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The scaling of social initiatives is important to achieve broad social impact based on successful small-scale experiments. This paper focuses on the influence of the characteristics of the initiators of social initiatives on scaling processes. The limited literature on this topic highlights two critical actor characteristics: high entrepreneurial skills and a central position in the area. Both characteristics influence two critical components of the scaling process: mobilizing stakeholders and focusing on retaining effectiveness. The purpose of this paper is to explore these complex relationships in a deductive analysis and to use these findings for an inductive analysis to generate new insights and extend our academic understanding.

A comparative qualitative study of 20 social initiatives in the Dutch social sector was conducted, including 48 in-depth interviews with initiators and stakeholders in three different areas – mental health, debt and labour participation.

High entrepreneurial skills are more important for mobilizing stakeholders and focusing on retention of effectiveness than the position of the initiators, but these are a condition rather than a guarantee. Creating space for scaling and investing in measuring effectiveness in other contexts are also important.

By combining the literature on social entrepreneurship and public innovation and conducting an empirical study, our study provides a broad and nuanced picture and brings precision to our understanding of the relationships between initiators' entrepreneurial skills and position and the scaling process.

This study aims to empirically assess entrepreneurial leadership skills’ role in Corporate Sustainable Development (CSD) and firm performance (FP). This study considers five specific entrepreneurial traits: innovativeness, creativity, analytical thinking, emotional intelligence and passion and motivation. The motivation for this investigation stems from concerns over micro-firms vulnerabilities and small and medium enterprises (SMEs) lacking proper leadership skills. This study is guided by the resource-based view theory and conducted during the pandemic, offering insights into firms operating under constrained conditions.

Confirmatory factor analysis and structural equation modeling (SEM), were used on survey responses from 321 Bahraini firms. This study’s data collection occurred under environmental uncertainties due to the pandemic and provides a unique context for understanding CSD and entrepreneurial leadership skills under high business/environmental uncertainty.

The findings reveal that entrepreneurial leadership skills positively impact CSD and firm performance through creativity, passion and motivation. However, innovativeness negatively affects CSD and FP. Furthermore, CSD positively influences firm performance.

Theoretical and practical implications, plus limitations, are also discussed in this study.

Understanding entrepreneurial leadership skills effect on CSD and firm performance in SMEs is important as SEMs are prone to fail in the early years. This study’s findings and its implications help guide SME leaders in furthering their entrepreneurial leadership skills to foster CSD and firm performance.

This study contributes to comprehending the crucial role of entrepreneurial skills, during uncertain times of the pandemic, for SMEs’ survival. It provides valuable insights for firms operating in competitive environments, offering a unique perspective on the required entrepreneurial skills and their effect on CSD and firm performance.

Entrepreneurship has become a widely accepted concept in the past few decades due to its prominent role in economic activity and economic development of a nation. Promotion of entrepreneurship can be ensured with the help of entrepreneurship teaching and learning through higher education institutions. Similarly, entrepreneurship skills play a significant role in the promotion of students’ intentions to become entrepreneurs. This study aims to examine the role of universities and entrepreneurship skills on the entrepreneurial intentions of students.

Business simulation games is taken as mediator between university role and entrepreneurial intentions as well as entrepreneurship skills and entrepreneurial intentions. This research has used Smart PLS to perform a PLS-SEM technique with a data of 378 students from higher education institutions of Malaysia.

The results of data analysis show a positive role of universities and entrepreneurship skills in the promotion of student’s entrepreneurial intentions. Moreover, business simulation games positively mediates the relationship between dependent and independent variables.

Results of this research prove that entrepreneurial skills and university support have a significant part in the promotion of entrepreneurship intentions of students. As students use the electronic resources such as business simulation games, their skills, attitude and practical knowledge is positively enhanced and eventually it positively impacts the intention of students to become entrepreneurs. Therefore, it is believed that promotion of entrepreneurial skills in students via business simulation games and positive role of universities in promoting entrepreneurship will have a significant positive influence on the students’ entrepreneurial intentions.

The purpose of this study is to establish whether all the dimensions of entrepreneurship skills matter for sustainable business start-up among the youths, using evidence from a developing economy.

This was cross-sectional study which utilized a quantitative approach. Data were collected using a self-administered questionnaire from 254 youths who undertook skills training at the various government-supported business skills training centers in the Greater Kampala Metropolitan Area (GKMA), that is to say, Kampala, Mukono and Wakiso. Data collected were analyzed using the Statistical Package for the Social Sciences (SPSS) to derive descriptive, correlational and hierarchical regression.

Study findings indicate that unlike entrepreneurial skills, management, technical and personal maturity skills matter for the sustainability of business start-up of youths in Uganda. However, when all skills are compared, management skills matter most as compared to technical and personal maturity skills.

