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The aim of this article is to explore the entrepreneurial‐directed approach to teaching within one university‐level course in corporate entrepreneurship (CE) for Master's‐level students, and to gain a deeper understanding of the viability of the pedagogical methods used in teaching CE. The paper seeks to describe and examine the approach in the light of the theoretical concepts behind it, the pedagogical methods and applications used to reach the course objectives, and the learning outcomes.

A combination of qualitative research methods and observation techniques were used during and after the course in order to explore the learning outcomes of the students and to evaluate the applicability of the approach in achieving the learning objectives. All of the research material was analysed in the context of the entrepreneurial‐directed approach.

The results reveal that the approach is well suited to teaching CE in a university setting, perhaps even better suited than it is to entrepreneurship. The entrepreneurial‐directed approach may be a constructive, educational and fruitful experience for students and teachers.

Longitudinal research is needed in order to trace how the entrepreneurial‐directed approach has succeeded in fostering entrepreneurial behaviour in students.

The case study gives some practical ideas on how the approach could be used in teaching CE.

Few researchers have discussed and analysed how entrepreneurship is taught, and research on teaching CE is almost non‐existent. This study attempts to fill both of these gaps.

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

The need for developing new entrepreneurial ways of thinking and acting has been in the agenda for the Organisation for Economic Co-operation and Development and the European Union countries. In line with their agenda, the Nordic Council of Ministers has been preoccupied with the development of entrepreneurial mindsets among the adult population. Seeking to meet the urgent need for developing entrepreneurial thinking, the Nordic Network for Adult Learning, together with the Nordic Council of Ministers, has elaborated and tested a Scandinavian model for stimulating entrepreneurial mindsets through the transformative learning circles. Based on the study of the TLC pilot project, this chapter explores the process of facilitation of entrepreneurial learning. The literature on entrepreneurial learning and education emphasises on the importance of facilitation; however, this issue is yet to be addressed in-depth. This chapter seeks to fill in this gap and contribute to our understanding of the role that facilitators play in the entrepreneurial and transformative learning processes. Drawing on the social constructionist approach to learning, this chapter discusses how facilitators and learners (entrepreneurs) become co-creators of knowledge and learning experiences.

The purpose of the paper is to define a range of entrepreneurial concepts and provide a critical review of their content in order to map the forms of the entrepreneurial actions within their teleological context.

Based on the authors' definition of teleology as the process of heading towards an end, entrepreneurship was categorized into a three‐item typology, namely subject, process and object. The latter served as a platform for the analysis, which reveals some key qualities about research in entrepreneurship.

The paper provides a categorization of entrepreneurship both at the distinction (subject, process, object) and the contextual level and the commonalities and differences among entrepreneurship's different teleological approaches are analyzed and the potential is offered for further avenues of research to emerge. Additionally, it is demonstrated that the teleological approaches represent distinct approaches to interpret diverse aspects of the entrepreneurial phenomenon and provide insights into the way in which the entrepreneurial process itself unfolds.

The paper provides an innovative categorization of entrepreneurship as subject, process and object while discussing a variety of various entrepreneurial forms through their teleological nature within each of the three categories. The paper is valuable to scholars seeking to further advance their understanding in the various fields of entrepreneurship, understand the function of the particular set of activities to be undertaken, the role of particular individuals/agents involved in the entrepreneurial process, the opportunity identification/exploitation process as well as the particular objective that each entrepreneurial form aims at fulfilling.

The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students.

The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school.

Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects.

The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery.

The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.

The purpose of this paper is to respond to the Special Issue call by developing the case for enhancing understanding of entrepreneurial marketing by utilising biographical research. This builds on the limited existing research in entrepreneurial marketing using this approach.

Five entrepreneurial marketers are assessed using biographical research.

The individuals assessed clearly show the connection between the telling of a life story and how a business is run using an entrepreneurial marketing approach. Biographical techniques succeed in addressing the need for situation specific understanding. Entrepreneurial marketing core competencies help establish competitive advantage through their ability to influence behaviour, market creation and growth activities.

Biographical research contributes towards the additional theoretical and practical insight which entrepreneurial marketing requires.

Entrepreneurial marketers can make use of biographical research findings due to their readability and association with their own practices to help shape future strategies.

The biographical approach has been underutilised in entrepreneurial marketing research. These research results enhance existing understanding of the foundations of entrepreneurial marketing.

