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Entrepreneurship is an important paradigm for enhancing the economic well-being of nations. However, despite heated debate about the significant role of entrepreneurial education (EE) in developing favourable entrepreneurial intention (EI), little is known about the role of individuals’ entrepreneurial self-efficacy (ES), entrepreneurial motivation (EM) and family support (FS), which the authors investigated in this study.

This study has used a quantitative research design to collect data from 334 young people from various Malaysian higher education institutes using a purposive sampling technique and a deductive approach based on the theory of planned behaviour (TPB).

The findings revealed interesting insights into the criticality of young people’s ES, EM and FS in learning methods, techniques and skills to start new enterprises. Moreover, EE was a significant mediator of the relationship between individual self-efficacy, FS, EM and EI.

This study is among the few to contribute to strategic management scholarship by designing a framework based on the idea that EE relies on diverse factors, particularly ES, EM and FS. These factors encourage Malaysian young people to seek the necessary education to develop favourable EI and launch successful businesses.

Since the first definition of open innovation (OI), the indivisible relationship between this concept and entrepreneurship was undeniable. However, the exact mechanisms by which an entrepreneurial approach may benefit OI processes and vice versa are not yet fully understood. The study aims to offer an accurate map of the knowledge evolution of the OI–entrepreneurship relationship and interesting gaps to be filled in the future.

The study adopted a bibliometric analysis, coupled with a systematic literature review performed over a data set of 106 peer-reviewed articles published from 2005 to 2020 to identify thematic clusters.

The results show five thematic clusters: entrepreneurial opportunities, organisational opportunities, strategic partnership opportunities, institutional opportunities and digital opportunities for OI. Investigating each of them, the authors created a framework that highlights future avenues for further developing the topic.

This study is the first of its kind to systematise, analyse and critically interpret the literature concerned with the topic of the OI–entrepreneurship.

In 2023, the New England Journal of Entrepreneurship (NEJE) reached its 25th anniversary. To commemorate this major milestone as well as entrepreneurship’s growth as an academic field, the study employs bibliometric methods to provide key trends and research suggestions for entrepreneurship scholars using all original research published in the journal.

The authors perform two predominant bibliometric techniques, performance analysis and science mapping, using all 251 articles published by NEJE from 1998 to 2022.

The authors find that the impact of entrepreneurship research published at NEJE is growing consistently and that the challenge of the future will be to maintain this growth in tandem with greater publication productivity. The authors also find that although most contributions come from authors affiliated with institutions in the USA, there is a global representation from authors who have published in NEJE. Further, the authors found that the major entrepreneurship research themes of articles published in NEJE revolve around general entrepreneurship, entrepreneurial behavior, gender, technology, entrepreneurship education, innovation and value creation and sustainability.

The analysis is restricted to articles published in NEJE and therefore may not be representative of the entrepreneurship field. However, it can serve as a useful resource, particularly for prospective NEJE authors, to gain empirical insights about entrepreneurship research trends and rising topics of interest.

The authors’ work represents the first effort to synthesize research published in NEJE through bibliometric techniques and offers insights about important trends and themes in this rising outlet of the entrepreneurship field.

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 primary purpose of this study is to integrate the stimulus-organism-behavior-accomplishment (S-O-B-A) paradigm to investigate the chain effect of university students' perceived university and family support on their entrepreneurial action (EA) with a serial mediation of their attitude and intention.

This study introduces stratified random sample to choose respondents and a cross-sectional research design. partial least square-structural equation modeling (PLS-SEM) has applied to thoroughly investigate the behavioral intention concerned with students' entrepreneurship action.

The findings explored that perceived university support and family supports positively impact students' entrepreneurship attitude, where perceived family support creates statistically more powerful implications than university support. Students' attitude toward entrepreneurship positively affects their entrepreneurial intent, and finally, the entrepreneurial pursuit has an affirmative impact on students' EA.

This study incorporates the S-O-B-A paradigm for the very first time to investigate the effects of students' environmental support on their EA with double mediation by their attitude and intention.

The last two decades have witnessed a surge of interest in social entrepreneurship organizations (SEOs). Understanding their business models is crucial for sustaining their long-term growth. This paper analyses how SEOs that use the approach of social bricolage adapt their business model to develop social innovation.

This study used in-depth multiple comparative case studies and narrative analysis to focus on the South of Italy, where these ventures play a crucial role in the entrepreneurial process of minor and abandoned cultural heritage sites, generating economic and social value and employment opportunities.

By developing a conceptual framework, this paper enhances current understanding of the social dimensions of SEOs’ business model. These ventures using the approach of social bricolage can produce social innovation, reinventing and innovating their business model. The business model innovation of the cases revealed a strong social mark and identified peculiar strategies that both respond to social needs and long-term sustainability in complex contexts.

This study connects previous knowledge on social bricolage with the business model innovation, highlighting routines and processes used by ventures, and provides a starting point for social entrepreneurs and innovators in the complex and often uncertain cultural domain of the Third Sector in Italy.

The paper aims to contribute to the literature on SEOs by exploring their main features and social dimensions. By combining social bricolage and business model innovation, it offers a novel conceptual framework for developing social innovation and for the study of SEOs.

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.