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The purpose of this paper is to consider entrepreneurship education (EE) evaluation. Specifically, it explores some of the challenges involved in applying the HEInnovate tool, and considers ways in which its accuracy and value might be strengthened. Using Storey (2000) by way of reflective critique, the paper proposes an augmented framework to support the application of HEInnovate. It provides a further framework to help signpost those involved in EE towards a more robust consideration of EE evaluation. In so doing, the paper aims to contribute to extant theory in the field of EE by: raising awareness of the continued need for evaluation, highlighting the potential benefits as well as the associated challenges of applying a self-assessment framework such as the HEInnovate and finally, proposing an augmented framework, which enhances the accuracy and value of the HEInnovate tool. Some avenues worthy of future research are identified.

This is a conceptual paper that draws on extant EE evaluation frameworks, specifically Storey’s “Six steps” to Heaven (2000), to explore how a more robust application of the HEInnovate self-evaluation tool might be achieved.

The HEInnovate framework is an easily accessible and widely applicable self-evaluation tool that higher education institutions (HEIs) are encouraged to use to determine their level of innovativeness and entrepreneurialism and, as a proxy, their preparedness to deliver EE programmes. The paper highlights the inherent challenges involved in administering self-evaluation frameworks of this nature, and uses Storey to identify areas for consideration so that the framework’s overall reliability and robustness can be enhanced, and findings rendered more accurate. The search for the “flawless” evaluative framework is likened to that of “Hunting the heffalump”.

As a conceptual, perspective paper, the paper is limited by personal opinion. The focus on a single self-assessment institutional evaluative framework is a further limiting factor. That said, this approach prompts those using the HEInnovate framework to reflect on ways in which its application can be rendered more accurate and reliable.

The findings offer practical guidelines to enhance the overall robustness and accuracy of the HEInnovate framework. The paper will be of value to HEIs seeking to introduce or increase their EE provision.

The paper demonstrates a novel application of Storey’s evaluative framework, allowing users of the HEInnovate tool to greatly enhance its robustness and value. It also provides two new frameworks signposting entrepreneurship educators towards more a more robust consideration of EE evaluation.

As nowadays the knowledge economy puts a strong emphasis on the universities’ role in the present economy, the recent challenge focuses on the interrelations between entrepreneurship culture and academic engagement. This study aims to investigate the new role that universities are assuming as entrepreneurial entities and gather information taking place internal university stakeholders and students’ perception on entrepreneurship education. The research hypothesis stands entrepreneurship is mainly supposed as being professionally and educationally active rather than setting up a company.

The present study carries out a study on the perception of entrepreneurship education conducted among students of the University of Economics in Krakow in the winter semester of the academic year 2017/2018. The selected target group meets the criteria of the different national country origin of the respondents. Another criterion for selecting the target group was diversity in the field of students’ academic interests.

The results of the study give a clear view of the still valid confirmation of the growing academic role in terms of entrepreneurship culture development that appears necessary to address the demand for global competitiveness. In particular, it is possible to categorize two groups of people, moderate and strong supporters of recognition that entrepreneurship is not only about starting a company but also at the same time that it is an expression of its own dynamic and entrepreneurial attitudes.

As the importance of entrepreneurship in the context of an entrepreneurial university is rising and the definition of entrepreneurship goes beyond its understanding of starting a business, universities and academic engagement can and have to better address and focus their planning of the courses and their contents.

The study sheds some light and gives some interesting perspectives on the issue of different levels of entrepreneurship education expectations against different levels at which this education should be provided. In addition, it is in line with the EU entrepreneurship competence framework (EntreComp) aimed at defining tools to improve the entrepreneurial capacity and culture of EU citizens and organizations by means of consensus among stakeholders and by establishing a bond between education and study.

The purpose of this paper is answer the research question to what extent Ethiopian universities can be considered to be entrepreneurial and explains possible differences among these universities.

The paper is inspired by a mixed methods study at nine universities in Ethiopia applying the entrepreneurial university framework of the European Commission/OECD: a content analysis of university policy and educational documents, a structured survey with 203 respondents, in particular staff and students, and in-depth interviews and focus group discussions with 223 people comprising university top-management, faculty, students and external stakeholders.

Findings indicate that entrepreneurial activities in Ethiopian universities are at their infant stage with limited differences among the universities. The universities are operating in a top-down, central governmental-led development that is not enabling entrepreneurial behaviour at the level of the individual institutions. The paper argues that within this context, leadership is the lever for an entrepreneurial turn at the universities.