Entrepreneurial ecosystems have quickly become one of the most popular topics in entrepreneurship research. Ecosystems are the characteristics and factors of a place that support high-growth entrepreneurship. This provides the ability for the field to provide important policy insights about how to aid the development of high growth, innovative ventures, as well as generate new insights into the relationship between the entrepreneurship phenomenon and the contexts it takes place within. However, work in the field remains undertheorized, with a little understanding of how the entrepreneur benefits from being in a strong ecosystem. This chapter argues that it is helpful to return to Ed Malecki’s work in a previous volume of this series, which explored the importance of networks. His work has contributed to a very broad stream of work on entrepreneurial environment. Using this as a starting point, this chapter distinguishes between “top-down” approaches to study ecosystems, which focus on the actors and factors that make up an ecosystem, and a “bottom-up” approach, which instead examines the ways in which entrepreneurs use their ecosystem to get the resources, knowledge, and support they need. The chapter concludes by suggesting how a research agenda for a bottom-up study of ecosystems can be informed by Malecki’s work.

The purpose of this paper is to critically examine the role of public policy in the formation of entrepreneurial ecosystems in Poland.

The paper assumes a qualitative approach to researching and analysing how public policy enables and constrains the formation of entrepreneurial ecosystems. The authors conducted a series of focus groups with regional and national policy makers, enterprises and intermediaries in three Polish voivodeships (regions) – Malopolska, Mazowieckie and Pomorskie.

The paper finds that applying the entrepreneurial ecosystems approach is a challenging prospect for public policy characterised by a theory-practice gap. Despite the attraction of entrepreneurial ecosystems as a heuristic to foster entrepreneurial activity, the cases highlight the complexity of implementing the framework conditions in practice. As the Polish case demonstrates, there are aspects of entrepreneurial ecosystems that are beyond the immediate scope of public policy.

The results challenge the view that the entrepreneurial ecosystems framework represents a readily implementable public policy solution to stimulate entrepreneurship and entrepreneurial growth. Insights are drawn from three regions, although by their nature these are predominantly city centric, highlighting the bounded geography of entrepreneurial ecosystems.

This paper poses new questions regarding the capacity of public policy to establish and extend entrepreneurial ecosystems. While public policy can shape the framework and system conditions, the paper argues that these interventions are often based on superficial or incomplete interpretations of the entrepreneurial ecosystems literature and tend to ignore or underestimate informal institutions that can undermine these efforts. As such, by viewing the ecosystems approach as a panacea for growth policy makers risk opening Pandora’s box.

Islamic boarding schools are education institutions that have been developing in Indonesia as places for the Indonesian people to learn and gain knowledge in the perspectives of the Islamic religion and Indonesian nationalism. This study aims to explore the potential of Islamic boarding schools as places to support and to empower the economy and to increase the participation of students in entrepreneurial activities by applying the Humane Entrepreneurship approach. This study identifies the humane entrepreneurship approach by analyzing the humane cycle and the enterprise cycle in the entrepreneurship activities occurring in a single case study of an Islamic boarding school.

This article used a qualitative method with a case study approach through deep exploration and observation. In-depth semi-structured interviews were conducted with the key people in one of the Islamic boarding schools in Indonesia using a purposive sampling technique. Miles and Huberman (1984) technique was used for data analysis by grouping similar text segments into codes and categorizing them for further analysis.

The findings of this study indicate that the Islamic boarding school has implemented humane entrepreneurship through entrepreneurial-oriented activities as the main aspects of the humane cycle and the enterprise cycle. The implementation of humane entrepreneurship aims to achieve entrepreneurial growth, innovation and independence of the Islamic boarding school, as well as the development of the stakeholder's capabilities, knowledge and commitment. In addition, applying the spiritual approach, which is one of the important components of Islamic boarding schools, has proven to be effective in implementing humane entrepreneurship.

This study has several limitations. First, this study only focused on one Islamic boarding school in Indonesia. Second, there is still very little research in the field of humane entrepreneurship, so the concept itself is still considered to be relatively new. Therefore, further direction is needed for future research regarding the exploration and identification of any other factors that might influence humane entrepreneurship.

This study provides new insights on the implementation of humane entrepreneurship in Islamic boarding schools. This research covers the gap where the humane entrepreneurial approach can be applied not only in large organizations, but also in religious educational institutions. The spiritual approach and religious values as the principles of Islamic boarding schools have been proven to be effective in implementing humane entrepreneurship.

The focus of this paper is the interrogation of an artistic approach with the purpose of understanding entrepreneurial marketing.

This is a conceptual paper although the evaluation is grounded in prior quantitative and qualitative research in entrepreneurial marketing, creativity and art.

An artistic approach to understanding entrepreneurial marketing matches the way in which the owner/manager behaves in practice by constructing a personalised approach to doing marketing.

The paper calls for more creative ways of understanding entrepreneurial marketing. This involves more experimentation in research methodology. The experimental approach also mirrors entrepreneurial marketing practice.

The outcomes address existing theory versus practice gaps so that a more meaningful understanding of entrepreneurial marketing practice can be obtained through the re‐imagining of the entrepreneurial marketer as an artist.

This is an under‐utilised approach to understanding entrepreneurial marketing. The approach matches the wider calls for artistic methods in the wider management academy.