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Sport entrepreneurial ecosystems are part of the international business environment and help to determine the competitiveness of a place. While the origins of entrepreneurial ecosystems derive from the economic geography field, increasingly international business theories are being used as a way to engage with the cultural and societal context. This means it is important for scholars to take an interdisciplinary perspective on how to define and conceptualize an ecosystem from an entrepreneurial point of view. This chapter reviews the current body of literature on sport entrepreneurial ecosystems and extends it to a more international business perspective by focusing on knowledge spillovers. This will enable sport managers and practitioners to utilize entrepreneurial ecosystems as a way to foster their internationalization efforts.

In this chapter, the author explore the role of entrepreneurial ecosystems in terms of focusing on the importance of accelerators. Entrepreneurship is crucial for the ongoing success of accelerators but seldom has research focused on the ecosystem perspective. Organizations habitually use their contacts and networks to facilitate business growth through being included in accelerator programs. This means that comprehending how different entities are embedded in an entrepreneurial ecosystem can provide learning benefits. In the ecosystem literature, the role of accelerators has mainly been studied from the individual and firm-level demonstrating the relationship between entrepreneurial behavior and firm performance but there is more need to emphasis the role accelerators play in the entrepreneurial ecosystem. Suggestions for managers involved in entrepreneurial ecosystems are suggested in this chapter as a way of encouraging more involvement in accelerator programs.

Addressing a gap in entrepreneurial training programs, the main objective of this study was to introduce a hybrid training model that provides training to entrepreneurs after they have started their operations and before they become large and/or well established. The presented model consist of a full entrepreneurship training program suited to serve entrepreneurs who have been operating for no less than 2 years, have 1–14 employees, and need basic training to further achieve their operational goals. This format allows for progressive learning while encouraging networking among participants. Using a case study, 5 years of data are presented describing this program and its value for its participants including urban entrepreneurs.

The time is right for a theory on strategic entrepreneurial ecosystems and business model innovation. Both topics have increased substantially during the past couple of years due to their strategic nature. This means they are uniquely placed to provide practical advice but also theoretical development. This chapter discusses the theory in terms of how it bridges strategic planning, innovation management, and entrepreneurship literature. Thereby propelling the field of entrepreneurial ecosystems further by suggesting it has both a strategic and business model perspective. This chapter argues the reasons for a new theory to be developed in order to maintain the relevance and practicality of the entrepreneurial ecosystem literature.

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.

In a world where we recognize entrepreneurial means, ends and values in terms of geographies of meaning, this book explores the phenomenon of Entrepreneurial Place Leadership. This book identifies that a place-led perspective of entrepreneurial development is becoming increasingly important, given narratives around entrepreneurial ecosystems, spatial and temporal contexts, and the active design of entrepreneurial institutions. This introductory chapter outlines the rationale for the book, explores the entrepreneurial landscape and then highlights the chapter contributions. It concludes by drawing together policy and practice recommendations and suggesting directions for future research.

There are increasing expectations and demands being placed on the universities to become more entrepreneurial. This entails universities becoming more entrepreneurial in their culture and processes as well as supporting entrepreneurship within and beyond the university setting. Entrepreneurial universities are key institutional actors in supporting entrepreneurship and economic growth.

For poorer regions, like the North east of England, entrepreneurial universities have an even more vital institutional role in supporting entrepreneurial ecosystems and taking a lead in supporting entrepreneurship and innovation. The growth of public sector entrepreneurship through government policies and programmes targeted at increasing the levels of entrepreneurship and innovation at national and regional levels provides new opportunities for entrepreneurial universities. The focus of this chapter is to explore some of the challenges and opportunities faced by entrepreneurial universities as they engage more with public sector entrepreneurship programmes, designed to increase the collaboration intensity between universities, industry and society. The chapter concludes by considering the implications of Brexit for entrepreneurial universities in the North East and their regions.

This chapter seeks to provide an overview of the role that culture plays in the effective governance and sustainability of an entrepreneurial ecosystem (EE). In particular, the authors draw upon their own experience at “Marina de Empresas” (MdE), an EE located in Valencia (Spain). MdE is an emerging and exciting EE that provides a unique context. Within the same complex, an entrepreneurial university, an incubator and accelerator (Lanzadera), and an entrepreneurial financing company (Angels) are all co-located. Thus, in one locality, the complete cycle of entrepreneurship is covered. Through an embedded case study methodology and using semi-structured interviews carried out with multiple key stakeholder’s insights are generated into the distinctive culture that the ecosystem holds. In so doing, the impact of entrepreneurial values, entrepreneurial spaces, and entrepreneurial practices, are considered in relation to how they can influence ecosystem functioning. The aim is to provide comprehension toward the transcending value that culture emits across an entrepreneurial community. The findings are relevant to entrepreneurs, incubators, accelerators, and the policy makers.

Although much of the discussion on entrepreneurship education focuses on introducing entrepreneurship skills into other disciplines, the reality is education should be already about challenging existing practices and ways of thinking. This chapter argues that the trend toward integrating entrepreneurship skills into other curricula presents an important shift in teaching practices for sport management teachers. If we begin with the assumption that other disciplines do not have an entrepreneurial mindset, then sport entrepreneurship education cannot be sustainable in its own right but rather needs to be integrated as the foundation for all education courses. Therefore, a number of new approaches to entrepreneurship education are beginning to emerge about the need to develop stronger links between business and other disciplines. These potential synergies will help bring sport entrepreneurship education to the forefront of other disciplines and change sport student's mindsets in terms of learning practices. This chapter aims to contribute to the growing field of sport entrepreneurship education by presenting and analyzing existing research and to suggest future research areas.

This chapter critically evaluates the role of creative identity and how this shapes entrepreneurial identity. The main driver for creative practitioners is one of being ‘creative’, but this is in combination with the factors that support entrepreneurial behaviours, and it provides the narrative for their entrepreneurial identity. The quest to operate successfully as a creative practitioner in the creative industries drives entrepreneurial behaviour. The research examines the relationship between creative identity and entrepreneurial identity and how these two identities intertwine. To respond to this question, the study critically evaluates the concept of creative identity and entrepreneurial identity with fourteen creative practitioners in the UK, working as either chartered architects or freelance photographers. The research employed a qualitative approach and interpretivist ontology. Semi-structured interviews were undertaken with the participants. The key finding that highlights the driver for entrepreneurial identity is the quest to operate successfully as a creative practitioner in the creative industries. This quest is underpinned by the desire to be able to express their creative identity, often referred to as a creative ‘voice’. Entrepreneurial identity and entrepreneurial behaviours function as conduits in which creative practitioners channel their primary driver of creative identity. This chapter contributes to the knowledge about creative practitioners’ entrepreneurial identity and creative identity and how these two identities relate to each other.