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The purpose of this paper is to identify the elements of education and training intervention that facilitate occupational transition intentions of undergraduates and encourage them to opt for entrepreneurial pursuit.

The study, conducted in India, employed the nominal group technique (NGT) – A systems science technique – which considers that users are experts and they must participate in the decision-making process. The application of NGT involved a workshop format; 15 domain experts participated in the workshop. Throughout the process, a democratic process was followed to avoid individual dominance and premature focusing on a single idea.

The study obtained 63 responses from experts for effective entrepreneurship education in India. The responses were reduced to seven elements after a few thematic iterations. These elements were then segregated into content (knowledge, skills and attitude) and learning interaction on the basis of experts’ responses. An initial draft of the course based upon the elements identified through NGT is presented in this paper.

This study is unique and different from previous research on entrepreneurship education in several ways: It takes cognizance of multiple stakeholders; It provides a theoretical framework along with empirical groundwork; It suggests curriculum contents that have contextual as well as universal relevance. This paper contributes to the emerging dimensions of entrepreneurship literature, which implies a shift from understanding a well-established Western context of entrepreneurship research to transitional societies from the East.

This paper aims to explore the ways in which entrepreneurship education may serve as an identity workspace.

This is a conceptual/theoretical paper based on previously completed empirical work.

The paper makes the connection between worldmaking, experience, action and identity.

The paper furthers understanding of entrepreneurship education and its potential effect on the identity of participants. It stresses the importance of offering entrepreneurship education participants the opportunity to take entrepreneurial action. It has implications for the existing state of entrepreneurship education, e.g. the focus on business plans in the absence of an exploration of the identity of participants.

The paper is an original exploration of the linkage between entrepreneurship education and identity and has implications for both pedagogy and practice.

The purpose of this paper is to present an alternate approach to entrepreneurship pedagogy development through an iterative journey of co-ownership between students, industry partners and academic course teams to enhance student satisfaction and learning outcomes.

Utilising design thinking, the pedagogy evolved over a three-year period (2013-2015) through iterative innovation in the delivery model and assessments, underpinned by notions of classroom community, constructivism, justice and equity, humour and role-play.

The findings strongly validate the integration of notions of justice and equity, constructivism, humour and role-play as learning principles and delivery elements in entrepreneurship pedagogy to enhance student satisfaction and learning outcomes. A critical outcome of this design and delivery process is the reduction of barriers between students and teachers and the impact this has on creating a shared learning journey; a journey that in this case has resulted in meaningful outcomes for all involved.

Further research with longitudinal data is needed to validate the link between design-led entrepreneurship pedagogy and enhanced student learning outcomes as well as implications relating to graduate employability. In global settings, further data collection could also validate whether the findings are culturally neutral or culturally sensitive.

Entrepreneurship educators will benefit from this pedagogical approach in seeking to meet the needs of business start-ups, intrapreneurial capacity-building and potentially, enhancement of graduate employability. The model also offers promise for other learning contexts.

Design thinking has received scant attention in entrepreneurship pedagogy. This case study demonstrates how design thinking can enhance student satisfaction and learning outcomes by integrating notions of constructivism, justice and equity, humour and role-play in entrepreneurship curricula.

Context impacts the design and practice of entrepreneurship education, but there is limited focus on context in entrepreneurship education literature. The purpose of this paper is to review the entrepreneurship education literature to understand how context has been addressed, derives contextual elements from prioritized literature and explores how context can be adapted to and designed with in entrepreneurship education.

A systematic literature review is undertaken to explore context in entrepreneurship education literature. Context entrepreneurship education yielded 239 items. After refinement, 232 entrepreneurship education associated publications were reviewed by the team of authors. Using selection criteria, 26 prioritized publications were analyzed and categorized according to a theoretical framework.

Context has been addressed both conceptually and empirically, quantitatively and qualitatively, and can be categorized across three sociological phenomena levels – micro, meso and macro. Within these levels, more specific context elements emerge from the entrepreneurship education literature. The findings assert that while context is highly influential in relation to entrepreneurship education, it is arbitrarily described, and holds a variety of documented and diffuse elements. Educators have a limited span of control in relation to context elements, however, for the most parts elements can be adapted to or designed with. Finally, due to the influence of context it is difficult to identify a universal best practice of entrepreneurship education because there simply is no ceteris paribus.

Contextual elements which emerged from the literature consider various subjects, spaces, structures and networks. Context is complex and has had limited treatment in entrepreneurship education literature, thus additional analysis and experimentation is necessary.

Context shapes understanding and influences learning. Addressing entrepreneurship education across three levels – micro, meso and macro – and through four framing questions – who, what, where and when – guides educators in how context influences and can be used when designing education.

