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This study aims to better understand the level of China's regional technological entrepreneurship (TE) and the impact of entrepreneurship policy on TE through an integrated research framework.

The paper uses factor analysis and regression analysis to analyse regional TE and entrepreneurship policy with the data of 30 provinces in China in 2003 and 2004.

The research finds that there are regional variations in the level of technological entrepreneurship in China and that regional entrepreneurship policy has considerable impact on technological entrepreneurship activity. Furthermore, a holistic rather than a fragmented policy is needed to improve the level of regional technological entrepreneurship activity.

The research findings are valuable for policy makers who are responsible for promoting technological entrepreneurship activity and for entrepreneurs who need to be aware of opportunities as a result of entrepreneurship policy.

A new integrated framework is developed for empirical analysis of technological entrepreneurship in China.

Interest in the role and behavior of women entrepreneurs has increased in the last decades. This research study examines personal characteristics and labor and business regulations on entrepreneurship and corporate entrepreneurship. It also analyzes how gender differed in these forms of entrepreneurship across Latin American countries. We performed logistic regressions to different models with information from the Global Entrepreneurship Monitor (GEM) from 2016. We used a sample from 10 countries. We also used information from the Heritage Foundation and The World Bank. The results show that antecedents of entrepreneurship activity differ by gender. Specifically, the effect is different when analyzing labor regulations. We also find different intensities depending on gender. The study contributes to the literature about gender and different forms of entrepreneurship. We suggest developing policies in favor of women's entrepreneurial activity within the workplace and as independent entrepreneurs.

The objective of this article is to examine the extent to which the antecedents of entrepreneurial employee activity differ by gender across countries.

Generalised linear multilevel logistic regression is applied to data from the Global Entrepreneurship Monitor (GEM) with a sample of 60 countries for the period 2014–2016. This data is complemented with data from the World Governance Indicators (WGI) project and from the International Monetary Fund (IMF).

Using human capital theory (for individual-related antecedents) and institutional economics (for environmental related antecedents), the results show that the antecedents of entrepreneurial employee activity differ by gender. Specifically, being in contact with other entrepreneurs, and the quality of government regulations condition entrepreneurial employee activity and have a different intensity depending on gender.

This study contributes to the literature about entrepreneurial initiatives and gender by providing insights that add to the literature on why men and women have different entrepreneurial behaviours. In addition, this study also contributes to human capital theory and institutional economics as their role in the relation between entrepreneurial employee activity and gender has not been studied in detail in previous research. Finally, the promotion of female intrapreneurial activity is a key policy for most public bodies and organisations in developed countries.

In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.

Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.

In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.

The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.

Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

Entrepreneurial competence plays a decisive role in entrepreneurship success. To promote the employment of college students and accelerate economic growth through entrepreneurial activities, the Chinese government and universities encourage the use of multiple inputs to boost holistic entrepreneurship education and training. This study aims to assesses the entrepreneurial competence of college students by analysing the effects of entrepreneurship education and policy implementation in China.

The quantitative approach considered a large sample of 12,269 students, who participated in entrepreneurship education in Chinese “double-first-class” universities, to construct a theoretical model of their entrepreneurial competence. Entrepreneurship competition was introduced as a mediating variable in this model.

This study revealed that college students develop entrepreneurial competence by participating in entrepreneurship competitions unlike students who participate in regular entrepreneurship education. Additionally, there was a significant difference in the measured impact of entrepreneurship policy between students who participated in entrepreneurship competitions and those who did not.

The effects of the implementation of entrepreneurship education and policy were studied using a quantitative design. Additionally, this study highlights the effect of entrepreneurship competitions with empirical evidence from China, and contributes to the discussion of entrepreneurship education at schools and entrepreneurship policy for policymakers.

The purpose of this paper is to establish a readiness for entrepreneurship theoretical framework. The paper marks the first of three stages to build a scale to measure readiness for entrepreneurship.

The current paper is conceptual. The research approach consists of formulating proposals and definitions based on an extensive literature review.

The literature review reveals that no such readiness for entrepreneurship measurement tool exists. The literature review also yields definitions and components of key concepts for the theoretical framework.

The paper offers a new, holistic perspective of readiness for entrepreneurship. This research addresses measurement of readiness for entrepreneurship from a rigorous, scientific approach. The main limitation lies in capturing and organizing extensive information on topics from diverse disciplines (i.e. sociology, psychology, and business management).

