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In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.

Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.

In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.

The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.

Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

This study is a theoretical debate on corporate entrepreneurship (CE) in the state government higher education institutions (HEIs) in Pakistan with a generally accepted conceptual model. The objective of the study is to measure the mediation effect of corporate entrepreneurship (CE) on the relationship between the structure, managerial strategy, culture, environment and organizational performance.

The inferential statistic is used in order to achieve the objective of this study. Pearson correlation and multiple regressions are used to analyze the findings. Pearson correlation is used to see any association between the independent variables which are structural factors, managerial factors, cultural factors, and environmental factors and the dependent variable which are organizational performance. The association enables the reader to identify whether there is any relationship between the variables. It showed the strength and direction of the relationship. Meanwhile, a regression test was done to identify the predictive ability of each variable towards the organizational performance construct and mediation.

This framework of corporate entrepreneurship in the public sector tertiary education sector may have some uncertain assumptions and statements inconsistent with previous research. Nonetheless, the research framework provides a starting point to develop a more applicable corporate entrepreneurship model to higher education management and enhance the quality of public entrepreneurship research.

Focusing the effect of mediation between the relationship of four determinant factors, and corporate entrepreneurship on the organizational performance of the schools/faculties of the state government higher education institutions in Pakistan provides some insights for to the schools/faculties' deans into how the integration of some strategies can help in creating the competitive advantage to enhance the overall performance.

The working paper is original in its kind that the framework is presented here is a contribution to the knowledge that fulfill the gap of enhancing performance in the state government higher education institutions in Pakistan by presenting an innovative entrepreneurial mindset.

To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

Interest in the role and behavior of women entrepreneurs has increased in the last decades. This research study examines personal characteristics and labor and business regulations on entrepreneurship and corporate entrepreneurship. It also analyzes how gender differed in these forms of entrepreneurship across Latin American countries. We performed logistic regressions to different models with information from the Global Entrepreneurship Monitor (GEM) from 2016. We used a sample from 10 countries. We also used information from the Heritage Foundation and The World Bank. The results show that antecedents of entrepreneurship activity differ by gender. Specifically, the effect is different when analyzing labor regulations. We also find different intensities depending on gender. The study contributes to the literature about gender and different forms of entrepreneurship. We suggest developing policies in favor of women's entrepreneurial activity within the workplace and as independent entrepreneurs.

The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.

The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.

The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.

The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

The adoption of an entrepreneurial posture supports higher education institutions (HEIs) in their quest for growth. The present study examines the role faculty members play in adopting an entrepreneurial orientation (EO) in HEIs within the Kuwaiti academic context and aims to assess whether this orientation contributes to fostering corporate entrepreneurship in their institutions.

Primary data were collected to study the relationship between faculty EO and the EO of their respective HEI. Empirical research was conducted based on a questionnaire completed by 341 engineering and business faculty members employed at Kuwaiti universities and colleges. The research model was tested and validated using structural equation modelling (SEM).

The results show a positive relationship between the faculty EO and corporate entrepreneurship in HEIs, which was negatively moderated by human resource management (HRM) practices. These findings emphasise the need for HEIs in Kuwait to evolve their HRM practices towards enhancing innovation, proactiveness and risk-taking amongst faculty.

This study highlights the strategic renewal perspective in HEI-EO and how faculty initiatives can support it.

While the trade sector has long been the backbone of growth followed by real estate development in Dubai, the impact of reduced oil revenues in the Gulf Cooperation Council (GCC) has affected Dubai. GCC countries have identified innovation and transitioning to a knowledge-based economy as critical components of sustainable growth in the post-oil world. The purpose of this chapter is twofold: (1) to examine UAE’s competitiveness relative to four economies for which we can draw meaningful conclusions (Qatar, Singapore, Norway, and Switzerland) and (2) to integrate macro- and micro-level findings in an actionable framework. Using the composite Knowledge Economy Index (KEI) developed by the World Bank (2008, 2012), we conclude that UAE should prioritize three key areas to ­transition to a knowledge-based economy: the regulatory regime, innovation, and human capital. These findings are consistent with a recent study by the UAE Department of Economic Development/INSEAD, which highlights two areas that need addressing: “Creation” (knowledge creation) and “Anchoring” (institutional environment for innovation). We integrate these macro-level findings with research at the innovation ecosystem level (and particularly survey-based research completed by Wamda Research Lab) to propose a comprehensive action framework across all ecosystem stakeholders (i.e., government, entrepreneurs, academia, support ecosystem, and corporates). The action matrix allows individual stakeholders to drive corresponding actions and prioritize across short- and long-term initiatives.

