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Social entrepreneurship education (SEE) is gaining increasing attention globally. This paper aims to focus on how SEE may be better understood and reconfigured from a Bourdieusian capital perspective with an emphasis on the process of mobilising and transforming social entrepreneurs’ cultural, social, economic and symbolic resources.

Drawing on qualitative research with a sample of social entrepreneurship educators and mentors, the authors generate insights into the significance of challenging assumptions and establishing values and principles and hence that of developing a range of capitals (using the Bourdieusian notion of capital) for SEE.

The findings highlight the significance of developing a range of capitals and their transformative power for SEE. In this way, learners can develop dispositions for certain forms of capitals over others and transform them to each other in becoming reflexive social agents.

The authors respond to the calls for critical thinking in entrepreneurship education and contribute to the field by developing a reflexive approach to SEE. The authors also make recommendations to educators, who are tasked with implementing such an approach in pursuit of raising the next generations of social entrepreneurs.

In Morocco, due to the high rate of failure in generational transfers, many family businesses are threatened with disappearance. This paper aims to focus on entrepreneurship and seeks to understand how the family business maintains its entrepreneurial orientation through the family’s entrepreneurial socialisation of the next generation, which aims to prepare them for the role of family entrepreneur. The study aims both to describe the socialisation process and to understand the context necessary to place the young community in an entrepreneurial dynamic.

Using an exploratory approach, this paper favours the single case study; data were collected from five participants from both generations, then this study matches the interviews from the founding generation with those from the next generation; in addition to a triad at the employee level.

The analysis shows that the early participation alongside the founding generation in entrepreneurial processes, initiates a sense of entrepreneurship in the next generation and the confidence gradually builds up through the achievements of the latter; which, in turn, increases the possibility to set up innovative projects by giving the necessary autonomy to carry them out.

The document underlines the importance of establishing a culture of transmission to promote entrepreneurship amongst the young community to engage it in exploring and seeking new opportunities for development and innovation.

Studying the transmission of the entrepreneurial spirit through the prism of socialisation provides an understanding of the context necessary to place the next generation in an entrepreneurial dynamic.

Entrepreneurship education (EE) through innovative teaching techniques (ITEE) and entrepreneurial intention (EI) are two essential components of entrepreneurship development. Using the assumptions of the Theory of Planned Behavior (TPB), we took three constructs: attitude (ATT), subjective norms (SUBNs), and perceived behavioral control (PBC), and from the assumption of Human Capital (HC) theory, we constructed another variable, ITEE. Thus, the fundamental objective of this study is to find out the essential predictor of EI between entrepreneurial antecedents (ATT, SUBNs, PBC) and ITEE through an artificial neural network (ANN).

Using the snowball sampling technique, a highly structured questionnaire was sent to respondents. Finally, a sample size of 397 business graduate students was chosen.

The findings revealed that two dimensions of entrepreneurial antecedents (attitude and subjective norm) positively impacted EI. Furthermore, ITEE partially mediated the relationship between two dimensions of entrepreneurial antecedents (attitude and subjective norm) and EI. Moreover, through ANN, we found that attitude (ATT) was a crucial predictor of EI among business graduate students in Bangladesh.

In this study, only business graduate students were included as respondents; thus, further research should include students from other departments or disciplines to generalize the findings.

This study covers numerous actors in terms of practical contributions, including students, academics, the government, and the state. This article should draw the attention of Bangladesh government policymakers regarding the significance of ITEE for developing entrepreneurship. The research framework of this study proposed that ITEE should implement antecedents of entrepreneurship into business education, boosting the ability of students to make judgments, which will also enhance EI in the future.

Integrating the TPB theory with human capital theory represents a significant scholarly advancement in business education for graduate students in Southeast Asia, namely Bangladesh. Furthermore, we developed a novel ITEE scale by synthesizing information from many literary sources, providing valuable insights for future researchers.

Adoption of latest technological advancements (e.g. lecture capture system) is a hallmark of market-driven private universities. Among many other distinguishing features, lecture capture system (LCS) is the one which is being offered to enhance the flexibility of learning environment for attracting executive business students. Majority of foreign universities are offering the facility of LCS to their students in offshore campuses established in Malaysia. Yet, very little is known about perception and behaviour of executive business students towards acceptance and use of this facility. Therefore, to bridge the identified gap in academic literature, this study is an effort to explore the causal relationship between existing constructs of extended unified theory of acceptance and use of technology (UTAUT2), personal innovativeness (PI), intention and use behaviour (UB) towards LCS. Moreover, this study is aimed to extend the UTAUT2 by introducing a new variable, namely, PI in the domain of information technology (IT) (PIIT).

SmartPLS-3.2.6 was used for data analysis and all PLS-related calculations. For this purpose, a self-administered questionnaire was designed to collect data regarding acceptance and UB towards LCS. A sample size of 481 responses from executive business students, who were enrolled in offshore campuses of five selected foreign universities in Malaysia, was used for testing the proposed theoretical model.

The results of structural equation modelling (SEM) revealed that, performance expectancy, effort expectancy, social influence, facilitating conditions, price value, hedonic motivation, habit and PIIT have a significant and positive influence on acceptance and use of LCS among executive business students. Unique to this study is that, findings of this study have highlighted PIIT as an important factor that affects intention and UB towards LCS among executive business students.

By validating and extending the UTAUT2, the findings of this study provide a number of practical implications along with a comprehensive, robust and useful framework for universities to successfully implement technological advancements, such as LCS, to enhance overall learning outcomes.

By investigating the factors determining acceptance and use of LCS among executive business students, using a partial least square (PLS)-based SEM approach, this study makes a sizeable theoretical, methodological and contextual contribution to the overall body of knowledge.

