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This paper seeks to explore the relationship between entrepreneurship students' ethical views on plagiarism, their self reported engagement in plagiarism and their participation in an online plagiarism prevention tutorial.

The study is based on a questionnaire administered to 434 undergraduate university entrepreneurship students, combining self‐reported data with behavioural measures.

The results illustrate that more than one online plagiarism prevention tutorial is required to change self‐reported views relating to engagement in plagiarism, perception of peer participation in plagiarism and students' ethical views. However, it should be noted that even such a small intervention demonstrates an observable difference in students' capacity to recognise a case of verbatim plagiarism as an academic breach in practice.

The research demonstrates that educators should focus on good educational design, educating students regarding plagiarism prevention while making use of technology enhanced learning, instead of considering e‐learning choices as a quick solution to plagiarism.

The paper focuses on an emerging aspect of plagiarism education, that is, the use of technology enhanced learning. While acknowledging the potential of technology enhanced learning in plagiarism prevention the paper notes that plagiarism prevention should be embedded in the curriculum rather than addressed in an ad‐hoc manner.

This study aims to utilize two key psychoanalytical concepts – individuation and congruence – in order to analyze individual responses to organizational change and to propose a tentative framework for considering psychoanalytical dynamics when organizational change is proposed, or underway.

The authors analyzed 146 responses to an open‐ended survey, which focused on respondents' attitudes to the introduction of learning technology in a higher educational context. The authors asked organizational members to share their views about the proposed organizational change, and clustered these anonymous responses into meaningful categories, based on the psychoanalytically relevant notions of congruence and individuation.

As well as generating a proposed list of archetypes associated with individual responses to organizational change, the authors emphasize how strongly their own tentatively generated categories align with the notion of authentic individuation as an important aspect of motivated organizational behavior.

This tool could provide a useful analytical backdrop for organizational change in general, and it could help to focus organizational attention on the importance of a psychoanalytically informed discussion on change by paying attention to privately held views, and partially articulated feelings about change.

This paper seeks to contribute to entrepreneurship education research by exploring entrepreneurship students' views of plagiarism, and their ability to recognise and avoid plagiarism.

The study is based on a questionnaire administered to 205 undergraduate university entrepreneurship students, combining self‐reported data with behavioural measures.

The results illustrate that, although entrepreneurship students have a clear conceptual understanding of plagiarism and how to avoid it, and they demonstrate an ability to accurately recognise material which needs to be referenced, they do not see use of non‐referenced material as being in breach of academic guidelines. The students also perceive lecturers to be more concerned with plagiarism than the students themselves or the university.

The research identifies a clear divergence between students' claims about their ethical stance regarding plagiarism and their ability to recognise it as a breach of academic guidelines.

The practical implications for entrepreneurship education are: first, the university needs to emphasise to entrepreneurship students that plagiarism is a breach of academic guidelines which will be treated as a serious offence. Second, the university, in partnership with lecturers, must adopt experiential learning approaches to improve plagiarism avoidance skills.

The study supports previous research which identified that students held strong ethical views regarding plagiarism and claimed not to engage in it. However, this paper highlights the divergence between these claims and the students' ability to recognise plagiarism as a breach of academic guidelines – thereby highlighting the need to enhance academic guidelines on plagiarism.

Exploring the personal and professional implications of academic mobility, with a special emphasis on the influence of gender, is essential for our understanding of career development in higher education. This chapter focuses on the subjective experiences around career and professional performance of a group of ‘mobilized’ academics. Through data analysis we have found that both gender and cultural factors were mediating in the careers of the participants. Specifically, mobility has an impact on the curriculum and was perceived as a facilitator of career advancement, but also meant costs, especially at personal and family level, but also institutional.