Entrepreneurship development is a priority in many African countries as an instrument for employability of the predominant young populations towards which universities are expected to contribute considerably. The study highlights the tension between a strong say of the government in university operations and creating an autonomous, integrated entrepreneurial culture.

The results of this study have relevance for the higher education community in terms of understanding the complexity of transforming institutions into more entrepreneurial organisations in Africa. To the best of the authors’ knowledge, there is no previous study that examines entrepreneurial characteristics of several universities in Ethiopia.

The Journal of Intellectual Capital (JIC) is one of the leading academic journals in the field of business and management, with an impact factor of 3.744, according to Journal Citation Reports from Clarivate Analytics, 2019. This study reports the results of a content analysis of the JIC articles that have been published since the journal was founded in 2000, in order to highlight its significant contribution and identify potential future research avenues within the business and management field.

Scopus database, complemented by the Web of Science (WOS) Core Collection, was used. Furthermore, this study graphically maps over 20 years' worth of bibliographic material, using the visualization of similarities (VOS) to present an overview of the journal and identify future research avenues.

The paper provides an overview of a total of 700 articles and editorial notes, authored by leading authors from various universities, as well as collating the research themes explored during the 20 year period between 2000 and 2019. The prestigious positioning of this journal is evidenced both through the increasing number of citations received from other highly regarded journals and through its impact upon the establishment of new streams of research.

By applying a bibliometric analysis, this paper offers an overview of past and current themes on intellectual capital (IC).

This article delivers an in-depth and rigorous analysis of the fields and research streams interrogated by the JIC over the last 20 years and offers potential topics for future research, which could stimulate authors and inspire advancements in research for years to come.

The purpose of this paper is to analyse how collaborative/opportunistic behaviours within subsidised university-industry partnerships are influencing the design/implementation of strategic knowledge management practices in emerging economies.

The proposed conceptual model was analysed with a retrospective multiple case study approach integrated by four subsidised entrepreneurial universities-industry partnerships of the Incentive Programme for Innovation from 2009 to 2014 in Mexico.

Entrepreneurial universities and industrial organisations confirm insights about dual collaborative-opportunistic behaviour within subsidised partnerships. The main effects of behaviours represent an increment in the knowledge management costs during the monitoring stages. The ex ante collaboration agreement anticipated and protected intellectual capabilities.

This research contributes to the ongoing discussion about public administrations’ opportunistic behaviours in emerging economies (Tripsas et al., 1995), the effectiveness of the innovation and entrepreneurial programmes (Guerrero and Urbano, 2019b), and the link between dual behaviours (collaborative and opportunistic) and knowledge management practices (de Wit-de Vries et al., 2018).

New questions emerged about the effectiveness of subsidies as new modes of knowledge generation among entrepreneurial universities and industrial organisations, as well as the need for implementing strategic knowledge management practices in the public administration.

For policymakers, the study presents insights about the effectiveness of public resources. Policymakers should understand challenges and re-define/re-incentivize the productive value chain as well as implement mechanisms to control opportunistic behaviours on potential subsidised firms.

The paper contributes to the academic debate about how entrepreneurial universities and industrial organisations are strategically managing their knowledge when participating in subsidised partnerships in emerging economies.

This paper provides insights about how graduates' career patterns (i.e. academic entrepreneur, self-employed or paid employed) are influenced by entrepreneurial university ecosystems (i.e. incubators and entrepreneurship education programs).

By adopting Douglas and Shepherd's utility-maximising function, the influence of one entrepreneurial university ecosystem on graduates' career choices was tested using a sample of 11,512 graduates from the Monterrey Institute of Technology and Higher Education (ITESM) in Mexico.

Our results show the critical role of entrepreneurial universities ecosystems in facilitating employability options as academic entrepreneurship for ITESM's graduates. The study shows some insights about how graduates' risk aversion and work effort are positively influenced by the university business incubator and entrepreneurship education programs, respectively.

Diverse implications for stakeholders have emerged from our results. These implications are associated with potential benefits of implementing programmes oriented to engage academic entrepreneurship within Latin American universities.

