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Despite recognition of the centrality of emotions in entrepreneurship, little attention has been given to role of emotions in the development of entrepreneurial identity or enactment of entrepreneurial role. The contribution of the chapter is in the development of a dynamic model of the process leading to identification or dis-identification as an entrepreneur. In this chapter, we develop a dynamic model of the process leading to identification or dis-identification as an entrepreneur. We theorize that the driver behind an individual’s decision to become an entrepreneur, and their significant emotional experiences in the entrepreneurial role, influence the likelihood of following an identification or dis-identification cycle. Specifically, our framework proposes that positive emotions strengthen approach motivation and identification with the role, while negative ones foster avoidance motivation and dis-identification. We argue that contextual embeddedness can prompt transition between these two cycles. Our theorization provides new insights into methods of analyzing the role of emotions in the entrepreneurial process, more specifically in the process of entrepreneurial identity crafting. These insights also can be translated into studying the crafting of any professional identity.

Using a series of case studies, we show that global mindset is at the heart of global growth and opportunity for entrepreneurial ventures. We review how having an entrepreneurial mindset and international experience influence the rapidity of internationalization by discussing the entrepreneurial process and how the global mindset of founders of born global firms influences their choices in the competitive landscape. This chapter closes with a discussion of a continuum — globalization frustrated (focusing on firms with entrepreneurs that have global mindsets but cannot internationalize) to globalization mandated (focusing on firms that are forced to be global).

Entrepreneurship education plays a crucial role in the development of entrepreneurs and the enhancement of entrepreneurial activities in every economy. This paper presents the findings of a review of Nigerian entrepreneurship education literature published in 20 journals over a 16-year period. The purpose of this paper is to examine research contributions in the field of entrepreneurship education within the Nigerian context, with the aim of understanding the focus and the different research areas covered by researchers in this area, and to make suggestions that can guide scholars in their future research contributions.

Systematic literature reviews are recognized methods for conducting evidence-based research. The study adopted a systematic literature review approach, drawing from a computerized search of five selected databases, using predetermined key words by the researchers.

The main finding of this paper is that related concepts like skills, intention, drive and attitude have been used in expounding discussions on the outcome of entrepreneurship education, but very little has been written on entrepreneurial mindset, which other studies have suggested is a crucial point in the journey of an entrepreneur (Reed and Stoltz, 2011; Neneh, 2012). Furthermore, learning and teaching of entrepreneurship in the Nigerian higher education institutions seem to be more focused on creating awareness about entrepreneurship, as against the experiential approach that scholars have argued to be a prerequisite for developing the next generation of entrepreneurs (Bell, 2015). The study also found that over 80 percent of the reviewed articles are published in journals not ranked or indexed in the ABS journal rankings or the Scopus database.

The paper is limited since it is based on a review of literature from a selected range of databases, covering a specific time span. This potentially excludes other studies outside this time span. Scholarship in this area and context will benefit greatly when researchers target, choose and engage the higher ranked and more impactful journals as the outlet for their research outputs.

At a time when efforts are being made to address socioeconomic issues like poverty and unemployment through mainstream training in entrepreneurship education, this paper provides a better understanding of the state of research in this context, by highlighting the potential gaps as to where research investigation is needed for better policy formulation and guiding future research.

There are limited studies that focus on the issue of entrepreneurial mindset in entrepreneurship education in Nigeria. Overall, this paper identifies an important gap in the literature that warrants future research.

The purpose of this paper is to explore the characteristics and personal values of a successful entrepreneur in order to understand the quality of such characteristics. Thus, this paper aims to investigate how these characteristics and personal values impact strategic decision-making and outcomes driving the success and growth of small and medium-sized enterprises (SMEs).

The research question is answered through a single case study approach based on the case of the charismatic and flourishing entrepreneur and owner of Gemar Balloons, a balloon-manufacturing company established in the centre of Italy a century ago.

The paper shows how the success of SMEs in a dynamic environment is influenced by the central resource, “the entrepreneur”, whose entrepreneurial mindset, culture and leadership are essential and partially replicable. They allow strategic management to seek opportunities and develop innovation, achieving competitive advantages and creating wealth.

This paper contributes to an understanding of how values and specific personal characteristics establish an entrepreneurial mindset, culture and leadership, and whether and how these factors are exportable and repeatable. In this way, it allows a better understanding of how possible it is to establish an entrepreneurial mindset and culture by working on a younger generation's values and characteristics. Moreover, it explains why and how entrepreneurial SME leaders are best able to make decisions and manage resources strategically to create competitive advantages.

The paper is new because it shows the distinctive values and characteristics influencing the emerging strategic decision-making model and corporate outcomes.

The purpose of this paper is to explore the concept of strategic management accounting (SMA) in an English university. It is in search of and investigates SMA practices and processes, and their meaning to participants in an English university context. The higher education (HE) institution under research had gone through a major change a couple of years prior to this study, including implementation of new strategic management and management accounting practices.

The approach taken is an interpretive one and the adopted methodology is grounded theory according to Glaser's evolved approach. Data collection took place largely through interviews and, where possible, participant observation.

The main findings of the research concern the core concept of the strategising mindset, which encapsulates the institutional, divisional and individual stance towards strategy and SMA. The strategising mindset is understood as the belief system that is adopted with regard to SMA, which is divided into a bureaucratic and an entrepreneurial mindset. According to the respective mindset, accounting for strategic management is dealt with and institutional members' perceptions of SMA are shaped. The particular mindset adopted depends on the context members were and are functioning, which reflects Bourdieu's theory of practice.

