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Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

Continuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.

A concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.

Thematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.

The classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.

Although digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.

The role of entrepreneurship education in promoting entrepreneurial actions remains unclear. The purpose of this paper is to investigate the logic of different types of entrepreneurship education and the effect of learning characteristics in promoting entrepreneurial actions among student entrepreneurs in the higher education setting.

The study employs a quantitative approach involving the use of survey data collected via an Internet tool. The constructs of variables are measured using previously tested scales. The data were analysed using partial least squares modelling because it can handle formative and reflective constructs in the same model and is capable of testing for moderation.

The findings illustrate that voluntary entrepreneurship education generates learning outcomes in terms of students' entrepreneurial actions, which is important because without action, a venture will never be launched. This is especially so if students show a deep learning orientation, while mastery motivation showed a significant and negative moderating effect. This is not the case for compulsory entrepreneurship education.

Embedded in construal level theory, this paper offers knowledge that can help to advance entrepreneurship education research (1) by uncovering the role of different types of entrepreneurship education interventions, (2) by considering students' entrepreneurial actions as the dependent variable and (3) by unravelling the role of students' learning characteristics in the efficacy of entrepreneurship education interventions. By doing this, the study addresses recent repeated calls for more fine-grained research focused on how university students learn in entrepreneurship in higher education and its effects.

The purpose of this study, based on the theory of planned behaviour (TPB) and digital entrepreneurship literature, is to unveil the role of digital entrepreneurial knowledge and entrepreneurial role models in shaping digital entrepreneurial intentions (DEIs) among Saudi Youth through a moderated mediation perspective. This study aims to propose that the relationship between digital entrepreneurial knowledge and intention is mediated by main TPB antecedents under the moderating role of entrepreneurial role models.

Data were collected from a sample of 487 Saudi students from three main Saudi public universities located in Riyadh using an online survey questionnaire. By applying SEM, this study builds and tests the measurement and structural models to examine the hypothesised relationships among main variables.

Results revealed that the main antecedents of TPB (namely, attitudes towards digital entrepreneurship and perceived control behaviour) are significantly related to DEI. In addition, digital entrepreneurial knowledge indicates indirect effects on intentions via these two antecedents. However, entrepreneurial role models exert only a negative and significant moderating effect on the relationship between perceived behaviour control and DEI.

This study contributes to the literature by showing how most of the TPB antecedents can play a mediating role between digital entrepreneurial knowledge and the intentions of Saud Youth. The main limitation of this study is that it was not possible to generalise the findings. Future research directions are proposed to add new insights.

The results of this study have clear implications for both theory (entrepreneurship scholars) by investigating DEI and its determinants and for practice (entrepreneurship educators and policymakers) by promoting digital entrepreneurship among youth through university-based awareness and building capability programs and curricula.

The study helps to understand the role of digital entrepreneurial knowledge in shaping DEI through the development of an extended TPB intention-based model. The findings also indicate that digital entrepreneurial knowledge has indirect effects on Youth's intentions. The findings show insights related to the influence of entrepreneurial role models on TPB antecedents in the transitional context of Saudi Arabia.

Research on financing for entrepreneurship has consolidated over the last decade. However, one question remains unanswered: how does the combination of external finance, such as equity and debt capital, and internal finance, such as working capital, affect the likelihood of grant funding over time? The purpose of this study is to analyse the relationship between different sources of financing and firms' ability to fundraise via innovation grants and to examine the role of female chief executive officer (CEO) in this relationship. Unlike equity and debt funding, innovation grants manifest a form of innovation acknowledgement and visibility, recognition of potential commercialization of inovation.

The authors use firm-level financial data for 3,034 high-growth firms observed in 2015, 2017 and 2019 across 35 emerging sectors in the United Kingdom (UK) to test the factors affecting the propensity of high-growth firms to secure an innovation grant as a main source of fundraising for innovation during the early stages of product commercialization.

The results do not confirm gender bias for innovation fundraising in new industries. This contrasts with prior research in the field which has demonstrated that access to finance is gender-biased. However, the role of CEO gender is important as it moderates the relationship between the sources of funding and the likelihood of accessing the grant funding.

This study does not analyse psychological or neurological factors that could determine the intrinsic qualities of male and female CEOs when making high-risk decisions under conditions of uncertainty related to innovation. Direct gender bias with regards to access to innovation grants could not be assumed. This study offers important policy implications and explains how firms in new industries can increase their likelihood of accessing a grant and how CEO gender can moderate the relationship between availability of internal and external funding and securing a new grant.

This study implicates and empirically demonstrates that gender bias does not apply in fundraising for innovation in new industries. As female CEOs represent various firms in different sectors, this may be an important signal for investors in new product development and innovation policies targeting gender bias and inclusion.

The authors draw on female entrepreneurship and feminist literature to demonstrate how various sources of financing and gender change the likelihood of grant funding in both the short and long run. This is the first empirical study which aims to explain how various internal and external sources of finance change the propensity of securing an innovation grant in new industries.

The purpose of this study is to examine postgraduate students' reflexive narratives about their entrepreneurial passion (EP) experience as a result of their direct participation in a series of hand-selected experiential learning events within the curated identity workspace (IW) of a cross-disciplinary postgraduate entrepreneurship education programme.

This study uses a qualitative exploratory design using interpretative phenomenological analysis with a group of graduate students from a cross-disciplinary postgraduate entrepreneurship education program at an entrepreneurial university.

This study discovers that students’ EP experience is developed through the internalisation of an entrepreneurship learning activity into their personal identity through the harmonisation and reorganisation of their competing micro-identities of professional and entrepreneurial identity, prompting them to create a new identity that enables them to act entrepreneurially without relinquishing their existing professional identity.

This study demonstrates how entrepreneurial education programmes function as an IW and posits a theoretical model illustrating the hidden connections between entrepreneurial activity, personal identity and entrepreneurial learning experience that collectively influence individuals' entrepreneurial behaviour.

This paper integrates the action phase theory (APT) and the theory of planned behaviour (TPB) to analyse the dynamic mechanisms involved in the configuration of goals and implementation intentions throughout the entrepreneurship process.

The empirical analysis compares individuals in different phases of this process (not yet decided, potential and nascent entrepreneurs). A large sample of adults from Spain is analysed. Structural equation models and multi-group analysis (MGA) serve to test the hypotheses.

The results confirm that perceived behavioural control (PBC) is the most influential antecedent of entrepreneurial goal intention (EGI) in pre-actional phases (undecided and potential entrepreneurs), whilst attitude towards entrepreneurship (ATE) takes this role during nascency. Subjective norms (SNs) are more important in Phase 1 (establishing the goal) and in Phase 3 (performing nascent behaviour).

This study contributes to both the TPB and the APT. It provides the most relevant insight into the mental process that leads to starting up and helps explain certain previous conflicting results found in the literature. Additionally, it has important implications not only for theory building but also for support bodies and for entrepreneurship educators.