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Entrepreneurship is a new field of research in Russian higher education. This chapter discusses the emergence of entrepreneurial education in Russian universities by examining their key documents and relevant curricula. Findings indicate that only a few modern Russian universities develop entrepreneurial programmes that contribute to the income of the less funded from research organisations. These programmes are mainly student-paid graduate programmes aimed at providing students with hard skills. The study also addresses factors that influence students’ entrepreneurial intention following the theory of planned behaviour. Beyond attitudes, subjective norms, and perceived behavioural control, a new contextual variable of entrepreneurial environment and education significantly impacts intention. This result along with subjective norm influence implies that prospective graduate entrepreneurs in Russia are motivated to venture to contribute to their society. Finally, this study provides recommendations on how Russian universities could empower entrepreneurial education to undertake a substantial role in regional entrepreneurial ecosystem development.

Entrepreneurship education is observed as expanding in both academic and informal settings. Drawing on the Business Schools paradigm, relevant courses deliver contiguous knowledge and competencies applicable to new business creation based on cognitive and experiential instruction. Germane studies explore the entrepreneurial intention of trainees as a consequence of the pursued instruction. This chapter follows a more student-centric perspective which supposes the underlying cognitive schemes of trainees and their evolution as primordial structures that are affected through learning. This focus turns the approach into pure constructivism where the Piagetian concepts of assimilation and accommodation underpin learning. Based on a coherent constructivist online environment, that is the TeleCC platform in Greece, evidence for reflection, critical thinking and meta-learning incidents is investigated amongst the trainees’ dialogues and comments. The appearance of these processes verifies the dynamics of constructivist learning and Piaget’s equilibration process. There has been minimal attention in research so far into genuine constructivist signatures relevant to entrepreneurial learning; a gap that motivated the research of this chapter. The features of the learning environment and the facilitating role for the educator are crucial presuppositions for deep constructivist learning processes to occur. Else, instructional interventions favour the customary guidance and knowledge or experience transfer. It is maintained that the constructivist approach is an underdeveloped yet innovative perspective for educational research in entrepreneurship that needs good examples and contextualisation of relevant concepts and processes. Its contribution will be especially important and inclusive for the lifelong learning domain where adult learners participate in with repositories of personal life experiences and crystallised and resistant conceptualisations for the phenomena under consideration.

The chapter discusses the preliminary evidence for the state of Vocational Education and Training (hereafter VET) for social entrepreneurship and organizations and especially for European Social and Solidarity Economy (SSE). Drawing upon a European project, and gathering information from five countries; Croatia, Czech Republic, France, Greece and Italy, this study aims to demonstrate that educational programmes are encompassed among the necessary SSE support mechanisms in the EU's socio-economic framework. Moreover, this chapter shows that this connection between SSE and adult education is not coincidental, but is founded on the converging principles of these fields, as well as in their common belief in society's transformational potential. This evidence tends to fill a gap in the literature of European SSE given that it is a recent, under-researched subject in general and especially in linking it to VET. This is all the more important in view of ongoing crises (e.g. financial, COVID-19, environmental), which highlight that social economy perspectives can no longer abstain from the political agendas across the world.

Universities are increasingly looking at entrepreneurship as a way to bridge theory and practice. This is important in these challenging times when unexpected events and occurrences take place. It is becoming more important for universities to respond in an entrepreneurial manner to new trends to capitalise on learning and research opportunities. The aim of this chapter is to discuss how universities are acting in an entrepreneurial way by responding to educational and social challenges. This will help to understand fruitful new areas of teaching, research, service and engagement that can occur in a university setting based on entrepreneurial thinking.

Certified and non-certified organisations must make strategic decisions regarding ISO 9001 adoption, maintenance, renewal and abandonment. However, the ISO 9001 literature lacks a typology of the strategic options available to these organisations. The purpose of this conceptual study is to develop a framework of the alternative strategies for the stages of the ISO 9001 life cycle (implementation/certification, certification maintenance and recertification/decertification stages).

The research method is based on literature review, selection of relevant variables and synthesis of coherent alternative strategies.

