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Based on the extensive literature review and the research published in the context of Western countries, this study proposes that the entrepreneurship education, participation in entrepreneurial seminars at the universities and their involvement in the activities of innovation and incubation center of the universities may foster entrepreneurial intentions (EIs) among Emirati female graduating students.

To test the study’s hypothesized model, survey data are collected from 283 female graduating students of 19 public and private universities in the United Arab Emirates (UAE). The analysis of the data relies upon multiple hierarchical regression and moderation analysis in SPSS.

The results suggest that all three types of educational activities positively influence the women's EIs in the UAE. However, formal entrepreneurship courses are more effective than the participation in seminars and involvement in the activities of innovation/incubation center. The authors also found that perceived social support does not moderate the impact of education on EIs, which means that entrepreneurship education is equally effective in fostering EIs, no matter female students perceive low or high social support. On the other hand, results demonstrate that the level of gender stereotypes negatively moderates the impact of education on it. This implies that if a female student believes in a high gender stereotype, the impact of education on her EIs will be low and vice versa.

This study specifically focuses on women entrepreneurship and for the UAE only. However, the results can be generalized for female entrepreneurship, specifically for countries where governments are taking initiatives to foster female entrepreneurship. The study provides specific implications for the UAE public policy government.

As the Government of the UAE is keenly interested to boost up the women entrepreneurial behavior, the findings of the study support that in addition to entrepreneurship education, the government should also encourage the universities to arrange entrepreneurship seminars as these seminars also increase the EIs of women. In addition, the government and the universities should also focus on the involvement of women in the incubation centers/innovation park because the incubation centers can provide the practical exposure to the women in the new business start-ups.

This research is among the first, which benchmarks women EIs in the UAE.

The purpose of this paper is to investigate the dynamics of digital entrepreneurship and the role of innovation ecosystem in its shaping by applying a multilevel perspective on the phenomenon.

An exploratory in-depth analysis of an IT company in Brazil is conducted using a quasi-mixed method design and three analytical techniques: pattern-matching, data exposure and social network analysis. The study is based on qualitative data, complemented by quantitative data. The case company is investigated within its time (historical development) and spatial (entire ecosystem) dimensions, providing an integrative approach to analysis.

The results revealed significant differences in a set of supporting innovation ecosystem’s actors and relationships throughout the development of the company from lower to higher levels of digitalization. The findings are discussed within a framework that links ecosystem’s actors at different layers with different levels of business digitalization.

This research brings implications to SMEs in high-tech industries that are aiming to transform their business toward greater digitalization, and stresses the importance of strategic partners in innovation ecosystem in this process.

The novelty of this research is related to how external actors contribute to a company to adapt and create value, and how companies may exploit opportunities by configuring internal resources and external assets from strategic relationships. The study considers digital entrepreneurship in dynamics, distinguishes between different levels of digitalization and prescribes them different enablers and sets of relationships.

Entrepreneurship and innovation education has derived from established university curriculum and the context is set of concepts and tools used in the corporate world. The challenge of transforming a start‐up company into a business success needs different capabilities. It goes beyond the development of an idea and writing‐up a comprehensive business plan. This study analysed over 200 technology‐driven companies which have been created under the formal requirement of a business plan competition since 1996. The objective was to identify drivers for innovation and success. From the results, an agenda of entrepreneurial and innovation education was derived and is discussed.

The paper aims to contribute to the Circular Economy debate from the Entrepreneurship Education perspective. Despite scholars' growing interest in both these research streams, scarce consideration is given to the comprehension of their mutual implications and meaning.

The paper is based on a cross-case analysis. It compares 16 higher education programmes launched by Universities in Europe aimed to create competences and skills for Circular Economy in students with different profiles. The analysis provides a critical view of the emerging trends for the entrepreneurship education skills and competencies needed for the emerging circular entrepreneurship paradigm.

The paper discusses the main trends of Entrepreneurship Education focused on Circular Economy debate at the European level: rationale and learning objectives (why); contents (what), target students and stakeholders (who) and the learning processes (how). Four thematic areas are identified as common patterns: circular economy business model, green supply chain management, technology entrepreneurship and innovation and public policies and institutional frameworks.

The paper sheds new light on a still under-researched area, suggesting several implications and avenues for future research in Circular Economy and Entrepreneurship Education. Limitations regard the need to analyse education programmes from a larger geographical area, to take into consideration interesting experiences in the rest of the world and to also collect quantitative data.

