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Entrepreneurship education at universities aims to create entrepreneurial thinking and spread the culture of entrepreneurial awareness, skills and attitudes to students to stimulate their entrepreneurship intentions as graduates. This study investigates the impact of entrepreneurship education on innovative start-up intention as well as the mediating role of entrepreneurial mind-sets of university students.

Structural equation modeling (SEM) was used for analysis with (n = 204) valid questionnaires collected from university students.

The main findings show that entrepreneurial mind-sets mediate the relationship between entrepreneurship education and innovative start-up intention.

This study contributes to the body of knowledge by its application in a higher educational institution and enriches the literature with new evidence that entrepreneurship education could enhance innovative start-up intention.

This paper aims to explore coopetition as a fundamental feature of the collaborative dynamics inherent in entrepreneurial ventures. The authors present a conceptual model and definition of entrepreneurial coopetition, the latter being explained as entrepreneurial involvement in simultaneous cooperative and competitive interactions with business network actors in a relational environment.

Using the micro-brewing industry in a Southern State in the USA, as an empirical base, the authors use an abductive case study approach drawing from multiple data sources including semi-structured interviews, marketing materials, information available on websites and social media, as well as information contained in newspaper articles and policy documents.

Findings suggest that entrepreneurs habitually interact in a coopetitive manner through norms formed in interaction and that these are often in response to the environment.

Findings are limited to one particular context. Future research could include entrepreneurs from other sectors, state or country contexts which may reveal other coopetition themes.

More benefits in coopetition could be reaped if the entrepreneur were more cognitively aware of, and strategically planned for, the coopetitive processes in which they are (or could be) engaged.

The authors open the black box of entrepreneurial coopetition by putting forward and empirically examining a conceptual definition of entrepreneurial coopetition. This work moves the coopetition discussion beyond the motives behind and consequences of coopetition, analysing interactions from a process perspective. The authors respond to recent calls for a deeper understanding of coopetitive mind-sets and a multilevel approach to coopetition.

The purpose of this paper is to explore how collaborative entrepreneurial learning (EL) processes between entrepreneurs and university students can enhance the entrepreneurial practices in the context of knowledge-intensive enterprises. These learning processes represent a valuable source for entrepreneurship development in incumbent enterprises in the forms of innovative products, services, processes or organizational renewal.

An extreme case study is the project “Mimprendo” (www.mimprendo.it), an initiative promoted by the Italian Conference of the University Colleges and the Italian Association of Young Entrepreneurs in collaboration with Italian universities. This is analyzed in the period 2009-2015, during which seven editions were developed.

A framework is presented based on collaborative EL processes to perform relevant entrepreneurial projects in knowledge-intensive enterprises. The framework provides a coherent and systematic approach to generate, select and implement entrepreneurial practices in incumbent companies starting from a project competition involving creative students and innovative entrepreneurs. EL processes in the community composed of entrepreneurs, experts and university students are grouped into the entrepreneurial phases of inspiration, exploration, exploitation, acceleration and growth, and include the learning processes of “intuition and sensing,” “contamination,” “experiential and contextual learning,” “experimenting and acting” and finally “thinking and reflecting.”

Implications for research can be identified according to many perspectives to deepen the centrality of the learning process in the research on knowledge-intensive entrepreneurship.

The framework results to be a promising approach to diffuse an entrepreneurial culture both in incumbent enterprises and in university students through a synergic collaboration among industry, university and institution. Practical implications could be derived for enterprise, students and educators involved in the design of innovative learning initiatives to sustain the development of an entrepreneurial mind-set.

The framework contributes to extending an emerging research area exploring entrepreneurship as a never-ending dynamic learning process. The involvement of brilliant university students in activating EL process with entrepreneurs in incumbent enterprises represents a novel aspect in the field of entrepreneurship and innovation.

The purpose of this paper is to report on the current state of arts entrepreneurship education at higher educational institutions (HEIs) in the UK and Germany. It is based on findings from questionnaire surveys among 210 lecturers in fine art at 89 HEIs in the UK and Germany.

This paper explores issues related to fine art curriculum in higher education in the UK and Germany via survey questionnaires among 210 fine art lecturers with focus on arts entrepreneurship.

