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The field of entrepreneurial education has struggled with fundamental questions in regards to the subject’s nature and purpose – to whom and for what means are educational agendas ultimately directed; these questions have become of central importance to policy makers, practitioners and academics alike in the context of the dynamic nature of the business world. Concerns have been expressed about University Business schools engaging more critically with the lived experiences of practicing entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspect of management practice. For example, in the United Kingdom where funding in higher education has become increasingly dependent on student fees there are renewed pressures to educate students for management practice as opposed to educate them about management and what it does. This latter point will be the main focus of this workshop and one which demands the inclusion of critique. Government and EU policies are calling on Business Schools to develop and enhance entrepreneurial skill sets, in order to meet these challenges entrepreneurial focused education programs must be more proactive in providing innovative educational practices that helps and facilitates life experiences and experiential learning.

More pluralistic approaches have recently emerged in entrepreneurship, yet the discipline remains disinterested in the ideological influences underpinning its research and teaching practices. Following Louis Althusser’s work on interpellation, the process by which ideology enrols and consummates its subjects, the chapter examines the interpellation of entrepreneurship-as-practice researchers and draws attention to the powerful nature of ideology. Critical reflexivity is put forward as an exercise to explore the researchers’ beliefs and identity and to tease out their relationship with the discipline. Finally, using three autoethnographic accounts, the chapter argues that the boundaries of the entrepreneurship discipline can only be shifted if and when researchers learn to recognise themselves as ‘the person in the mirror’. The reflexive spotlight also allows researchers to spot ideological breaks and engage in acts of ‘ideological resistance’.

Following the lead of neighboring fields such as strategy and organization studies, entrepreneurship is gradually joining in the adoption of a practice perspective. Entrepreneurship as practice (EaP) is thus a nascent domain of investigation where the methodological debate is still unsettled and very fluid. In this paper, the authors contribute to this debate with a focus on family entrepreneurship.

The authors develop a conceptual paper to discuss what it entails to look at family entrepreneurship through a practice lens and why it is fruitful. Moreover, the authors propose a research strategy novel to the field through which such investigation can be pursued, namely process tracing, and examine its inferential logic.

Process tracing is a strategy of data analysis underpinned by an ontology of causal mechanisms. The authors argue that it complements other practice methods by inferring social mechanisms from empirical evidence and thereby establishing a connection between praxis, practices and practitioners.

Process tracing helps the articulation of an “integrated model” of practice that relates praxis, practices and practitioners to the outcome they jointly produce. By enabling the assessment of impact, process tracing helps providing prima facie evidentiary grounds for policy action and intervention.

Process tracing affinity with the practice perspective has been so far acknowledged only to a limited extent in the social sciences, and it is, in fact, a novel research strategy for the family entrepreneurship field.

This chapter uses the expertise literature (e.g., Ericsson et al., 2018; Ericsson & Pool, 2016) to explore ways that entrepreneurship education might be enhanced through the deliberate practice of specific entrepreneurial behaviors and cognitive skills. What is appealing about the use of expertise methods and theory is the application of very rigorous standards for improving behavioral and cognitive skills that are correlated to better outcomes. The authors suggest that an expertise approach challenges entrepreneurship educators to identify what aspects of the entrepreneurial process might be “deliberately practiced” and to consider modifying aspects of training entrepreneurs to better develop their entrepreneurial capabilities.

This chapter introduces the two main topics of ‘entrepreneurial policing’ and ‘criminal entrepreneurship’ and begins in Section 1.1 by considering the concept and scope of entrepreneurial policing around which this monograph is organised. Its definition and ontological development are considered. Thereafter, the author briefly discuss what entrepreneurship is (and is not) and set out examples of entrepreneurship of interest to policing, including – ‘Corporate’ and ‘Team’ Entrepreneurship, ‘Intrapreneurship’, ‘Social Entrepreneurship and Animateurship’, ‘Civic Entrepreneurship’, and ‘Public Service Entrepreneurship’. The author then discusses why entrepreneurship is of critical importance to the police service and discuss worked examples. Having developed a basic understanding of the power and utility of entrepreneurship, then in more detail what the term entrepreneurial policing means and how it evolved in practice and in the academic literature are considered. In Section 1.2, the foundations of entrepreneurial policing considering its ontological and epistemological development from ‘New Public Management’ to ‘New Entrepreneurialism’ and also the influence of the merging literatures of ‘Criminal Entrepreneurship’ and ‘Entrepreneurial Leadership’ are critically examined. In Section 1.3, our consideration to include a more nuanced understanding of the what is referred to as the ‘Entrepreneurship–Policing Nexus’ including consideration of the influence of dyslexia on policing and crime and the power of the ‘Entrepreneurial’ and ‘Gangster’ dreams on entrepreneurial motivation and propensity are expanded. In Section 1.4, an attempt is made to identify who the stakeholders of this new policing philosophy are? Finally, in Section 1.5, the chapter takeaway points which both articulates and confirms the inherent importance of entrepreneurship in policing and criminal contexts are discussed and detailed.

