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The world is changing very rapidly with events that alter the landscape for students during a time when entrepreneurs are needed more than ever. This chapter explores trends in entrepreneurship research that are focused in areas of the entrepreneurial mindset, alleviation of poverty through entrepreneurship, social entrepreneurship, portfolio thinking about entrepreneurial venture types, the crucial nature of racial diversity, and the drive of women entrepreneurs. It also examines COVID-19’s disparate impact on smaller ventures and Black entrepreneurs, while highlighting its impact on spurring entrepreneurial innovations causing an entrepreneurial explosion. Most importantly, this chapter focuses on how the emerging research trends amidst the COVID-19 pandemic have prompted entrepreneurship educators to enact educational innovations. The chapter includes tools and tips to integrate into the changing nature of university programs and entrepreneurship curriculums facing a dynamic future.

Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how university entrepreneurship education (EE) directly influences students’ start-up activities. The primary purpose of this study is to examine the effectiveness of various types of university entrepreneurship activities (incorporate entrepreneurial courses, extra-curricular initiatives, and start-up support) on student start-up behavior. This quantitative research utilized questionnaire data collected from university students (n = 1,820) in southeast China and was analyzed with hierarchical Poisson regression in STATA procedures. Research results indicate that engaging in any type of university entrepreneurship activities positively predicts students’ start-up activities, yet this positive effect is contingent on students’ prior start-up experience and the overall university entrepreneurial climate. These findings advance our understanding of crucial elements within university entrepreneurial ecosystems and how various entrepreneurship activities within these ecosystems potentially impact students’ venture creation.

This study investigates whether the underrepresentation of women in executive-level roles within the supply chain management (SCM) field is justified or the result of gender injustices. The analysis examines if there is a gender compensation gap within executive-level SCM roles and whether performance differences or other observable factors explain disparities.

Publicly reported executive compensation and financial data are merged to empirically test if gender differences exist and investigate whether the underrepresentation of women in executive-level SCM roles is unjust.

Women occupy only 6.29% of the positions in the sample of 447 SCM executives. Unlike prior studies, we find that women executives receive higher compensation. The analysis does not identify observable factors explaining the limited inclusion of women in top-level roles, suggesting that gender injustices are prevalent in SCM.

This study only considers observable factors and cannot conclusively determine if discrimination is occurring. The low level of inclusion of women in executive roles suggests that gender injustice is intrinsic within the SCM profession. These findings will hopefully motivate firms to undertake transformative actions that result in outcomes that advance gender equity, ultimately leading to social justice for female SCM executives.

The use of social justice and feminist theories, a focus on SCM roles, and an empirical methodology utilizing objective measures represents a novel approach to investigating gender discrimination in SCM organizations, complementing prior survey-based studies.

This chapter develops an integrated model that encompasses four aspects: (1) face-to-face (F2F), (2) online teaching, (3) massive open online courses (MOOCs), and (4) the combination of Western, localized, and indigenous knowledge to provide blended entrepreneurship education. The model emphasizes the importance of a heutagogical approach and the institutional environment in blended entrepreneurship education. It is then applied to a start-up university to help develop students’ entrepreneurial mindset, entrepreneurial identity aspirations, and entrepreneurial skills. The model’s implications for research and entrepreneurship education are discussed.

This study aims to assess the sociopsychological impact that Brazilian Jiu-Jitsu’s (BJJ) can have on the subjective wellbeing of practitioners.

Data was collected through face-to-face semi-structured interviews (N = 8) and were analysed using thematic analysis by taking an inductive approach.

Improvements in the wellbeing of practitioners can be made via focusing on specific known constructs which have previously shown to increase subjective wellbeing. They included the development of mental toughness, progression towards meaningful goals and/or healthy habits and behaviours and the forming and maintaining of positive social relationships.

The present work demonstrates the psychological benefits of BJJ practice on several psychological wellbeing targets, albeit in a modest sample size.

The heightened emphasis on mental wellbeing in the general population has added increasing pressure on mental health services (Steptoe et al., 2015; Diener et al., 2018; Johnson et al., 2018; Wicking & Dean 2020). Therefore, it is of theoretical and practical advantage to explore novel ways to help individuals with both their mental health and wellbeing.

The present study seeks to add to an emerging field of research which proposes that intentional activities such as BJJ can be integrated alongside traditional approaches to therapy in their promise to help those recovering from mental health issues.

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in educational settings across the country. In this chapter, we discuss the problems associated with exclusionary discipline, with an emphasis on zero tolerance approaches. We begin our discussion with a brief history of the origin of zero tolerance policies, a presentation of data that contradict the effectiveness of such policies, and examples of the continued and egregious application of this exclusionary approach. We discuss problems of disproportionality associated with the use of zero tolerance policies, including how this approach exacerbates learning problems for students with and at risk for disabilities, especially if that risk is related to emotional and behavioral disorders (EBD). We conclude by offering alternatives to a zero tolerance approach in the form of positive and preventative approaches for improving student behavior across various levels of intensity within a tiered system of support framework.

Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.