Practical implications arise for the development of learning initiatives for the Circular Economy: learning objectives and new thematic areas focused on circular, sustainable and innovative rethinking of the process for creating value in the incumbent companies; exploring meaning and benefits of collaborative approaches and participation in the circular economy innovation ecosystem and developing advanced models for soft-skills development in terms of leadership, motivational and creative skills.

The debate on CE can also be rooted in the paradigm of entrepreneurship as a core process to advance knowledge on valuable and sustainable innovation.

The purpose of this paper is to explore the roles of peripherality and centrality in relation to entrepreneurial learning and development. Peripherality has previously been considered from a mainly geographical perspective as being remote, loosely connected and marginal. A broader conception of the topic is addressed, asking: in what ways is peripherality relevant to entrepreneurial learning? How can centre-peripheral connectivity enhance this? What are the implications for communities, learners and educators?

Discourses of entrepreneurship development relating to policy, economics, geography and culture favour the concept of centres, which attract attention, resources, activities and people. Whilst peripherality is an enduring topic of interest in regional studies, it is widened through using the conceptualisation of legitimate peripheral participation in social learning as a methodological lens for the study. A case study of the technology sector in Cape Breton, Canada is included to illustrate peripheral entrepreneurship.

The paper suggests ways in which peripheral-central relationships can be a positive factor in entrepreneurial learning. It suggests that rebalancing the bidirectional “flow” of knowledge, talent and resources between centres and peripheries can enhance the value of peripheral entrepreneurship, learning and innovation.

The paper connects with prior work on community economic development, offering observations for entrepreneurial learning and development of knowledge-intensive businesses in peripheral areas. Boundary-spanning leadership and skills are required to facilitate peripheral-central interaction and entrepreneurship.

Peripherality is defined more widely than in prior work, suggesting peripheral learning is part of the fundamental human experience and offers new insights, innovations and opportunities which can create shared value. A conceptual framework for peripheral-central entrepreneurial learning is proposed, which may assist in rebalancing central-peripheral value creation, innovation and regeneration.

The overall objective of the current study is to explore how universities can better developing new educational services. The purpose of this paper is to develop framework for technology entrepreneurship education (TEPE) within universities.

Qualitative and quantitative research approaches were employed. This study passes through four phase: reviewing of good practices; a survey of academics (n=150 respondents); semi-structured interviews with leaders of Ministry of Higher Education, the Social Fund for Development, and the ILO Sub-regional Office (n=30 respondents); and two workshop with expert group and stakeholders (n=65 respondents).

This study developed framework for TEPE within universities from three aspects (center for innovation and entrepreneurship (CIE), technology entrepreneurship professors/educators, and technology entrepreneurship programs/courses).

TEPE will have an impact at the individual and enterprise. It prepares students to be responsible, enterprising individuals who become entrepreneurs, enhances life skills and life learning experiences and contributes to economic development and sustainable communities; at the enterprise level, this education is expected to create and operate a new venture, help innovation, enhance the level of competitiveness, and develop a more practical entrepreneurial environment.

It is important for practitioners and policy makers to gain insights on how academic entrepreneurship support works elsewhere as inspiration for the further development of their approaches.

TEPE can assist in obtaining higher economic growth and sustainable development, in keeping up with the fast pace of an open-market capitalist society and in promoting self-employment and training, which all lead to the reduction of unemployment.

This study offers three principal contributions: first, development of framework for the TEPE from all perspectives within universities as TEPE differentiates from other entrepreneurship education types; second, development of an uncommon concept of new educational services in the marketing literature that is incoherent and lacks theoretical models that reflect good practice of entrepreneurship education; third, identification best practices of TEPE in universities by reviewing and analyzing policy and continuing to experiment.

This paper analyses whether the entrepreneurship education centres introduced by the Italian Ministry of Higher Education and Research in 2012 (the Italian Contamination Labs – CLabs) are effectively adopting the emergent digital technologies for nurturing their entrepreneurship education activities and dissemination of knowledge contamination practices among university students.

An in-depth analysis of italian entrepreneurship education centres provides evidence about the direct role played by digital technologies in supporting and enhancing the entrepreneurial processes, as well as on their indirect role in stimulating entrepreneurship activities of nascent student entrepreneurs.