The paper gives new insight into how context is addressed in entrepreneurship education literature, and how this can influence educational design.

Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how university entrepreneurship education (EE) directly influences students’ start-up activities. The primary purpose of this study is to examine the effectiveness of various types of university entrepreneurship activities (incorporate entrepreneurial courses, extra-curricular initiatives, and start-up support) on student start-up behavior. This quantitative research utilized questionnaire data collected from university students (n = 1,820) in southeast China and was analyzed with hierarchical Poisson regression in STATA procedures. Research results indicate that engaging in any type of university entrepreneurship activities positively predicts students’ start-up activities, yet this positive effect is contingent on students’ prior start-up experience and the overall university entrepreneurial climate. These findings advance our understanding of crucial elements within university entrepreneurial ecosystems and how various entrepreneurship activities within these ecosystems potentially impact students’ venture creation.

The purpose of this paper is to investigate entrepreneurship in Malaga University based on the Theory of Planned Behaviour model. There are two objectives: to analyse the influence of the main elements of orientation to entrepreneurship and to evaluate the efficiency of education programmes in the university system.

The authors have chosen Ajzen’s influential model (1991) for analysing entrepreneurial intention as the basis for the analysis of a sample of 392 students at Malaga University.

The results suggest that the students’ predisposition to entrepreneurship is moderate because perceived risk and ideas about their own abilities hinder their decision to start up a business.

This research has practical implications for universities involved in designing programmes aimed at business creation.

This research provides interesting insights which could help new companies to be created, thus alleviating the unemployment resulting from the economic crisis.

With the help of this widely used theoretical model to study, the authors analyse the impact of Entrepreneurship Education Programmes in higher education. It is only a starting point from which to evaluate which elements should be reinforced in entrepreneurship programmes if they are to achieve effective results.

Most of us believe that entrepreneurs are special. We do this because both scholars and practitioners tell us so.

The purpose of this paper is to investigate the importance of academic courses on agricultural entrepreneurship.

Modified global entrepreneurship and development index (GEDI) was used to determine entrepreneurial dimensions among 19 graduated students of agricultural colleges resided in Iran. Fuzzy analytical hierarchy process was applied to understand agricultural graduates’ preferences on effectiveness of university courses (core, free elective and restricted elective).

Results suggested the importance of professional restricted elective courses to provide students with necessary skills. These courses were successful in providing a context for entrepreneurial profile.

Innate talent or acquired skills were always the place of debate on entrepreneurial development. The paper builds on the premise that entrepreneurs are made through education and continuing reconstruction of experience, further research is required as the field develops in experience and complexity.

The paper provides strategies to effectively modify practical route in higher education to enhance entrepreneurial orientation among students.

The paper is innovative at a conceptual level in modifying GEDI elements in individual-level variables based on GEDI configuration theory. This approach is particularly useful in addressing the bottleneck problems of entrepreneurship profile and focusses on the information interpreted at weights of the individual-level data.

The purpose of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching.

Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content.

The authors find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher led to being more student-centred and focused on experiential and existential lifelong learning practices.

Practically, the authors make suggestions for the design and delivery of a course that demonstrates how four diverse learning theories can be combined to consolidate entrepreneurial learning in students invoking experiential and curiosity-based learning strategies.

There are very few examples of concrete course designs that have been researched longitudinally in-depth using ethnographic methods. Moreover, most courses focus on the post-foundation period, whereas this paper presents a course that is a primer to the entrepreneurial process and exclusively centred on the pre-foundation phase. Rather than building on a single perspective, it combines a range of theories and approaches to create interplay and progression.

The purpose of this paper is to explore creativity and how it changes over time among engineering students in practice-based entrepreneurship in higher education. This change was examined in students over a one-semester course in entrepreneurship. Entrepreneurship courses that use creativity tools for practice-based learning are expected to develop creativity as a learning outcome. This study discusses the extent to which some learning outcomes are more easily developed than others.

This research uses a longitudinal design by applying a pre- and post-test survey. The student population consists of engineering students enrolled in an entrepreneurship course with practice-based learning involving creativity tools. The course includes team-based idea generation and business model development. To measure actual changes in students’ creativity, two measures were used to reflect different aspects.

The results show that students’ ability to perform creative tasks increased, while students’ willingness to engage in and their enjoyment of creative tasks decreased as a result of the course. Non-significant differences in changes were found between the two measures, but a difference was found in how the two measures changed during the course. In line with the research question, the results suggest that education may influence ability to a greater extent than willingness.

The research used two different creativity measures to explore the extent to which engineering students experienced a change in creativity over a one-semester entrepreneurship course. In this way, the research contributes to the discussion on what could be learnt and by what means.