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To investigate possible connections between the ways in which university lecturers define the term “entrepreneurship” and the pedagogical methods they apply when teaching the subject.

In total, 141 lecturers on entrepreneurship courses completed a questionnaire concerning meaning of the term “entrepreneurship”; the pedagogical techniques they employed when delivering entrepreneurship units; and their commitment to entrepreneurship as an academic discipline. The sample was analysed with respect to the respondents' subject areas (marketing, organisational behaviour, economics, etc.), amounts of business experience, types of employing institution, and socio‐demographic characteristics. An emerging model was tested using the technique of partial least squares.

Lecturers' definitions of entrepreneurship were indeed influenced by their backgrounds and by the number of years they had worked in businesses. Few of the sample had ever owned an enterprise and, in general, respondents' operational management experience was limited. There was no consensus as to how the word entrepreneurship should be interpreted or how the subject should be taught.

Only a minority of the sampling frame (29 per cent) returned the questionnaire. The model that was tested had to be constructed ab initio due to the paucity of prior research in the field. Hence the study was wholly exploratory and could not test hypotheses explicitly derived from pre‐existing literature.

A consistent theory of entrepreneurship needs to be developed, to be disseminated among and accepted by lecturers who actually teach the subject, and then be incorporated into the curricula and syllabuses of entrepreneurship courses.

This research is the first to examine the perceptions of the nature of entrepreneurship held by lecturers on entrepreneurship programmes and to relate these perceptions to their antecedents and pedagogical consequences.

Despite large number of universities and institutions offering management degrees and interest in the field of entrepreneurship, very less is known about the perception of business lecturers regarding the subject of entrepreneurship, dominant pedagogy, their commitment to teaching and institutional support. The paper aims to discuss these issues.

Considering this, the study was carried out with structured questionnaire among 232 lecturers of business management from selected management schools of these three South Asian countries, India, Singapore and Malaysia.

In response to chief objective of the study, i.e. commitment of lecturers to teach entrepreneurship, it was found that almost 85 per cent of the respondents have shown that they feel fully committed to teach entrepreneurship and almost 35 per cent of the respondents feel that they will be unwilling to exchange current entrepreneurship teaching for teaching in other subjects. In the same vein, almost 50 per cent of the lecturers agree that their institution is keen to develop entrepreneurship education. However, in relation to training and staff development, it is found that almost 38 per cent of the lecturers have not received such a support.

The study provides insight about the level of commitment that business lecturers depict to teach entrepreneurship and resources provided to them by their institute to engage in entrepreneurship education.

The purpose of this paper is to evaluate the usefulness of situated learning in business education.

Illustrative case study.

The increasingly popular situated learning approach holds some possible solutions to the emerging crisis of business schools' educational models. The key challenge in our view is to develop an area where action‐oriented learning can take place – and take place in a form that resembles the key idea of situated learning – that learners must become involved in a knowledge‐production process.

Situated approaches to learning, such as communities of practice (CoP), are not directly transferable to business schools' curricular teaching without considering the power relations and structural characteristics of the actors potentially constituting the CoP in which learning is to unfold.

This paper addresses the issue of power relations and structural characteristics and shows through an illustrative case study, how situated learning principles may be practiced in order to become part of the pedagogical models in business schools. In doing so, the links between lecturers, students, and managers can be strengthened.

The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE).

A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires.

There was a statistically significant positive relationship between ESE and lecturers’ business experience. Interacting with successful people, personal reading and handout notes, class presentations and imaginary case studies had a statistically significant positive relationship with ESE. There was no statistical significance in the relationship between ESE and some teaching methods. A positively significant correlation was also observed between lectures’ business experience and the choice of teaching method(s).

Further research should explore how various methods are used to teach different aspects of entrepreneurship as well as the attitudes and perceptions of entrepreneurship educators about entrepreneurial experience and its relevancy in entrepreneurship education.

Lecturers should seek opportunities for attaining business experience through practice and business networks. Institutions should orient lecturers through different teaching styles and train them on how to relate learning outcomes to learning environments as well as investing in learning aids.

The study provides insights about the most feasible methods of activating ESE in the most practical and efficient ways. It also informs readers about the state of learning technologies from a developing country’s perspective.