Findings provide some insights into the strategic role of some categories of digital technologies inside the CLabs. The main results show still a weak use of digital technologies in CLabs except for social media and digital platforms, mainly used for promotion scope and communication of the entrepreneurial outputs achieved by the students.

Limitations of the study consist of the need to expand the study to all the other CLabs belonging to the CLabs Italian Network and to derive a set of “invariance” among the cases in terms of digital technologies support for student entrepreneurship.

New ways of managing entrepreneurship centres will involve a more massive adoption of digital technologies to support and transform some processes realized inside the CLabs, even if the governance of such centres must develop new digital skills.

The originality of the work regards the contribution to the emerging role of digital technologies on the student's entrepreneurship.

Networking and being a part of an established business network supports the process of translating new ideas into marketable solutions and acquiring customers. The purpose of this paper is to investigate how aspiring entrepreneurs in a Danish rural area setting manage to get embedded into relevant business networks. Before the literature background on social capital and regional development, the authors use the embeddedness approach in explaining whether weak or strong ties are most beneficial to get the business started and how lacking strong ties can be compensated.

This paper takes an economic sociology perspective on social capital and is empirically based on a case study. The sample consists of a group of young aspiring entrepreneurs, living in the rural area of Southern Jutland, who are all committed to an organization which supports regional start-ups.

The authors found that aspiring entrepreneurs have different needs depending on their development status and type of innovation. Founders, who are developing or have developed new product innovations, seem to have an increased need for “strong ties” with consultants and those with knowledge about building up a professional network. Founders, who are developing or have developed a significantly improved service, have strong ties with former fellow students and researchers at the university.

This study illustrates that aspiring entrepreneurs connected to a regional entrepreneurship center gained access to a wider relevant network. Depending on their level of embeddedness, they could build new strong relationships and exploit information stemming from new “weak ties” and as such harness more benefits. The study shows that less privileged start-ups can substitute strong ties, especially through the support of professional managers of startup-supporting organizations. Finally, a model explaining the impact of social capital on the entrepreneurial sphere of regional business networks and on its innovativeness is deduced.

The cities are distinctly engine of economic growth, which depends upon speed at which innovations are brought out and trigger entrepreneurship. Smart city initiatives are one of the opportunities to unleash innovation and entrepreneurship in developing countries like India. Entrepreneurial ecosystem research in smart cities is still in its nascent phase. Therefore, the study aims to bring out elements for a start-up ecosystem to promote entrepreneurship in smart cities.

Focus group discussion has been applied to gain a variety of insights and opinion from selected participants with diverse expertise.

The study proposes a framework for developing a start-up ecosystem in smart city. The findings suggest the technology infrastructure along with the elements of start-up framework as knowledge hub, public policy, entrepreneurship and city economy.

The study does not show the impact of smart city strategies over an extended period.

A robust entrepreneurial framework usually impact on utilization of technologies for economic activities and regional development. The innovators, policymakers, city administrators, entrepreneurs, venture capitalists and various stakeholders in society will get benefit from the outcomes of this study.

The evolution of smart cities is a social initiative with various stakeholders –such as governments, residents, businesses and entrepreneurs. The creation of start-up ecosystem in smart cities requires several levels of interventions such as new programs and institutional reforms.

The research explores pillars and constituents that describe a start-up ecosystem in smart cities and nurtures a collaborative culture of innovations and entrepreneurship.

This paper aims to understand how a sustainable entrepreneur through his/her sustainable innovation can implement the three pillars of sustainable development, i.e. economic, social and environmental pillars, and how an entrepreneurial opportunity can be sought in environmental problems to develop a new product.

A qualitative research approach using a single-case study design has been adopted. It discusses the case of an Indian sustainable entrepreneur working for the cause of reducing plastic pollution in India and providing employment to rural women from economically weaker backgrounds. Data was primarily collected through semi-structured interviews, which were analyzed through thematic analysis.

The paper shows how an entrepreneur through entrepreneurial opportunity discovery and sustainable innovation contributes toward sustainable development.

This study highlights the need for institutional support by governments for a wide spectrum of sustainable enterprises as they can help the governments in achieving sustainable development goals at local levels. It will also act as a representative example for the entrepreneurs about how one can covert an environmental problem into an opportunity, through sustainable innovation.

The originality of the study lies in the presentation of an innovative idea developed by the entrepreneur for addressing the problem of plastic waste. The case used here demonstrates that sustainable entrepreneurship, through sustainable innovation, can deal with multiple economic, social and environmental issues.