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The purpose of this paper is to explore the experience of Qatar with entrepreneurship education and training, and its contribution in creating a knowledge-based economy. By doing so, the paper will contribute towards raising awareness about the state of entrepreneurship education, training and the knowledge economy in Qatar.

The research design for this paper is a descriptive and interpretive case study that is analysed through qualitative methods. Secondary information is analysed through descriptive statistics.

The main finding of this paper is that although Qatar has launched many initiatives of entrepreneurship education and training to help diversify its economy by creating knowledge-based economy, the data show that there is some improvement in Qatar’s ranking in the Knowledge Economy Index.

The main limitation of this study is the unavailability of secondary data for a long period of time.

The main policy implication that can be derived from the findings of this paper is that entrepreneurship education and training alone cannot create a diversified and knowledge-based economy in a short period of time. In fact building a knowledge economy requires more than introduction of entrepreneurship education and training. In addition to entrepreneurship education it requires improvement in the national innovation system, large investment in information and communication technology and a good macroeconomic performance. Moreover, the success of entrepreneurship education and training in fulfilling its objective requires a comprehensive strategy to be implemented over a long period of time.

The paper represents an original work that links entrepreneurship education and training with the knowledge economy. This is the first paper that handles this issue in the context of Gulf countries.

The purpose of this study is to analyze the effect of education and training and management supervision on the development of entrepreneurship attitude and growth of small and micro enterprises (SMEs) developed by state-owned enterprises (SOEs) in Pekanbaru City.

This research focuses on a discussion of the effects of education and training management oversight of entrepreneurial attitudes and business growth from the distribution of PKBL funds as one attitude of corporate social responsibility (CSR) and the development of small and micro entrepreneurs in Riau Province by selecting three SOEs companies that distribute CSR funding program in Pekanbaru City, namely, PT. Jasa Raharja, PT. Angkasa Pura and PT. Pegadaian Riau region, whereas the scope of this study includes a review of material on the beneficiary of PKBL from 2016 to 2017.

Education and training conducted by SOEs toward micro, small and medium enterprises (MSMEs) entrepreneurs do not give a positive contribution to the business growth. Management supervision that has been conducted so far has not contributed to the growth of MSMEs business. The entrepreneurship attitude of MSMEs entrepreneurs determines the success of MSMEs. Attitude not only directly contributes to the growth of business but also indirectly mediates education and training in making a positive contribution to the development and growth of the business. Attitude also mediates the management supervision in splitting the growth of MSMEs business.

No previous study has comprehensively studied the education and training and management supervision toward entrepreneurship attitudes and its implications to business growth, especially in Riau, Indonesia.

This paper seeks to discuss the challenges faced when trying to integrate entrepreneurship education in the training system, with a particular focus on vocational training.

The data were collected through in‐depth interviews, document reviews and focus group discussions. The respondents were drawn from VETA headquarters – training director, centre managers, entrepreneurship instructors in the centre, and a section of final year students who were purposively selected. Other stakeholders in vocational training in Tanzania were also consulted.

The findings were organized around key themes of the research as per the set objectives. The emerging views showed some of the following issues as the major challenges facing the authority in its effort to integrate entrepreneurship training in the programme: time too limited to cover the core subjects; Form iv leavers and standard vii trainees have different understanding levels; financial/budgetary constraint; few instructors with relevant skills; lack of role models of successful former trainees who are practising entrepreneurs; course too theoretical, lacking the component of field studies; and the course too boring compared with other mainstream courses.

The sample size was too small to be wholly reliable for generalizing the findings to a similar problem. However, the insights gained are a crucial basis for further research and give some variables to be investigated on their significance in shaping entrepreneurship training, especially in a developing country like Tanzania.

The research provides knowledge that was lacking as far as entrepreneurship training and vocational training are involved. Other studies, especially in Tanzania, focused on the quality of technical training and the infrastructural resources rather than business‐related skills.

