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This study aims to analyse the influence of the pillars (hard and soft skills) of digital academic entrepreneurship on students' entrepreneurial intention.

This was done by adopting a quantitative methodology involving empirical research with a sample of 761 university students from two countries and adopting structural equation analysis to validate the theoretical model proposed.

The results indicate a direct influence between hard and soft skills and entrepreneurial intention, and a positive, indirect influence between these and entrepreneurial intention mediated by the dimensions of the theory of planned behaviour (TPB) – entrepreneurial attitude, subjective norms and perceived behavioural control. Therefore, the pillars of digital academic entrepreneurship have a direct and indirect influence on university students' entrepreneurial intention.

This study also contributes to better operationalization of entrepreneurial education in university environments, since the development of hard and soft skills can be planned better based on the model proposed here. Considering the relations between the dimensions of hard and soft skills and those of TPB, this study shows there can be an influence on students' entrepreneurial intention.

In this study, a new and innovative construct is inserted in the model of entrepreneurial intention: “structural pillars of digital academic entrepreneurship” through structural equation modelling, to determine the degree of influence of these pillars (hard and soft skills) constructs on HEI students' entrepreneurial intention.

This study aims to test the impact of digital skills on the entrepreneurial intentions of last-year undergraduate students in Jordanian universities, especially after the Coronavirus disease pandemic and the digital transformation in education and business patterns. In addition, it aims to assess the role of entrepreneurial alertness as a mediator and entrepreneurship education as a moderator in the relationship between the independent and dependent variables.

The quantitative study used a questionnaire distributed to 401 students from different Jordanian universities. The data was collected over 2 months and two structural equation models were developed using AMOS 25 to examine the relationship.

A significant negative relationship was found between digital skills and entrepreneurial intentions of last-year undergraduate students in Jordanian universities post-coronavirus disease 2019 (COVID-19) pandemic. A fully mediating role of the alertness variable has appeared in addition to a significant moderating role of entrepreneurship education.

This is the first study that attempts to investigate the impact of digital skills on students' entrepreneurial intentions in Jordan after the COVID-19 pandemic, In addition, it is one of the few studies that assess the mediator's and moderator's effects on the same conditions. Finally, the study provided a review of the definitions and models used as part of the contribution to upcoming reviews.

Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while the importance of entrepreneurship is universally acknowledged, specific higher-order outcomes EE aim to achieve have not received the same level of attention. This study aims to fill this void by analysing teaching and learning approaches to EE in Africa, as well as the competencies that these EE initiatives aim to build. The study makes use of a qualitative research approach in the form of a systematic review of EE studies conducted in Africa. The systematic review aimed to uncover which approaches and competencies EE initiatives apply. Results indicated that teaching and learning of EE in Africa are mainly focussed on learning for and about entrepreneurship, and to a lesser degree through entrepreneurship. The study therefore proposes the development of higher-order competencies in the form of envisioning and constructing. The study contributes in practice by proposing a shift in the approach to EE by building competencies in the areas of visionary thinking and market expansion, rather than gaining market share. The study also makes a theoretical contribution by critically reviewing teaching and learning approaches on EE and developed competencies, and expands the role that EE can play in market development and opportunity creation.

Entrepreneurship-oriented courses are increasingly being offered in higher education institutions (HEIs) around the world. However, in the case of Oman, where this study was conducted, little or no research has been conducted, to date, to explore the perceptions of students and faculty members regarding the entrepreneurship-oriented courses they participate in, which is a serious gap in the literature. This study aims to fill this gap by examining the beliefs and conceptions that learners and faculty at a private HEI in Muscat, Oman, had about the course entitled Entrepreneurship and New Venture Creation (ENVC).

The primary and secondary research questions are addressed using a mixed-methods approach that includes an online student questionnaire answered by 110 students who had studied the ENVC course, a focus group discussion with eight students facilitated by MS Teams and semi-structured interviews with two faculty members.

The findings revealed that the study participants had a very positive view of the ENVC course discussed here as they pointed to several benefits, including improved knowledge of business and entrepreneurship concepts, increased familiarity with the local business environment, development of entrepreneurial intention and improvement of their critical thinking, creativity and innovation skills. In addition, the results revealed some concerns among the participating students, particularly regarding the lack of adequate training sessions on risk management and financial planning. The participants also requested hands-on experience through industrial entrepreneurship training and in-residence-entrepreneurship programs.

