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The purpose of this paper is to explore the status of university accelerators (UAs) in Australia, expanding a similar paper on related entrepreneurship education (EE) in 2019. The aim is to review neoteric global best practice UA, aligning context and specific inference to the impact of UAs in Australia.

The authors introduce an iterative and emergent inquiry into multi-method research, including a quantitative examination of Australian UAs, Leximancer algorithmic analyses of entrepreneurial strategic intent and narratives from best practice applications.

The paper highlights the sparse and inconsistent distribution across UAs in Australia, further characterized by significant symbolic motives of operation. Furthermore, the integration of EE evidenced on global UA is not as evident in Australia, highlighting outcomes more specific to the success of nascent (student) startups as opposed to educational outcomes.

Limitations include the availability and accuracy of online documents and data, although implications have been mitigated using multi-method research design.

Despite the provision of critical grounding for practitioners and researchers in developing UAs, further research is recommended regarding the efficacy and impact of these accelerators.

This study is the first multi-methods emergent inquiry into UAs in Australia, coupled with integration of EE. The authors provide guidelines and inferences for researchers, educators, policymakers and practitioners alike as they seek to explore and act upon the impact of UAs.

The purpose of this paper is to provide a justified, legitimate and validated model on entrepreneurship education programmes (EEPs), by combining recent research and scholarship in leading edge entrepreneurship education (EE).

A systematic literature review of recent EE research and scholarship is followed by an empirical study to develop a model of EEPs. This was adopted by employing an emergent inquiry perspective incorporating participatory action research, using frame analysis and NVIVO to develop and analyse themes.

This research identified three unique dimensions currently excluded from the theoretical and scholarship of EEPs, being distinct contextualisation, entrepreneurship ecosystems and recent content innovation in entrepreneurship. It also identified updates to current EEPs dimensions, such as online technologies, authentic alignment, causation, effectuation and bricolage, technology transfer the entrepreneurial university.

The discussion and model presented in this paper may be a starting point for future empirical studies on EEPs, by developing additional validation, justification and legitimisation.

The study indicates that EEPs are integrative and dynamic, and always limited to contextual and contemporary inferences; providing guidance to developing such programmes. Hence, the applicability to update the original framework developed by Maritz and Brown (2013) as Part 2 of illuminating the black box of EEPs.

This paper provides a first of its kind empirical study in the development of EEPs frameworks and models, deepening the theory, scholarship and development of such models.

Despite the significance, university student start-ups and student entrepreneurship ecosystems (SEEs) have been subject to little research. This study aims to apply a qualitative emergent enquiry approach to explore best practice SEEs in Australia, complimented by narratives from leading scholars in higher education institutions with the aim of delineating the integrative components of SEEs.

Adopting the entrepreneurial ecosystem framework and aligned to the social cognitive theory, this paper explores the components and dynamics of SEEs, contributing to an understanding of how such components can better support the growth, sustainability and success of student start-ups. The authors extend entrepreneurship research on social construction using narrative research.

The findings provide guidelines for researchers, entrepreneurship scholars and educators, entrepreneurship students, policymakers and practitioners to enhance the impact and success of university student start-ups by adopting a student ecosystem approach.

The narratives represent a limited number of universities with an opportunity for further research to empirically measure the impact and outcomes of SEEs. The research is exploratory, inherently conceptual and emergent, providing an opportunity for validation of narrative frameworks in future studies.

The findings may assist university managers to be more aware of their own subconscious preferences to student entrepreneurship and start-up initiatives, which may be useful in refining their impact and offerings regarding a quest toward the entrepreneurial university.

From social perspectives, the alignment of the components of SEE has the ability to enhance and shift the entrepreneurial mindset of entrepreneurship students, notwithstanding enhancement of intentionality and self-efficacy.

This is the first study of SEEs in Australia, highlighting the importance of the integration of entrepreneurship education programs, entrepreneurship education ecosystems, the entrepreneurial university and specific start-up initiatives such as university accelerators. Furthermore, students may enhance their entrepreneurial mindset by actively engaging in such ecosystems.

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 purpose of this practitioner paper is to explore whether the principles of Design Thinking and the Lean Startup could be employed in developing a disruptive model for delivering educational programs within higher education in a way that attempts to eliminate the multitude of problems facing this industry, while simultaneously adhering to the principles of frugal innovation and meeting relevant sustainability goals.

The authors followed a design thinking approach, employing tools such as empathy mapping, customer journey, value proposition and semi-structured interviews to obtain a deep level of understanding of the problems educators and students within the context of entrepreneurship education are facing. Throughout the process they drew on the practice of emergent inquiry and customer co-creation to help guide decision making.

The authors successfully derived a conceptual solution in the form of a Minimum Viable Product of which the features were tested against the multitude of user needs and requirements. It was possible to demonstrate how the solution meets all nine of the requirements for frugal innovations while simultaneously adhering to applicable sustainability principles.

The proposed solution offers a potential opportunity to first-movers in chosen academic disciplines to become leaders in online education.

Even in an industry such as higher education there is a dire need for frugality and finding sustainable solutions for educators and students in both developed and developing markets. With this paper the authors succeed in presenting innovative combinations of digital artefacts, platforms and infrastructure to arrive at a novel crowd-sourced solution that is unique in its design.

This study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.

This study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.

The findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.

The findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.

The findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.

This study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.

The purpose of this paper is to describe a dynamic and continuous process for evaluating entrepreneurship pedagogies to implement continuous improvement of entrepreneurship education in order to achieve increased student engagement in face-to-face classes. Pedagogy is argued to be a significant contributor to entrepreneurship education programmes, consisting of dynamic activities and initiatives within the scope of defined entrepreneurship education ecosystems.