Entrepreneurial universities provide a range of employability alternatives for their students, such as to be self-employed, academic entrepreneurs or paid employees. In this scenario, entrepreneurial universities have configured entrepreneurial ecosystems (educational programmes, business incubators and other infrastructures) to support potential entrepreneurs (students, academics, staff and alumni). Despite the relevance of the environmental conditions on individuals' occupational choices, few studies have explored the role of the entrepreneurial university ecosystems on graduates' employability. In this vein, our study contributes to some academic discussions: (1) the role of context on career choice models (Ilouga et al., 2014; Sieger and Monsen, 2015), (2) the role of incubators and entrepreneurship education on fostering academic entrepreneurship on the graduates' community (Nabi et al., 2017; Good et al., 2019; Guerrero and Urbano, 2019a) and (3) the effectiveness of the entrepreneurial university ecosystems on graduates' employability (Herrera et al., 2018; Wright et al., 2017).

Frugal innovation has gained prominence based on its potential contribution to sustainable development and the new opportunities that it offers to low-income customers. This paper aims to analyse the strategic knowledge transfer practices implemented by an entrepreneurial university for fostering frugal innovations within an emerging economy.

This study adopted a case study methodological approach. The selected case was the University of Campinas (Unicamp), one of the leading universities in Brazil in terms of research quality and technology transfer. The study built upon 14 interviews with key informants and secondary sources of data (official and public documents).

The findings highlight the multidimensional dynamics of frugal innovations arising from university–industry relationships. Key dimensions considered include the internal capabilities of universities to foster frugal innovations and connect them to markets, the surrounding innovation ecosystems in which the university is embedded and the overarching institutional framework.

The analysis of strategic management practices for frugal innovation requires an evolutionary perspective, but the findings lacked sufficient longitudinal information for a formal evaluation. Also, as our empirical analysis is based on an in-depth case study of one university, further validation in other contexts would be necessary.

This study offers new insights regarding the effectiveness of university-business collaboration partnerships for developing frugal innovations in emerging economies. Policymakers should promote societal programs enhancing the active participation of all agents involved in the entrepreneurial and innovation ecosystem. University managers should understand the challenges and the opportunities behind the adoption of an inclusive and societal orientation.

By adopting frugal innovation practices, universities can enhance their contribution of meeting the United Nations’ Sustainable Development Goals.

The literature on frugal innovation has emphasized the importance of networking between different types of firms, NGOs and governments, but the role of universities in frugal innovation remains mostly unexplored. This study addresses this gap by exploring how entrepreneurial universities participate in frugal innovations to meet societal challenges.

The purpose of this paper is to evaluate the status of entrepreneurship education (EE) in Australia, replicating and expanding a similar study in 2015. The aim is to review neoteric global best practice EE initiatives, enabling the examination and embedding of EE offerings and initiatives at all 40 higher education institutions (HEIs) in Australia.

The authors introduce a review of prominent and recent global EE scholarship, enabling an iterative and emergent inquiry perspective aligned to inductive and nascent multi-method empirical research associated with theoretical underpinnings of symbolic and substantive management theory.

This paper highlights the sparse and inconsistent distribution of EE programs and initiatives across all 40 Australian HEIs, particularly against the backdrop of rapidly expanding start-up and entrepreneurship ecosystems. Furthermore, outcomes provide best practice EE initiatives, which included staff mobility and transferability of skills. HEIs in Australia are experiencing a moderate EE boom, albeit marginally down on global EE transformation initiatives.

Limitation of the data is subject to availability and accuracy of online documents and material resources, although implications have been mitigated using multi-method research design.

The findings provide critical grounding for researchers, practitioners and HEIs wishing to enhance EE within ever-expanding entrepreneurship ecosystems.

This study is the first multi-methods inquiry into the status of EE in Australia, consisting of quantitative, qualitative and algorithmic methods.

The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the lack of an integrated approach towards embedding entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skill and mind-set prevails in the higher education sector. With reference to the retail sector, increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen.

The theoretical paper presents a rationale for embedding entrepreneurship education into university curricula and for promoting university–business collaboration. Secondly, it reviews the extent to which entrepreneurial capacity-building is institutionally embedded to foster graduate entrepreneurship, university–business collaboration and business incubation within one strategic framework. Finally, the paper proposes five propositions within a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skills and mind-set, useful for existing enterprises and start-ups. The implications for these propositions are discussed.

The authors propose five propositions with a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skill and mind-set, skills for creating enterprises and university–enterprise collaboration within one strategic framework.

Increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen in social science (e.g. retail, business management and accountancy) and science (e.g. pharmacy, architecture and engineering) programmes centred within the tripartite approach.

Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the tripartite integrated approach embeds entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skillset and mind-set in the international higher education sector.

This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.

Entrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.

The factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.

The study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.