This conceptual, multi-voiced paper aims to collectively explore and theorize family entrepreneuring, which is a research stream dedicated to investigating the emergence and becoming of entrepreneurial phenomena in business families and family firms.

Because of the novelty of this research stream, the authors asked 20 scholars in entrepreneurship and family business to reflect on topics, methods and issues that should be addressed to move this field forward.

Authors highlight key challenges and point to new research directions for understanding family entrepreneuring in relation to issues such as agency, processualism and context.

This study offers a compilation of multiple perspectives and leverage recent developments in the fields of entrepreneurship and family business to advance research on family entrepreneuring.

The purpose of this paper is to examine the explanatory power of existing theories of entrepreneurship. The authors find gaps and fragmentation and offer propose a different approach – a theory of entrepreneuring – a theory of practice.

This is a conceptual paper, but the authors draw heavily on the literature. They also offer examples of what the theory can offer.

Existing theory is good at explaining aspects of entrepreneurship. However, most theories are discipline bound and operate in silos. A theory of entrepreneurship practice can connect and bridge disciplines.

A theory of entrepreneurship as practice will not replace current theories. It will however complement them and thus be well suited to emerging economies.

This study aims to explore the sustainable entrepreneurship practices undertaken in women-owned businesses, challenges and strategies that women business owners intend to adopt to implement more sustainable entrepreneurship practices using evidence from Uganda.

This study is cross-sectional and qualitative in nature. It involved conducting in-depth interviews with women business owners operating in Owino market and study results were analyzed using ATLAS. ti 8.

The results indicate that women business owners undertake social, environmental and economic practices in their businesses. However, participants are constrained by fire outbreaks, riskiness of their businesses and breakdown of machinery. Therefore, indicated plans of using energy-saving stoves and electronic tailoring machines digitizing their businesses and hiring skilled workers in order to improve sustainable entrepreneurship practices in their businesses.

This study offers maiden evidence on the sustainable entrepreneurship practices undertaken by women business owners, challenges faced and strategies undertaken to support uptake of more sustainable entrepreneurship practices in their businesses using evidence from Uganda.

In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP) method and showcase how it can be applied in entrepreneurship education. To this end, this paper presents a learning innovation in which DP improves entrepreneurial competencies.

The paper describes an entrepreneurship training in which participants, over a seven-week period, learn about DP and use this approach to develop an aspect of an entrepreneurial competency of their choosing.

Evaluations show that participants find both short- and long-term gains in their competency development, and value having learnt a competency development method as well.

The presented format is designed in accordance with the DP principles as originally described in the literature on expert performance, and shows that DP can be applied in the context of entrepreneurial competency development at lower levels of proficiency. Entrepreneurship educators interested in competency development can consider to adopt (aspects of) the described approach.

The format applies DP principles as described in the literature on expert performance. The value lies in the short- and long term effects of the training.

The objective of this chapter is to understand innovative processes of resource redeployment taking place during consumption. We label this as consumer entrepreneurship. We define consumer entrepreneurship as the process of sharing and recombining resources innovatively to seek opportunities for self-creating user value. Through the illustration of heterogeneous forms of consumer peer-to-peer sharing, we argue that consumer entrepreneurship: (1) differs ontologically from a view of entrepreneurship as creation of exchange value; (2) bridges the notion, established in marketing studies, of consumers as value creators with the field of entrepreneurship; (3) develops mostly when the process of sharing is regulated informally, based on trust relationships; and (4) thrives as groups of sharing consumers discover and enact their values through the experimentation of multiple forms of product and service procurement. On the basis of these points, consumer entrepreneurship contributes to provide a novel perspective on hybrid organizations, that is, a view of hybrid organizations as everyday spaces where consumers create heterogeneous forms of (utilitarian, social, or environmental) value that they personally use as opposed to reward exchanges. Relative to the current definition of hybrid organizations (Pache & Santos, 2013) and organizing (Battilana & Lee, 2014), we argue that consumer entrepreneurship helps better explain “why, when, and how” consumers increasingly engage in peer-to-peer sharing organizations – a fledging and still underexplored way of organizing consumption worldwide.