainable Development Goals (SDGs) in a global context. The United Nations developed the SDGs to address social, economic, and environmental challenges, ranging from poverty and inequality to climate change and sustainable economic growth. Entrepreneurship and frugal innovation offer a unique approach to achieving these goals by promoting innovation, creativity, and sustainability in business practices.

Purpose: This chapter aims to examine the role of entrepreneurship and frugal innovation in achieving SDGs in a global context. This chapter seeks to identify how entrepreneurship and frugal innovation can contribute towards realising the SDGs and how these concepts can be leveraged to create sustainable and scalable businesses that promote sustainable development.

Methodology: In order to examine how entrepreneurship and frugal innovation contribute to the worldwide achievement of the SDGs, the chapter will use a qualitative research technique. The literature review will involve the qualitative analysis of both developed and developing countries on some specific sectors like transportation, education, health sector, and financial services.

Findings: Through analysing relevant literature, qualitative research, and related examples this chapter provides insights into the challenges and opportunities associated with promoting entrepreneurship and frugal innovation for achieving the SDGs in different contexts.

Practical Implications: The chapter aims to contribute towards a better understanding of the role of entrepreneurship and frugal innovation in achieving SDGs and to provide recommendations for policymakers, entrepreneurs, and other stakeholders on supporting and promoting these concepts globally.