A growing body of academic research has examined the effectiveness of entrepreneurship training and support initiatives, with recent studies focusing on the provision of training and other skills development opportunities. An important theme that has emerged from this work is the failure of many programmes and initiatives to take on board the particular needs of the entrepreneurs in developing training and support systems. By extending research in this area, this article considers the importance of education and training to the economy and focuses on the particular value of entrepreneurship education and training. Some of the fundamental themes in the literature are reviewed, including the difficulties involved in categorising entrepreneurship education and training; the issue of whether or not entrepreneurship can be taught; the content of entrepreneurship programmes and the cultural and evaluative considerations. The article discusses and compares training and support provision for entrepreneurs in Ireland and The Netherlands.

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 purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs.

This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines.

Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts.

The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations.

The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs.

The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

This paper sets out to apply practically the constructs of the entrepreneurial performance training model to three different training interventions, known as the business start‐up, basic entrepreneurship, and advanced entrepreneurship programmes. Furthermore, the paper aims to measure the business performance indicators and skills transfer that took place after the training interventions.

Quantitative research was conducted, using three validated research questionnaires. The research design consists of a pre‐test, post‐test and post‐post test (ten weeks after the training interventions took place). Factor analysis was done, descriptive statistics arising from opinions and expressions are presented and statistical tests such as the Chi‐square test and ANOVA provide inferential statistics.

The business performance indicators improved for all three training groups after they attended the training interventions. Furthermore, it was proved that skills transfer took place after the respondents attended the training interventions.

The training groups can be measured again after 18 months of three years to really determine the impact of the training interventions. The results of the three training programmes can be compared to see whether the basic entrepreneurship groups gained more skills and their business performance indicators increased more than the business start‐up or advanced entrepreneurship programmes.

The outcomes and implications of this research paper emphasise that it is imperative to design training programmes based on training models that have been tested. This paper highlights some aspects of how constructs used within the training models can be tested.

The entrepreneurial performance‐training model was practically applied and provides a set of expectations for other entrepreneurship models as well as presenting a benchmark against which programme performance can be measured. A unique teaching methodology is portrayed that contributes to the overall effectiveness of the training model.

Management training is constantly seen as an effective way of providing small‐medium size enterprises with the management expertise they require in order to develop and grow. The SME sector in Canada plays a prominent and essential role in the growth and expansion of the domestic economy through its contribution to the domestic output and job creation. However, this sector suffers from a considerably high failure rate that is largely attributed to the lack of management skills and planning, which can potentially be improved by providing training and education in different business areas. This paper assesses the entrepreneurship education and training efforts in Canada and identifies the common challenges that face this process.

In the context of conflicting results in the existing literature on the effectiveness of entrepreneurial education and training, this study aims to examine the effect of entrepreneurial training on perceived human capital and entrepreneurial intention of students. A deeper understanding of the effectiveness of entrepreneurship programs assumes significance, given the substantial policy support and budgetary spending on entrepreneurship education across the world, especially in emerging economies like India. Furthermore, the authors seek to examine if human capital mediates the relationship between entrepreneurial training and entrepreneurial intention.

In total, 330 final-year students who had undergone a mandatory course on “entrepreneurship and new venture planning” in various disciplines in science, technology and management were randomly selected as sample respondents. A self-administered and structured questionnaire that measured the attitude toward perceived effectiveness of entrepreneurial education and training, perceived human capital and the entrepreneurial intention was used to elicit responses.

Results revealed that entrepreneurial training and education are effective in eliciting an important student-level outcome of entrepreneurial intention. Furthermore, the study found that human capital significantly mediates the aforementioned relationship. Based on these findings, it is suggested to further the focus of entrepreneurial training programs conducted in universities and thus foster entrepreneurial outcomes among students.

This study adds to the body of knowledge, by examining if entrepreneurial education and training provided by universities indeed yield positive results in terms of higher intentions to engage in entrepreneurial activities, with emphasis on a large developing economy like India. Entrepreneurship development is widely recognized as an effective tool for the socio-economic development of societies in developing countries. This study, by establishing the efficacy of entrepreneurship education in creating entrepreneurial intention among young students, endorses the policy focus and resource spending on entrepreneurship training and education. Also, this study is pioneering in examining the mediating role of human capital in the aforementioned relationship.

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.