This paper aims to explore the perceptions of teacher students regarding entrepreneurship education and how they understand entrepreneurship as part of their future pedagogical work.

Data were collected in 2010, 2011, and 2012 from the essays of 257 teacher students. The data were then analysed through a phenomenological approach.

On the basis of the results, we categorise teacher students into three types: sceptics, followers, and innovators.

The study was limited to teacher students at the Department of Teacher Education at Rauma. The data were collected during an Entrepreneurship and Citizenship course under the Teacher Education programme.

The most important and necessary requirement for developing entrepreneurship education for future teachers is to clearly define the aforementioned concept. A learning environment should enable teacher students to approach the topic in an informal manner, allowing them to comfortably compare different critical views. Further maximising the benefits of such an environment necessitates fostering a relaxed and encouraging learning atmosphere, as well as multi‐professional cooperation. The “leading extract” of entrepreneurship education must be based on education and pedagogy, instead of on market forces.

Early entrepreneurship research concentrates on what entrepreneurship means and includes, how it should be realised, and what the responses are to related educational initiatives. The current work focuses on the conclusions teacher students draw about entrepreneurship/enterprise education and what kind of entrepreneurship/enterprise education is presently a part of teacher education.

The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation.

The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations.

Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation.

Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise.

Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers.

The purpose of this paper is to establish the contextual factors that influence entrepreneurial intention to start the small and medium enterprises (SMEs) in Iran and to investigate why some manufacturing sector entrepreneurs achieve growth objectives while others do not.

In-depth semistructured interviews of 25 participants were used to investigate the contextual factors of entrepreneurship intention. On the basis of the data collected, a thematic content analysis has been carried out.

A set of contextual and cultural factors has been highlighted by the analysis. Data analysis led to the extraction of three main themes: external, internal and personal factors that were found to be significant determinants of entrepreneurship intention. In relation to the effect of these factors on their entrepreneurial behaviors, it emerged that there were the major barriers to entrepreneurial intentions including lack of resources, financial challenges and economic situation, which affected how they made strategic decisions about their plans. Moreover, the findings show that the key dimensions of organizational structure, public policies, social media, education and soft skills development are vital features and being influential in entrepreneurship.

The study has industry-specific, size-specific and region-specific limitations. The qualitative research approach affects the generalizable character of the results.

The research findings have important implications for practicing entrepreneurs, start-ups and policymakers. The manuscript suggests a transition to a more collaborative approach from experts and practitioners in the field through policymakers to tackling the underlying determinants of entrepreneurship intention in Iran as a motive to economic growth. This research is significant since its findings should help regulators and investors better understand the opportunities and threats among manufacturing SMEs. This study implies a step forward in research into the entrepreneurship intention and SMEs literature, since the results differ from the evidence found for large companies in developing countries such as Iran. There is also a great contribution toward the debate regarding the need to consider the context and the type of firm in enterprise development studies.

This is the first empirical study conducted in Iran that explores three key elements of entrepreneurship intention interactively in Iran through qualitative research analysis. The research study fills a literature gap on the determinants of manufacturing SMEs’ functions. This manuscript explores the contextual factors that influence on entrepreneurial behavior in a conflict country context, using a thematic analysis for in-depth results. A new approach to evaluating entrepreneurial opportunities was used. The advantage of this empirical strategy is that it takes into account in more detail the content observations and experiences with the industry-specific insights. It also gives more description about the contingent nature of practice. Moreover, this qualitative research acknowledged the areas of conflict and contradiction around entrepreneurship phenomena among SMEs.