A “minute paper” was used as a quick and convenient method to obtain qualitative data on student perceptions of different pedagogies. The research adopted an action-research strategy where data were analysed using concept mapping to identify key themes that the educator can use to further develop or modify the pedagogy during course delivery.

The research identified student perceptions of the nature of engagement with pedagogies, and of possible improvements that were used by the educator to increase student engagement during course delivery. Different pedagogies were found to have varying outcomes on students’ engagement with entrepreneurship learning, and as such, contextual and spatial factors have to be taken into account when implementing new and/or adjusted pedagogies.

Repeated application of the research method to different pedagogies was carried out in several deliveries of an undergraduate entrepreneurship foundation course in one university. As such, further research requires testing in various institutional and delivery contexts as well as comparisons of learning and other outcomes including entrepreneurial intentions between classes where particular pedagogies may or may not be used.

The approach described is relatively straightforward to implement, with marginal resource and time. It provides rich data that gives insights into student perceptions of engagement with an individual pedagogy that the educator can use to modify to modify in order to increase student engagement.

The paper describes a practical method for educators to evaluate and develop optimal pedagogies for a particular class or group of students. This method can be applied to small as well as large class sizes, and data analysis can be carried out in real time to make improvements during course delivery. Although this method is described in the context of entrepreneurship education, it can be applied to other fields of instruction.

The purpose of this paper is to add a holistic and dynamic approach to the emerging body of knowledge of entrepreneurial ecosystems (EEs). It aims to synthesise research and related neoteric EE concepts by proposing a conceptual framework for the study of the composition and interactions of such systems.

The authors provide an emergent enquiry perspective by introducing a systematic literature review to inform the development of a conceptual framework, based upon theoretical underpinnings of institutional and network theory.

This paper highlights neoteric holistic and dynamic approaches to recent scholarship of EEs, including antecedents, related concepts, shortcomings, features, actors, components and resources, recommendations for application, network and institutional perspectives, pathways for future research, and ultimately, a conceptual framework merging aspects of entrepreneurial activity, value creation, EE elements, relational interactions and institutional inferences.

Primary limitations are associated with holistic and dynamic approaches adopted in this study, highlighting that EE heterogeneity is unlikely conducive to a “one-size-fits-all” scenario; further empirical research on the dynamics of EEs is suggested to circumvent such implications while adding to the emerging and growing body of knowledge and application of EEs.

The findings and conceptual framework provide a theoretical platform to base applications to practice in developing nascent and emerging EEs.

A first of its kind study adds a holistic and dynamic emergent enquiry approach with institutional and network underpinnings to EE frameworks.

Why is self-employment an attractive option for certain seniors and what drives seniors into business start-ups? In this study, the motivations and preferences of senior entrepreneurs in Australia, to become self-employed, by means of business start-ups, are explored. The purpose of this paper is to provide empirical basis for policy implications.

A mixed methods study is conducted. Members of the National Senior’s Association in Australia were interviewed and surveyed. The semi-structured interviews identified the key factors influencing senior entrepreneurs in relation to self-employment and entrepreneurial choices at a later career stage. The survey collected information on intentionality, motivation, skills, opportunities, success, satisfaction, participation, barriers, benefits, education and training, and perceptions of policy support for senior entrepreneurs.

Respondents gave an account of the prevalence of pull factors motivating their choice of an entrepreneurial career. Multivariate statistical analysis of survey responses showed that senior entrepreneurs are more driven by opportunity than necessity and are primarily internally motivated.

Results of this study suggest a weak link between motivation by others and the act of start-up, but this may also imply that those seniors who are more likely to become entrepreneurs are more likely to ignore the impulses from their social context. This requires further investigation to ensure a robust identification of drivers and an elimination of contextual effects. Further research is suggested to compose a relevant model structure in different contexts and a representative sample to confirm the model outcomes.

This is the first mixed methods study of the antecedents of senior entrepreneurs’ start-up intentions in Australia. The study also uses entrepreneurial activity as opposed to intention as its dependent variable, which allows for a more accurate evaluation of antecedents to the senior entrepreneurship phenomenon.

This study explores the different learning practices of Chinese incubators in Chongqing and Chengdu and delves into how these “learning huddles” influence incubatees' absorptive capacity (the ability to apply knowledge) to improve their chance of success (sustainable growth).

This explorative study uses a qualitative case study approach by means of semi-structured interviews with business incubation managers and incubatees across three business incubators in Chengdu and Chongqing. The data are transcribed, coded and analyzed using an analytic map for the explanation of building and reflecting on the theoretical propositions, leading to a further understanding of the “learning huddle” mechanism.

The study finds that incubatees perceive that their absorptive capacity is increased through vicarious informal learning practices that promote access to networks and thereby builds social capital to improve their likelihood of success.

This study has limitations in sample size and design. The explorative case study approach uses a nonrandom case selection of three incubators in Chongqing and Chengdu and has a limited number of interviewees, which may lack representation of the general Chinese business incubation population and may not sufficiently be generalized beyond the sample itself.

These findings have important implications for business incubation programs. Business incubators that build learning huddles (networks) create a nurturing shared learning environment, which is suitable for incubatees to collectively absorb knowledge at the early stage of their life cycle and improve their likelihood of sustainable growth.

Since this study is limited to a Chinese context, it is also hoped that future researchers use the typology of business incubator learning practices to explore cross-culture variables, as these may influence the business incubation operations and performance.

This study adds to the discussion on how collective learning practices facilitate absorptive capacity and build social capital, which in turn improves incubatees' chance of sustainable growth and as such the authors hope that the learning practice's typology and how incubatees determine their success stimulates further research for measuring the likelihood of incubatees sustainable growth.