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The purpose of this paper is to descriptively characterize the demographic profiles of entrepreneurship educators (EE) in US community colleges, and include descriptive and inferential examination of their pedagogical modalities, attitudes toward online modality, and use of teaching materials, tools and techniques, with resulting impacts and outcomes on students.

This paper analyzed data collected by the National Association for Community College Entrepreneurship on the national landscape of community college entrepreneurship education. The useable sample included 568 responding participants from 270 US community colleges, all of whom self-identified as faculty members who teach entrepreneurship. To enhance the understanding of the findings, a small panel of EE experts was solicited to offer perspective and future study suggestions.

Ten distinct findings are offered. These include EE teaching materials, teaching modalities, use of e-learning and alternative techniques, and their relation to modalities; and examination of five distinct entrepreneurial educational outcomes and their relationship to educator use of pedagogical materials, tools and techniques.

Understanding effective entrepreneurship educational practices is important to globally advancing entrepreneurship education. This paper concentrates on the profiles and practices of educators in the significant but under-researched domain of US community colleges, and offers an incremental contribution and awareness of effective entrepreneurship education teaching methods.

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.

This paper aims to explore the philosophical and conceptual understanding of entrepreneurship education through borrowing and applying conceptualisations of education from education theory to bring deeper meaning to approaches to entrepreneurship education in UK higher education institutions (HEIs).

This paper identifies existing theoretical and conceptual frameworks from adult education and applies these to the phenomenon of entrepreneurship education as a sense‐making tool from which deeper insights and understanding are gained.

As a conceptual paper the “findings” relate to the unearthing of the inherent drivers and values to the design and delivery of entrepreneurship education in UK HEIs. Applying education theoretical frameworks enables presentation of a purposeful and guiding framework for effective curricula design in entrepreneurship thereby enabling coherence and cohesion of approach and achievable outcomes. Furthermore, the paper maps the purpose and role of educators against a segmented framework to draw out distinctions across contexts and to present the need for a clarification of the role of the educator in the entrepreneurial learning process. This enables a discussion of the development needs of entrepreneurship educators for the UK.

Overall, the paper presents implications for HEIs in how they conceive of and introduce entrepreneurship education; educators and the role they perform in effective entrepreneurship education and curricula designers in developing meaningful “fit for purpose” offerings across the diversity of the entrepreneurial opportunity environment.

This paper further builds on a significant gap in the extant knowledge and literature for enhancing understanding in the development of the field of entrepreneurship education within higher education in the UK.

The purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education.

This paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues that there is too little empirical research on the subject. Finally, it outlines a typology of entrepreneurship education that highlights variation between different: forms; learning outcomes; subjects; and, possible methods of assessment practice. The methodology for the study gathers data from course outlines (syllabi) and explains how these were collected and analysed.

The results show that educational practice in entrepreneurship education continues to be dominated by the “About” form and highlight that there are different cultures of assessment practice in the UK and the USA. The paper finds compelling evidence that different forms are using assessment in different ways.

This paper identifies that there have been few studies exploring assessment practice in entrepreneurship education and argues that further research is required in this area. It also highlights a need for a focus on assessment practice in disciplines beyond the business school. The work demonstrates that further research could explore other stakeholders in the assessment process and seek to understand how these external assessors affect student learning.

In conclusion, the paper highlights that assessment generally needs to become more innovative, more reflective in nature and include more stakeholders in the process.

Understanding is enhanced because the paper explores what entrepreneurship educators actually “do” when they assess entrepreneurship education and, therefore, the research moves beyond prescriptive accounts and provides a detailed understanding of actual practice.

The importance of contextualizing theory development in entrepreneurship education has recently been raised. Nevertheless, efforts often lead to rather decontextualized concepts and generic theories that are unable to bring together the complexities of applying entrepreneurship education to particular institutional logics and local pedagogical understandings. Based on a narrow and selective literature review, this study aims to identify and reconstruct how entrepreneurship education can adjust to the disciplines in which it unfolds. To contribute to transcending this dilemma, this article raises the following question: How can entrepreneurship education be understood in a differentiated manner and contextually reconstructed to the many disciplines and professions in which it unfolds?