The study shows evidence that an arts entrepreneurship education, although considered by lecturers to be important and necessary for the professional and entrepreneurial preparation of fine art graduates, is definitely not implemented at HEIs, in neither the UK nor Germany.

The findings stimulate the discussion in the field of arts entrepreneurship and the redesigning of fine art curriculum to prepare fine art graduates for their entrepreneurial and professional careers.

There is still a marked paucity of research that focusses on arts entrepreneurship education. This study contributes to the knowledge by presenting specific findings related to fine art curriculum.

Why do some individuals become entrepreneurs while others do not? This fundamental question has vexed entrepreneurship scholars for some time, giving rise to various schools of thought. Traditional economic motivation theories, for example, suggest that entrepreneurial opportunities arise from changes in either supply (Shane, 2000) or demand (Dew et al., 2004) and emphasize personal economic gain as a motivator for pursuing entrepreneurship. Both neoclassical equilibrium and psychological theories take a person-centric perspective whereby stable, enduring differences among people’s characteristics, determines who becomes an entrepreneur. Opportunity recognition may be enhanced through perspective taking (i.e. putting oneself in the shoes of another person) (Prandelli et al., 2016).

The founders of the company provided us with access to the inner workings of the company, their mentors and advisors and themselves. This study used archival research and interviews when preparing this case. Interviews allow for the development of uncensored, real-life insights into the entrepreneur’s business experience. The authors first conducted a 90-min interview with Rajia and Ray at DifferenceMaker^® Central on the UMass Lowell campus. DifferenceMaker^® provided us with pictures and timelines from when Rajia and Ray participated in the various DifferenceMaker^® activities and competitions. A follow-on 90-min interview was conducted with the founders four months later at the UMass Lowell Innovation Hub to delve deeper into their transition from engineers to entrepreneurs.

In the summer of 2016, the future of invisaWear suddenly became uncertain. Rajia Abdelaziz and Ray Hamilton had conceived an idea for smart jewelry that they felt solved a real problem. But it was one thing to have a great idea and quite another to turn that idea into a real business. As engineering students, they were accustomed to solving problems, but if they truly wanted to make an impact, they had to learn to solve problems as entrepreneurs. With the help of DifferenceMaker^® and their mentors, they developed an entrepreneurial mind-set and decided to build invisaWear into a company.

This case is suitable for an undergraduate course in business or entrepreneurship. This case is intended to illustrate to both business and non-business students how individuals with different backgrounds can become entrepreneurs. Presented as a real-life example of how engineering students can make the transition to an entrepreneurial mind-set, the case can also be used to hone in on select topics including opportunity recognition, problem-solving, ideation and the business model canvas.

This study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.

This study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.

The findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.

The findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.

The findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.

This study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.

The purpose of this paper is to concentrate on how assessment is used to support the aims of enterprise education leading to recommendations for improvements to the current approach to the assessment of enterprise.

This paper presents a review of entrepreneurship education literature and a qualitative case study conducted on a sample of enterprise educators at University of the West of Scotland. Data were analysed using thematic analysis.

Paradoxically, the traditional enterprise education paradigm harms that which it attempts to nurture: entrepreneurial thinking and activity. The rationalised approach to education conflicts with the aims of enterprise educators, and there is evidence of a visible and growing disconnect between academia (the theory) and industry (the practice).

The work is limited as it concentrates on a single case study. The qualitative approach focusses on a specific social field and therefore the findings cannot be generalised to other settings. These limitations can be addressed in future research.

This work has resonance for enterprise educators delivering and assessing entrepreneurial learning in an academic setting and will also be of interest to decision makers within this sector concerned with ensuring academic practice remains aligned to policy and industry requirements.

Enterprise education is well researched; however, there is a gap in the area of enterprise assessment which is under researched and not well understood.

The purpose of this paper was to investigate gender differences in entrepreneurship development.

A quantitative study consisted of an on-line questionnaire administered to a random sample of 206 owner-manager CEOs across Bosnia and Herzegovina. Various statistical tools were used in the analysis.