This study raises a number of possibilities for further research on this type of course in terms of students’ employability skills, know-how and agency when the time comes for them to enter the real world of business and employment. Future work would benefit from using a longitudinal survey on a group of alumni to triangulate and compare the various findings that were reached here. It would certainly be even more fruitful if conducted at two or more HEIs and with larger population samples to ensure broad coverage, representation and generalization. Work along these lines would certainly refine and extend our findings.

This study has significant pedagogical implications for future graduate students seeking employment, entrepreneurship course developers and faculty. Relatively, the educational outcomes of entrepreneurship education will also rely on the way entrepreneurship is being taught to students. It is recommended that entrepreneurship teaching should focus on cognitive development and active implementation of in-house incubation for well-planned innovative business ideas. This will provide opportunities for students to gain real-life experiences and identify their strengths and weaknesses, as well as the areas and skills that need to be maintained; hence, further research on the effectiveness of in-house incubation could best be considered for the next study. Another concern raised in this study is the lack of training in financial planning. Hence, further research can be considered on how to improve the financial planning skills of students for a start-up journey.

This course is designed in alignment with Oman Vision 2040, which places great emphasis on entrepreneurship as it plays an important role in the planned economic diversification and sustainability, in which innovation derived from entrepreneurship development will be used as the main driver for the development of infrastructure and educational systems that encourage entrepreneurship. Moreover, the ENVC course focuses on the concept of social entrepreneurship. It inculcates a sense of responsibility for supporting the immediate society among students. Learning the perceptions of students and teachers will provide opportunities to achieve their academic goals, which will reap economic and financial returns in the long run. The development of entrepreneurial skills and intentions of students will eventually help in boosting the country’s economy and its social fabric, thus improving the overall quality of life of Omani society.

Even though this study is an exploratory investigation, the framework sets out clear empirical insights into the entrepreneurship course development, its main contents, assessments and learners’ and faculty members’ perceptions of the design, intent, content and delivery of the ENVC course and has crucial implications for all the stakeholders. The originality of this case study lies in the fact that it is the first of its kind in the body of research as it links theory to practice and will be a useful reference for entrepreneurship course developers, higher education faculty and students.

The research aims to investigate the changing skills required for international entrepreneurship (IE) and the awareness of these skills among students and professionals in four European countries. The study intends to investigate students' and professionals' perceptions of entrepreneurial skills and the potential for educational programs to improve their awareness of these skills.

This quantitative cross-sectional analysis uses an online questionnaire to collect data from 75 university students and 75 entrepreneurs in four European countries. Several tests validate the data, and Cronbach's alpha succeeded in measuring internal consistency. The results showed differences in the perception of skills between students and entrepreneurs.

Entrepreneurs had developed all competencies except access to finance, while students had lower perceptions of their skills, except for collaboration. Students needed to improve significantly in access to finance, business planning, financial skills, knowledge of the labour market and digital marketing. Practitioners only required significant improvement in access to finance and digital marketing.

Education programs should fit the needs of different groups: a broader program for students and more specific courses on access to finance and digital marketing for practitioners.

The present research's original feature highlights the need to monitor and adapt to the constantly changing skills for IE and the importance of hard and soft skills. The paper provides insights into the subject's awareness and perceived standard, with reflections for policymakers and practitioners.

Entrepreneurship education is being taught to undergraduates in tertiary institutions and fresh graduates in youth programmes to encourage start-ups and create employment as a strategy to stem youth unemployment. As such, entrepreneurship education programmes are expected to include rigorous processes of programme design, implementation and evaluation so as to achieve changes in behaviour, attitude and action of participants measureable in terms of start-up and jobs created. Two entrepreneurship education programmes implemented in Nigeria are evaluated to ascertain the level of effectiveness in design, implementation and evaluation and the outcomes in terms of start-ups and employment created. Research methods adopted in the two programmes combine observation techniques with content analyses, action research in case study and focus group interviews. In addition, test-retest techniques in a quasi-experimental design, with a structured questionnaire is adopted in programme number two only. The findings are that while it is suspected that the design stage is jumped in programme number one, in programme two, the design is poorly done. Implementation is ineffective in the two programmes because objectives did not arise from programme design as they ought to and evaluation methods are inappropriate and so ineffective. The recommendations include review of the design of the two programmes to generate appropriate and measurable objectives; adopting implementation strategies that will achieve the measurable objectives generated from revised programme designs and adopting appropriate evaluation techniques that has capacity to measure outcomes and impact in addition to outputs.