Results include the main variables of relevance for the definition of the ISO 9001 strategies (e.g. life cycle stage, organisational motivations, barriers, benefits, internalisation degree and quality of the certification body), the main situations in which organisations can find themselves (in terms of ISO 9001 certification, maintenance and decertification), the strategic options for each situation (e.g.: certify, maintain certification, try harder, change certification body, intensify learning and experimentation with ISO 9001) and the implications and consequences of such options. Research results are integrated into a strategy framework, composed of three strategy matrices, one for each stage of the life cycle. The matrices present the strategic situations, available strategic alternatives and benefits of the strategies.

This study combines the results of previous research to develop an original strategy framework, which constitutes the main research contribution. As far as the author is aware, there is no such strategy framework in the literature. The framework has relevant implications for theory and practice and helps to identify future research directions.

This conceptual chapter re-actualizes the Didaktik-inspired discussions in entrepreneurship education, initiated by Kyrö, Blenker et al., and Bechard and Toulouse over 15 years ago. Didaktik in the German educational tradition is a pedagogical sub-discipline which, unlike the Anglo-American understanding of “didactics” as teaching methods, focuses on the relations between the subject, teacher, and students, and considers questions regarding what to teach, how to teach, and why, as being interdependent. A review of literature on entrepreneurship education published in the last decades shows that research in the German Didaktik tradition is sparse, and that the awareness of the differences between Didaktik and “didactics” has been overlooked. This chapter has practical implications for entrepreneurship educators as it presents Didaktik as an approach which comprises planning, implementing, and evaluating teaching in a way that includes an awareness of the learners’ relationship to the subject without excluding the teacher’s key role in education. In a theoretical perspective, the chapter challenges the Anglo-American understanding of “didactics” and proposes Didaktik as an approach to developing entrepreneurship education research and practice to be scientifically based in two fields and encompass transformative learning and critical perspectives, rather than being driven by political agendas and focusing on results.

The purpose of this chapter is to conduct a structured literature review to examine the relationship between entrepreneurship and emotional intelligence in academic settings as well as the current entrepreneurship pedagogy for flexible, innovative and creative graduates. One hundred and twenty-eight peer-reviewed papers were analysed based on Webster’s and Watson’s (2002) methodology. Papers classified into three topics and a content analysis was implemented to discuss about the publication year, journals, authors, frequency of keywords and research method adopted. The contribution of this chapter is twofold. It is a bibliometric study which provides a macropicture of a research field, its evolution and connections among studies, in order to be a starting point for future researchers who are already studying entrepreneurial education or entrepreneurship-related scientific areas. Also, this chapter helps academics to improve educational programmes and curriculum to increase students’ entrepreneurial intention taking into account the factors that affect it.

Most of the existing studies in e-governance context have attempted to measure public value of projects in terms of quality of services provided, cost effectiveness of public organizations and extent to which public organizations are able to meet their social objectives. However, it is also important to explore variables influencing public value to pursue for attaining high public value from such projects. This paper aims to attempt to explore such variables based on Situation-Actor-Process (S-A-P) framework. In India, physical presence of citizens is still required at many public centers established for delivering a variety of government services. A citizen at the time of his visit to a public service center faces a situation, deals with different actors and is subjected to a set of processes. At the end of the service cycle, the citizen develops a perception about public value of the e-governance project. The paper aims at exploring the likely influence of “Improved Situation”, “Capability Level of Actors” and “Flexible Process Workflow” on “Public Value” of e-governance projects.

On the basis of a review of literature, variables likely to be influencing public value have been identified in terms of situation, actors and processes. A questionnaire was designed, and a survey conducted to measure public value and S-A-P-related variables in the context of two e-governance projects, namely, Passport Seva Project and Driving License Project in India. Survey data have been analyzed to study the influence of S-A-P-related variables on the public value of e-governance projects. Learning issues have been synthesized in terms of implications for practitioners as well as researchers for enhancing public value of e-governance projects.

The study has revealed that a citizen-centric e-governance project with observed high value of conceptualized S-A-P variables is expected to be characterized by high public value. The analysis has also reflected upon a need for an in-depth study to explore empirically validated linkages between S-A-P variables and public value of e-governance projects.

The paper is based on a pilot study in the context of two citizen-centric e-governance projects. It is required to study more such projects for the purpose of validating the proposed framework and arriving at generalized findings.