The main contributions are the emergent theoretical framework on SMA in HE, the concept of the strategising mindset and resulting views and conclusions on what SMA actually means in practice. To the authors' knowledge, no such theoretical framework has been published to date.

The purpose of this paper is to investigate the important process of how entrepreneurial identity is formed and constructed, with the perspective that entrepreneurial identity is social and dynamic, constantly shaped by various life episodes and human interactions, rather than static and unchanging.

This qualitative study comprises 30 in-depth interviews with Chinese immigrants in West Canada. These immigrants had been employed professionals under the “Skilled Workers” immigration category but later became entrepreneurs. None of the entrepreneurs in this study had prior business ownership experience, and many of them said that they had never thought about running businesses until they came to Canada.

A process model of entrepreneurial identity construction is presented. This paper advances the literature on entrepreneurship through the identification of three stages in the development of entrepreneurial identity: identity exploration, entrepreneurial mindsets building, and narrative development.

This study has important implications for the understanding of the exploratory and discovery mode of entrepreneurial identity construction. This study also moves away from the contextual and structural hypotheses as the sole explanations for the high rate of self-employment among immigrant entrepreneurs, and provides a useful starting point for a deeper understanding of the agency of immigrant entrepreneurs.

This article addresses the need for further conceptual development of the factors that influence the development of the entrepreneurial mindset. It focuses on finding a link between the classic mental models of entrepreneurship and those that are employed during video game play to explore if similarities exist.

Using theories of entrepreneurship and opportunity recognition, the study examines a sample of 217 video gamers.

The results of this study suggest that an individual who exhibits a high level of entrepreneurial orientation (EO) has an enhanced opportunity recognition capability when the intensity of playing video games is also high. Various genres of games were controlled for; however, it was found that shooting games have the highest effect on the emergence of opportunity recognition.

Thus, the study reveals that some game activities can be linked to entrepreneurial cognitions. This has implications for the entrepreneurial intent literature as it reveals certain actions can be linked with entrepreneurial information processing. These findings are useful for game designers and managers as well.

There are increasing influences of stakeholder relationships in the contemporary entrepreneurial knowledge stream to co-create value, in order to jointly confront the market competition. However, current research implies a dichotomy to exist between the awareness of the necessity of stakeholder-centred strategic thinking and the actual implementation of strategies in entrepreneurial practice. The purpose of this paper is to close this gap, in order to understand how entrepreneurs could, strategically and operationally, enhance their stakeholders’ relationships to reinforce entrepreneurial co-creation. Since, co-creation propels innovation; entrepreneurs’ and their stakeholders’ well-being calls for urgent materialisation of the entrepreneurial co-creation concept.

A constructivist approach is applied to support findings to evolve a synthesis from literature to kick-off an academic debate on future research avenues on how to develop a co-creating entrepreneurial mindset.

The findings conceptualise the significance of relevant traditional and contemporary issues of stakeholder relationships and entrepreneurship to structure the entrepreneurial co-creation concept. Ten issues are recognised from the conjoint literature influencing the conception.

These insights will be useful for entrepreneurs to better align their entrepreneurial propositions with their stakeholder relationships to underpin value co-creation. Academics will be able to use these insights as a basis for future research towards entrepreneurial co-creation and are invited to join the debate.

The findings represent an innovative strategic direction towards a better understanding of the significance of stakeholder relationships, pertaining to entrepreneurial development in the contemporary marketplaces, and holistically conceptualise the entrepreneurial co-creation concept.

This paper aims to report the findings of a large‐scale multinational study of students in a marketing organization that investigates the need to expand entrepreneurship education in the marketing curriculum. Key questions include what is the entrepreneurial mindset of students interested in marketing, what do they think they need to know, should they some day decide to pursue entrepreneurial opportunities, and how satisfied are they with their current exposure to entrepreneurial marketing experiences?

Via e‐mail, a major international collegiate marketing association headquartered in the USA sent the online questionnaire to a random sample of 4,300 students. Content areas included entrepreneurial mindset, desired entrepreneurial marketing learning and experiential activities, and demographics. A total of 605 students participated in the study.

The findings show that there is a large segment of marketing students who desire to be an entrepreneur and feel strongly about entrepreneurial education. Exposure to entrepreneurial marketing tools, experiential learning activities, and networking opportunities were deemed to be especially important.

The study focused on students in marketing organizations. Additional research is needed at the course level.

The findings suggest that entrepreneurial marketing education is needed in the business curriculum. Training in entrepreneurial marketing will better prepare students interested in being an entrepreneur or small business owner.

Entrepreneurial marketing has received little attention in the business education literature. The study is the first of its kind to study entrepreneurial marketing curriculum needs from the perspective of students in a nearly 11,000 strong international marketing organization.

This chapter develops an integrated model that encompasses four aspects: (1) face-to-face (F2F), (2) online teaching, (3) massive open online courses (MOOCs), and (4) the combination of Western, localized, and indigenous knowledge to provide blended entrepreneurship education. The model emphasizes the importance of a heutagogical approach and the institutional environment in blended entrepreneurship education. It is then applied to a start-up university to help develop students’ entrepreneurial mindset, entrepreneurial identity aspirations, and entrepreneurial skills. The model’s implications for research and entrepreneurship education are discussed.