This study has two main objectives. First, to examine the indirect effects of digital platform capability and digital resilience on digital transformation (DT) outcomes for small- and medium-sized enterprises (SMEs), and second, to investigate how digital business model maturity influences these indirect effects.

The study adopts a quantitative design and collects data through a self-reporting survey from individuals in the technological industries. The Partial Least Squares-Structural Equation Modelling (PLS-SEM) and PLS multi-group analysis examine the measurement and structural models and the significance of differences in indirect paths based on the digital business model maturity level, serving as a moderator.

The findings of this study provide valuable insights into the internationalisation of digital SMEs. They indicate that digital platform capability and resilience fully mediate, connecting digital resources to SME growth. The study also confirms the digital business model maturity’s positive and significant moderating effect on these indirect relationships.

This research contributes to the existing literature by focusing on the international outcomes of platform ecosystems in developing markets. It explores how digital platform capability and resilience support the digital transformation of SMEs, considering their vulnerability due to their small size. The study also fills a research gap by investigating the relationship between big data, digital leadership and the international growth of digital platforms. Lastly, it explores the role of digital maturity in the relationships between antecedents, determinants and outcomes of digitalisation.

This paper aims to investigate and comment critically on the influence that an observable career requirement for marketing academics, the PhD, has on their teaching, their research, and the much‐debated “gap” between marketing academics and marketing practitioners.

A review of the literature and of secondary sources of general data is combined with the author's own past research findings to arrive at a coherent, personal point of view.

A strong focus on “scientific” research in the marketing discipline has caused a form of academic myopia, and precipitated a debate on the role of research in business schools, somewhat belatedly. The conclusion in this paper is that academic research skills, and doctoral study in particular, are not a de facto prerequisite for effective teaching of an applied discipline to future practitioners. The PhD is not necessarily the good predictor of future publication that it is assumed to be. The research output of doctoral researchers, typically with little or no business, is seen as irrelevant by business, contributing to the academic‐practitioner divide.

The findings link current recruitment policies with future performance, and rekindle the debate on the pernicious role of the PhD in marketing education.

The author dares to question the research foundations on which modern universities have built themselves, and the role of doctoral research in the transmission of knowledge from business schools to business.

In the early 1990s while working on my PhD in ethical green marketing, I was approached by my then Deputy Head of Department to write a module with a similar title. His argument was that current research should feed into current teaching. I was delighted with this request and prepared the module called ‘Marketing Ethics’. It was offered to the final-year students of under-graduate courses and proved to be a popular option especially amongst the law cohorts. At the time we had a flourishing business and law school that attracted large numbers of students locally, nationally as well as internationally. The module was later taught by me and a colleague with a keen interest in philosophy and as such the syllabus was modified to include philosophical as well as marketing aspects of ethics. However, the balance was maintained whenever possible. While on that particular subject, Schlegelmilch and Oberseder (2000) refer to almost 50 years of research into marketing ethics in their paper. With reference to the 1990s which coincides with the teaching of the above mentioned subject, they discovered 239 marketing ethics articles in 58 journals. That decade interestingly witnessed a move away from general marketing ethics topics to a focus on perhaps more specialist areas such as marketing education (e.g. Lane, 1995; Shannon & Berl, 1997), promotion (e.g. La Tour & Henthoren, 1994) and so forth. This at a glance highlights the growing importance of ethics in different shapes, forms and guises.

This paper aims to examine the embedding of sustainability courses in the accounting curriculum by using the Delta Business School in New Zealand as an example. The focus of this paper is an effective learning strategy on sustainability education, which other business schools could follow using this approach.

Each course’s published outline was subjected to an in-depth analysis. Semi-structured interviews were used to gather information from the course controllers and students.

The findings revealed that while some courses are considered stand-alone sustainability courses, others incorporate a technical focus on accounting as required by the professional accounting bodies: Chartered Accountants Australia and New Zealand, certified public accountant (Australia) and Association of Chartered Certified Accountants.

The research is limited to sustainability education content at a single university.

Students at tertiary education institutions, who will be future managers, are dependent on business schools to teach them the importance of sustainability.

Sustainability education in accounting could be instrumental in transforming the nature and role of the accountant in society.

This paper contributes to the discussion required to understand how sustainability education is embedded within the accounting curriculum and the perceptions of lecturers and students with regard to sustainability education.