The study results are expected to sensitize practitioners to keep in view conceptualized variables related to situation, actors and processes while planning for citizen-centric e-governance projects. This may result in improved situation at the public service centers, better performance of employees and more flexible processes which may further help to increase the public value of such projects.

E-governance projects can perform a vital role in improving public value. In the context of India, a key objective of e-governance projects is to improve the service delivery of citizen-centric projects. The findings of the pilot study, based on the select two citizen-centric e-governance projects in India, reflect upon the likely relationship between public value and S-A-P variables. Thrust on improving situational aspects, as conceptualized in this study, is expected to improve comfort level of citizens while taking benefit of IT enabled services of government organizations. Better capability of actors at public organizations is likely to build trust and confidence among citizens toward these services. Adoption of flexible processes by public organizations is expected to ensure seamless delivery of services to citizens through alternate options. Enhanced delivery of services satisfies the need for improved public value and create positive attitude among society toward public organizations. It contributes to satisfaction level of citizens in terms of saving of time, money and efforts.

A review of literature has revealed a few studies undertaken in recent past with focus on measurement of public value in e-governance context. This paper is based on a novel idea of exploring the likely relationship between conceptualized S-A-P-related variables and public value of citizen-centric e-governance projects. Recommendations based on learning issues are expected to trigger suitable interventions to generate high public value from such projects.

The purpose of this paper is to explore the association between ISO 9000 certification and business performance for small-to-medium enterprises in the food and beverage (F&B) industry.

The research employed a qualitative approach based on case studies to investigate in depth how companies perceive ISO 9001. More specifically, four enterprises were examined, and a total of 26 semi-structured in-depth interviews were conducted with top and middle managers from the companies. Questions were validated by experts and through pilot interviews. In total, 45 documents of a broad range related to the quality management system were examined. Personal observation and non-structured consultation with personnel were also used to evaluate the possible impacts and livelihood outcomes.

Research findings showed that the certified companies in the F&B industry gain a number of both internal and external benefits, including: quality awareness, increased productivity, increased personnel participation and efficiency, improved image and penetration into new markets. Regarding the financial benefits of certification, the findings are not as convincing, as one company reported no financial benefits, and the rest reported that financial benefits are indirect and intangible. Conclusively, it can be said that SMEs that wish to pursue certification should certainly expect benefits.

Although many studies have concentrated on analyzing the impact of the implementation of ISO 9001 certification, there is still a clear need for research in specific sectors. Practicing managers and researchers will be able to examine findings in order to evaluate benefits and weaknesses from certification, thereby identifying and acting before and after certification.

Although the F&B industry has shown a great preference for the ISO 9000 standard and has adopted it extensively, scant empirical evidence has been recorded on the subject. This paper contributes to a better understanding of the benefits for implementing the ISO 9001 certification and to the analysis of its application to the ever-important F&B industry in Greece, a country whose economy is particularly supported by SMEs and has been severely hit by the economic crisis. Researchers will therefore further their knowledge, understand benefits but also acknowledge weaknesses.

The chapter presents recent development in the field of entrepreneurship education of several European universities – partners within Erasmus+ project on blended learning entrepreneurship course development, covering subjects from everyday instructional and practical approaches to support (under)graduate entrepreneurship and theoretical connections with modern worldwide educational and socioeconomic policies. Theoretical overview of the subject of entrepreneurship education is presented in the first part, and in the second part, good practice of BLUES Entrepreneurship course is discussed (BLUES Erasmus+ Programme of the European Union: Blended-learning international entrepreneurship skills programme; European Entrepreneurship Experience project). The chapter discusses the needs of universities and university professors and entrepreneurship instructors by highlighting how blended learning addresses some challenges of entrepreneurship education implementation while also brings some new challenges in managing such a course. Blended learning is suggested as a conducive environment for entrepreneurial learning in both academic and nonacademic settings. Based on the presented methodology entrepreneurship professors are able to implement and/or adjust the BLUES methodology within their own course, parts of it or the whole course that is provided through online massive open online courses (MOOCs) and toolkit for face-to-face exercises in class. Chapter provides a systematic and integrated perspective with relevance for business students, educators and policymakers.