The purpose of this study is to establish whether all the dimensions of entrepreneurship skills matter for sustainable business start-up among the youths, using evidence from a developing economy.

This was cross-sectional study which utilized a quantitative approach. Data were collected using a self-administered questionnaire from 254 youths who undertook skills training at the various government-supported business skills training centers in the Greater Kampala Metropolitan Area (GKMA), that is to say, Kampala, Mukono and Wakiso. Data collected were analyzed using the Statistical Package for the Social Sciences (SPSS) to derive descriptive, correlational and hierarchical regression.

Study findings indicate that unlike entrepreneurial skills, management, technical and personal maturity skills matter for the sustainability of business start-up of youths in Uganda. However, when all skills are compared, management skills matter most as compared to technical and personal maturity skills.

This study strengthens the existing literature on the sustainable business start-up of youths in Uganda. It is also relevant for policy decision-making and policy reversal because it demonstrates that skilling is pertinent and should be encouraged and rolled out across the country to encourage sustainable youth business start-ups. To increase sustainable business start-up among youths, management skills should be prioritized, together with technical and personal maturity skills, compared to entrepreneurial skills, which should only be emphasized at the idea generation, planning, resource mobilization and business implementation stages.

This study aims at measuring the results of the use of an improved and innovative teaching method, specifically designed for supporting the development of students’ entrepreneurship competence, through students’ self-assessment before and after the teaching.

The teaching methods design was based on the effectuation approach and considering the comprehensive entrepreneurship competence model as theoretical grounding. The teaching methods experimentation took place in three countries (Estonia, Italy and Poland), collecting pre–post self-assessment surveys from 404 students of entrepreneurship courses. The results of the experimental groups were compared, in each country, with those of control groups not exposed to the same teaching.

Students participating in classes using innovative teaching methods declared an increase in entrepreneurship competencies, with statistically significant differences, contrasting the results in the control group. The positive changes in self-assessment were observed for 13 of 14 subcompetencies investigated. The increase in the level of the self-assessment of entrepreneurship subcompetencies was significantly greater among bachelor’s degree students.

The strengths of the study include a diverse research sample and a uniform structure of teaching design applied in three different countries, while specific comparative studies on entrepreneurship education and its effect on learners are limited. Moreover, this study used a pre–post design and involved a control group, while most of the existing research on the effect of entrepreneurship teaching are based on different methods. Finally, while most studies measure the impact of entrepreneurship education by focusing on entrepreneurial intentions, this study focused on the development of students’ entrepreneurship competences.

Entrepreneurship is one of the pillars of economic development and helps to green the economy. This study investigates the factors that affect green entrepreneurship (GE) in small- and medium-sized enterprises (SMEs) in Saudi Arabia.

Using quantitative modes, this study's findings are based on 334 valid cases from Saudi Arabian SME employees.

Using path analysis, this study’s findings reveal that green entrepreneurial skills (GES), green opportunities (GOs), entrepreneurial motivation (EM), green incentives (GIs), availability of capital (AoC) and green entrepreneurial self-efficacy (GESE) have positive and significant effects on GE. Moreover, GESE mediates GE's relationships with GES, GOs, EM, GIs and AoC.

This study's findings support the development of green business practices in terms of green business planning, training and skills. The research provides opportunities for green businesses. Policymakers and SME authorities would benefit from this study's findings in producing green goods and services.

This study empirically confirms the role of various factors such as GESE and GE among Saudi Arabian SMEs.

The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating character of entrepreneurial competence.

A total of 391 survey responses were collected from employees using convenient and snowball sampling methods.

Digital entrepreneurial education and training showed a positive influence on entrepreneurial competence and EI, with entrepreneurial competence mediating the relationship between digital entrepreneurial education and training practices and EI.

This study is intended to assist the development of digital entrepreneurs. The implications of this study are also useful for governments, entrepreneurs, venture capitalists, angel investors and various international development institutions.

The novelty of this study relates to exploring the relationship between digital entrepreneurial education and training, entrepreneurial competence and digital EI.