This theoretical framework enables the design and creation of a scale to measure readiness for entrepreneurship. The literature review confirmed the possibility of building such a measurement scale.

A complex tool able to identify and measure readiness for entrepreneurship would be applicable in numerous situations including the following: determining entrepreneurial abilities, analyzing potential for entrepreneurship, simulating organizational transformations, and evaluating investment recommendations.

No holistic, scientifically grounded tool to measure readiness for entrepreneurship exists, yet there are numerous entrepreneurial capacity tests with no rigorous scientific grounding. As a remedy, this paper provides solid scientific foundations upon which to develop an instrument for measuring readiness for entrepreneurship.

The purpose of this paper is to present an overview of the articles presented in the special issue “Entrepreneurial learning dynamics in knowledge-intensive enterprises.” The special issue is inspired by recent research on entrepreneurial learning dynamics in knowledge-intensive enterprises literature. The aim is to extend and consolidate this emerging research area exploring entrepreneurship as a never-ending dynamic learning process, as well as, to cross-fertilize entrepreneurship and organizational learning studies.

The paper is based on a literature and published document review, experiential reflections and argument.

The paper reveals an integrative framework to highlight the breath of entrepreneurial learning research according to different level of analysis: the context where learning happen, the different typologies of entrepreneurial learning processes, the ontological levels at which learning can occur and the different typologies of entrepreneurial learners. Continuous learning processes allow entrepreneurs to develop and grow, as well as, enable knowledge-intensive enterprises to engage in strategic renewal processes.

Although, entrepreneurial learning research so far has focused on applying existing theories in the entrepreneurial context, more research is needed to broaden the perspective and understanding how entrepreneurial learning can help to face key entrepreneurship’s challenges in different context.

The paper presents an holistic approach of current entrepreneurial learning research and encourages researchers to explore how different learning types come into play in different entrepreneurial contexts (start-up initiatives, strategic renewal in incumbent enterprises, ventures development and growth).

The concept of entrepreneurship in platform enterprises has evolved and developed. The purpose of this paper is to explore how entrepreneurship in platform enterprises can be transformed into the sustainable innovation capability of enterprises based on knowledge integration.

This study adopts a questionnaire survey. The research samples are mainly from well-known domestic platform enterprises, EMBA students and professional online websites, 389 valid questionnaires were collected.

The results show that entrepreneurship has a positive impact on the sustainable innovation capability of platform enterprises, knowledge integration plays a partial mediating role between entrepreneurship and sustainable innovation capability of platform enterprises. Shared leadership plays a moderating role between entrepreneurship and knowledge integration and knowledge-sharing atmosphere plays a moderating role between knowledge integration and sustainable innovation capability of platform enterprises.

This paper emphasizes the key role of entrepreneurship in platform enterprises on the sustainable innovation capability and discusses the realization path of the sustainable innovation capability of platform enterprises from the perspective of knowledge integration, which is of great significance for developing the research system of entrepreneurship and promoting the construction of sustainable innovation capability of platform enterprises.

The purpose of this paper is to contribute to the literature on effectiveness of entrepreneurship education by empirically assessing the role of university entrepreneurial education in entrepreneurship development and reporting the results.

A quantitative method was applied for this study. This research was preplanned and structured. Based on the previous literature, hypotheses have been developed. The sample is composed on the basis of a simple random sampling and consists of 200 students. The method of data collection was face-to-face interview with a self-administered questionnaire. The data were statistically interpreted using factor and regression analysis.

The present paper explores and examines the factors and variables of different kinds of entrepreneurial education at the university level. Specifically, at first, this paper addresses the possible entrepreneurial education factors in terms of generalized, motivational, and augmented entrepreneurial education via comprehensive literature review. Second, the paper focuses on the relationship between entrepreneurial education at the university level and entrepreneurship development. The results of this study show a strong positive relationship between different kinds of entrepreneurial education on entrepreneurship development.

The implications of these findings are highly relevant to the universities, policy makers, practitioners, and relevant agencies in regard to their policy-setting process in the entrepreneurship development context. This is because entrepreneurship education at the university level has been recognized to have an impact on student, group, and society. This finding also improves the understanding of donors and development partners about the extent to which a quality entrepreneurship education can play a role in economic development. Wrong specification of research models has a significant impact on research outcome and may even mislead decision-setting process. Therefore, this paper encourages further research that examines the measurement model of these three kinds of entrepreneurial education for entrepreneurship development.

This study provides a first step toward generalized, motivational, and augmented entrepreneurial education at the university level in Bangladesh.