The study follows the general idea of an integrative literature review, meaning that a few references, in particular Jones' work on a signature pedagogy for entrepreneurship education, led to a deeper search of the older background literature from Shulman on the idea of a signature pedagogy for professions.

The authors identify three existing notions (MK-0, MK-1 and MK-2) of signature pedagogy within entrepreneurship education and propose a fourth notion that combines the established understandings into a signature pedagogy, MK-3, in which entrepreneurship education should be adjusted to the disciplines in which it unfolds, by integrating and balancing general, disciplinary/professional and entrepreneurial purposes of education.

Accepting that context matters to entrepreneurship education creates a need for understanding the contextual influence on pedagogies. The paper contributes by establishing a theory-based framework that can help educators formulate and balance general, professional and entrepreneurial purposes of education, depending on the particular context of their educational activities. Furthermore, the paper is a call to action for additional scholarship that identifies avenues for future research.

The purpose of this paper is to explore the provision and reported outcomes of Experiential Entrepreneurship Education (EEE), from learner, educator and university perspectives, in order to reflect upon the progress of the Entrepreneurial University. It proposes a conceptual framework for integrating the multiple stakeholder perspectives for an “education led” and student-focused Entrepreneurial University, something yet to be identified from existing research and, consequentially, future research.

A reflective literature review explores the depth and breadth of EEE provision in Universities, noting: what is taking place, who is involved, where EEE is situated (within the university context), and how the knowledge base is informed. From these reflections, a conceptual framework is proposed as a means of exploring and categorizing progress towards a student-focused Entrepreneurial University through education experiences.

The literature review is largely informed by case studies developed by educators reflecting on student learner experiences for the purpose of course enhancement. These case exemplars provide the resource for emergent, bottom-up strategy that could support the Entrepreneurial University. However, the role of the University is less researched, in terms of providing context and external strategic relationships to resource EEE and deliver a more planned approach to the Entrepreneurial University. The Entrepreneurial University and EEE are mainstream agendas and the development of both must consider the role and contribution of the University in terms of strategy formulation and implementation.

This study takes a holistic view, seeing EEE and the Entrepreneurial University as connected agendas. The student-focused Entrepreneurial University cannot result from emergent, bottom-up strategy alone and thus there is a need to address the role of top-down resource-based University strategy in creating real progress. The paper provides a conceptualization, for the purpose of analysing and informing the relationship between EEE and the Entrepreneurial University that places the University as a key stakeholder, and in doing so asks that scholars and educators build the knowledge base not only from cases of good practice but also from the review of strategic management within Universities.

Current research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators.

The author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021.

The findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE.

The paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.

The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India.

The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years.

The study identified five broad “meaning units” or “themes,” that is, “incremental pedagogical efficiency and flexible evaluation systems,” “entrepreneurial experience of the faculty,” “extended support,” “holistic mentoring” and “experiential learning” as components of an effective EET regime.

The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings.

This paper explores community college entrepreneurship education's near-instantaneous transition to online course delivery following the 2020 COVID-19 pandemic.

Primary data were obtained from 92 community college entrepreneurship faculty via online survey in late March of 2020, right at the time faculty were required to transition their courses to an online mode of delivery due to the COVID-19 pandemic. Data were collected in partnership with the National Association for Community College Entrepreneurship and the Entrepreneurship Education Project.

While the majority of community college entrepreneurship educators have taught online previously, many were not familiar with exemplar education technology tools and applications, demonstrating an opportunity for continued professional development. To deliver courses online, educators primarily relied on pre-recorded lectures and using Zoom as the technology platform of choice. Last, there were significant faculty concerns about their ability to effectively create an “experiential” classroom virtually for students to learn and practice entrepreneurship.

This is the first paper investigating how community college entrepreneurship educators responded to one of the most disruptive events to ever impact entrepreneurship education (viz. the COVID-19 pandemic). More broadly, this is also one of very few studies exploring both (1) community college entrepreneurship education and (2) how unexpected crises (e.g. natural disasters, pandemics) impact educational environments.