Developing on the base of theory of planned behaviour (TPB), the purpose of this paper is to investigate the relationship between perceived social support (SS) from one’s social network and entrepreneurial intention (EI). Moreover, mediating effect of other constructs of TPB, i.e., attitude towards entrepreneurship (ATE), subjective norms (SN) and perceived behavioural control (PBC) is also examined in this study.

This study involves a variance-based partial least square-structural equation modelling approach for analysing responses from 381 fresh business graduates.

Findings of this study revealed that SS positively influences EI and also that this relationship is fully mediated by ATE, SN and PBC.

Due to limited resources, cross cultural comparison and multi-group analysis were not performed, which are considered as a limitation of this study.

It is expected that the findings of this study can help policy makers, researchers and academicians in better understanding of critical role of SS for understanding the intentions of nascent entrepreneurs.

Further, findings of this study suggest that academicians and policy makers need to take heed towards relatively less explored phenomenon of SS to enhance the attractiveness of entrepreneurial career in fresh business graduates.

This study has proposed a model for assessing impact of SS on EI. By doing so, this study extends TPB in the context of EI. Moreover, findings of this study are a unique step forward, and offer a new insight towards better understanding of the determinants of EI in fresh business graduates.

In France, there seems to be no immediate correlation between the desire to opt for an entrepreneurial career and actually starting or taking over a business. Based on this observation, the purpose of this paper is to focus on the entrepreneurial process and more specifically on its trigger phase; the exploratory research question is: how to model the entrepreneurial process trigger phase?

First, based on a review of the literature, the authors seek to identify the main concepts that can be used to study the entrepreneurial process trigger. Second, the authors try to show the articulation between these various concepts with a view to proposing a typology of the entrepreneurial process trigger. In order to model the trigger phase, the authors rely mostly on the concepts of intention and displacement and works by Shapero and Sokol, by Ajzen, and by Krueger and Carsrud. The authors study the case of French engineers by drawing on previous research, notably the database of French engineers assembled by Fayolle. Concerning the methodological approach, first a quantitative analysis was performed on the sample, which was completed with a qualitative study.

Thanks to the questionnaire, the authors were able to identify eight possible career paths based on the initial measurements made by Fayolle in 1996; then various trigger paths were tested. Finally, a model of the trigger phase is proposed based on the qualitative study. Two determining dimensions emerge through analysis of the results: the trigger paths evolve differently over time. Furthermore, the intensity and impact of displacements are perceived differently by individuals. This leads the authors to propose a mapping of the four identified trigger processes.

At the theoretical level, this research contributes to mapping out the various trigger processes of new venture creation. By incorporating the time dimension, it was possible to outline the sequence of events. The authors shed some light on the entrepreneurial process by showing the main factors that can lead an individual to go from intention to action. In light of the results, the authors feel it necessary to reject any determinist interpretation of the French engineers' career paths. The interactions between personal and contextual variables add to the complexity of the phenomenon, as contextual and environmental factors play a significant role in the trigger of the entrepreneurial process. The present work provides insights into the decisive factors in the career orientation of French engineers, and it can be replicated with samples from various nationalities.

Entrepreneurship teachers (ETs) evolve in an environment where different categories of people interact: students, teachers and stakeholders. Assuming one or more identities or roles, teachers, practitioners, ex-entrepreneurs and/or researchers are the ‘transmitters’¹ of entrepreneurship education (EE). The question of recognition of teachers’ professional status is not always addressed (Hargreaves, 2000). Scientific research in EE shows certain weaknesses (Byrne, Fayolle, & Toutain, 2014; Fayolle, 2013), notably, a lack of interest in questions of (i) the perceived legitimacy of ETs and (ii) the support they receive in carrying out their work (particularly professional development). Taking a decidedly multidisciplinary perspective, this chapter aims to deal with the question of the perceived legitimacy of ETs using a literature review that covers all disciplines having shown an interest in the notion of teacher legitimacy.

The legitimacy of EE depends on the interactions between legitimate instructors and legitimate students in a given context, which respects certain collectively accepted norms. It also depends on the context and the objective of EE. Following the example of a university hospital worker (doctor), ETs can be practitioners, teachers and researchers. Their degree of expertise, position in the institution, positioning in relation to other actors – students, peers, colleagues, institutional and professional stakeholders – and the discourse they use are the elements that constitute their legitimacy.

Entrepreneurship scholars have become more demanding concerning detailed investigations of nascent venturing processes. The purpose of this paper is to propose indicators measuring the impact that these processes in general, and support actions in particular, have on individuals.

Existing theories that could be used to analyze the impact of nascent venture experiences on individuals are reviewed. Literature and official statements regarding the underlying objectives of different stakeholders in company creation in France are then presented. Following this, performance indicators used by researchers and French support networks are discussed in relation to these objectives.

It is shown that indicators that could provide information regarding the potential effects of startup processes on individuals exist but remain to be used with nascent entrepreneurs. A proposal as to how these indicators might be adapted to the specific needs of nascent entrepreneurship research is made.

The indicators proposed here are identified in a review of the literature, in which studies are primarily undertaken on student samples. Their practical adaptation to populations of nascent entrepreneurs remains to be implemented.

The suggested indicators should be of use to professional support actors who constantly look to improve their service to nascent entrepreneurs. They should also provide valuable information to the individuals considering or involved in startups on how to use support more efficiently, to policy makers for assessing the impact of specific support efforts and to academics designing entrepreneurship programmes.

The paper proposes readily applicable indicators for nascent entrepreneurship outcomes by drawing on a variety of research streams and linking them to practical information.