This study strengthens the existing literature on the sustainable business start-up of youths in Uganda. It is also relevant for policy decision-making and policy reversal because it demonstrates that skilling is pertinent and should be encouraged and rolled out across the country to encourage sustainable youth business start-ups. To increase sustainable business start-up among youths, management skills should be prioritized, together with technical and personal maturity skills, compared to entrepreneurial skills, which should only be emphasized at the idea generation, planning, resource mobilization and business implementation stages.

Continuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.

A concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.

Thematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.

The classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.

Although digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.

The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating character of entrepreneurial competence.

A total of 391 survey responses were collected from employees using convenient and snowball sampling methods.

Digital entrepreneurial education and training showed a positive influence on entrepreneurial competence and EI, with entrepreneurial competence mediating the relationship between digital entrepreneurial education and training practices and EI.

This study is intended to assist the development of digital entrepreneurs. The implications of this study are also useful for governments, entrepreneurs, venture capitalists, angel investors and various international development institutions.

The novelty of this study relates to exploring the relationship between digital entrepreneurial education and training, entrepreneurial competence and digital EI.

This study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.

The research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).

The findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.

This study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.

Delving into the captivating landscape of entrepreneurship education, digital literacy and digital transformation, this study aims to investigate their interplay with entrepreneurial propensity and the moderating effect of school support among Jordanian school students aged 15–17. Anchored in the theory of planned behavior (TPB) and the human capital theory (HCT), this work illuminates the intricate web of influences that shape students’ entrepreneurial mindset.

The study adopts a quantitative approach and uses a “paper-and-pencil" translated questionnaire to collect data from a convenience sample of (n = 650) school students in Jordan. Covariance-based structural equation modeling (CB-SEM) through Statistical Package for the Social Sciences (SPSS) Analysis of Moment Structures (AMOS) v28 was utilized to scrutinize the variables' direct, mediating and moderated mediated impact.

The three structural models revealed that (1) entrepreneurship education has a positive effect on students’ entrepreneurial propensity; (2) digital literacy and digital transformation mediate the interaction between entrepreneurship education and entrepreneurial propensity; (3) school support moderates the mediating effect of digital literacy, and digital transformation, on the link between entrepreneurship education and entrepreneurial propensity.

The results offer actionable enlightenments for educators and policymakers in Jordan to tailor entrepreneurship education, digital literacy and support frameworks, effectively nurturing students' entrepreneurial mindset and aspirations.

This study contributes to understanding the complex dynamics between education, technology and entrepreneurship. Our modest contribution links the findings to a real-world case of two 15-year-old students in Jordan who were inspired by the book “Rich Dad Poor Dad” to start their own business.

This paper aims to investigate the effects of four types of cyber entrepreneurship courses on entrepreneurial self-efficacy (ESE) and intention. It is based on Social Cognitive Theory and Regulatory Focus Theory, which takes Chinese college students as the research objects.

Approximately 101 senior business school students who had participated in all cyber entrepreneurship courses were selected to complete the horizontal analysis. Approximately 317 students from different grades who had participated in different cyber entrepreneurship courses were selected for the multi-group analysis (MGA) for the longitudinal comparison.

The results show that different cyber entrepreneurship courses may trigger Chinese students’ positive or defensive mechanisms for cyber entrepreneurship and affect their ESE and intentions. The impact of cyber entrepreneurship theoretical courses on Chinese students’ entrepreneurial intentions is not significant, and self-efficacy has no mediating effect between cyber entrepreneurial theory courses and intentions.

This study helps teachers and policymakers to better understand the impacts of cyber entrepreneurship courses and to adopt proper teaching contents and methods for diversity goals. It also has reference value in theoretical and practical perspectives.

This study aims to identify and explore the factors affecting social entrepreneurial intentions considering an educational institution in Portugal. It also intends to determine the relevance of moderating factors in the antecedents and entrepreneurial intention of these students.

A panel of 177 undergraduate students enrolled in a social entrepreneurship course between the academic years 2018 and 2021 is considered. The data is explored quantitatively considering descriptive analysis techniques, correlational analysis and hypothesis testing.

The findings reveal that entrepreneurial intention depends on multiple individual, organizational and contextual dimensions. Students' entrepreneurial intention remains unchanged regardless of the student’s profile. However, students' professional experience is a more relevant factor for the identification of organizational dimensions related to curriculum and critical pedagogy, while previous involvement in volunteer activities contributes to a higher prevalence of individual factors.

To the best of the authors’ knowledge, this study is original in exploring the role of entrepreneurial intention and its antecedents considering a heterogeneous students' profile. It offers theoretical and practical contributions by extending the literature on social entrepreneurial intention that can be used by higher education institutions to offer specific training more focused on the student's profile.