Empirical results revealed significant differences in entrepreneurial performance between women and men. It was found that gender significantly affects entrepreneurial activities in firms with regards to innovativeness, proactiveness and risk-taking. Overall, female respondents scored better in entrepreneurial dimensions than did males.

The state should support female entrepreneurship in the long term; aspirations exist, and this study’s results reveal this potential. Furthermore, it is recommended that women take a part in entrepreneurship development – a key to economic development. Also, it is suggested that education in entrepreneurship should be at a higher level than is currently the case.

This paper is the first empirical study that examines gender issues in entrepreneurship in Bosnia and Herzegovina. The study draws practical implications for current business owners, CEOs and potential entrepreneurs of either gender. This research removes stereotypes about female aspirations, competencies and skills in creating new start-ups and ventures, which in the long term will contribute to the economic development.

The understanding regarding the impact of entrepreneurial intentions on the job insecurity and depression is limited in the longitudinal settings, organizations need to know which factors can be added to decrease the psychological and career issues of visiting or contract employees. Thus, this research aims to investigate the person vocation fit and entrepreneurial leadership as a moderator in the relation of entrepreneurial intentions, job insecurity and depression in within- and between-person level with the time of 4 months' time lag.

The data was gathered by using survey method from visiting faculty of universities located in Punjab, in the longitudinal design of 4-wave months and M.plus software was used to do the mediation and moderation analysis.

Results revealed that job insecurity mediated the entrepreneurial intentions and depression, the person vocation fit and entrepreneurial leadership moderated the entrepreneurial intentions and job insecurity link in the following month.

This paper contributes in the literature of entrepreneurship and career management, by considering the role of person vocation fit and entrepreneurial leadership in the organizations of emerging countries that have high unemployment rate and mental health issues. This paper provides nuanced understanding of how these two constructs have influenced the entrepreneurial intentions-job insecurity-depression within- and between-person level in the visiting or contract employees. Therefore, made strong contribution to the theory of person- environment fit, the entrepreneurial event theory and the contingency theory in the longitudinal data. In addition, to generalize the results, this theoretical framework should be tested in the other geographic area and industries.

The findings give practitioners, e.g. managers, policy- makers and counselors, with an idea how to decrease the feelings of job insecurity and depression in visiting or contract employees. They can promote the culture of innovation by giving training of entrepreneurial leadership and hiring the employees who have person vocation fit, all of these factors can lead to enhance the positive organizational image in potential and existing employees as well as it will also decrease the unemployment issue in emerging countries.

In past, scholars focused on the consequences of job insecurity and its harms but none emphasized on the aspects of entrepreneurship regarding the visiting faculty of universities. Like how entrepreneurial intentions can gradually decrease the job insecurity and depression among them and how the strengthen of person vocation fit and entrepreneurial leadership role their play monthly in this regard.

The purpose of this study is to generate insight into the effects of entrepreneurship education in China by conducting a preliminary scoping study of the enterprising tendency of university students studying business.

This study used a self-administered questionnaire based on the General Measure of Enterprising Tendency v2 (GET2) test to measure the enterprising tendency of a group of Chinese university students. Decision trees, using the Chi-square automatic interaction detector (CHAID) approach, and multiple regression analyses were used to investigate the enterprising tendency of respondents.

The findings from this study indicate that the students have an overall medium level of enterprising tendency and strengths in some enterprising characteristics. The findings reveal that gender, family business, hometown and entrepreneurship education are significantly related to enterprising tendency but that age, household income, parents’ education and occupation are not.

Although the study is based on a relatively small sample taken from just one university in Beijing, the findings suggest that the enterprising tendency of students can be encouraged by entrepreneurship education. Combined with evidence that entrepreneurship education is at a relatively early stage of development in China, this finding suggests considerable scope to increase student’s enterprising tendency by extending, creating a more favourable environment for and improving the methods used to deliver entrepreneurship education. Enterprising tendency can be argued to naturally result in entrepreneurial intention; however, this extension is beyond the scope of this study, which is restricted to the analysis of enterprising tendency.

This study makes an original contribution to knowledge as it is one of the first studies to explore enterprising tendency among university students in China. It has value for government, policymakers and university program designers in that it provides direction for entrepreneurship education in China.