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One of the most important issues multinational corporations (MNCs) face in their global operations is expatriate failure. It is estimated that between 10 and 80 percent of expatriates sent on overseas assignments return home early. The purpose of this paper is to investigate the impact of cross-cultural training (CCT) on different facets of expatriate managers’ adjustment in Nigeria.

A sample of 212 western expatriate managers working in Nigeria was surveyed. Respondents were selected from four cities where they had been working for at least one year.

The main finding of this study was that expatriates’ adjustment could be predicted from different types of CCT. The findings of this research confirm the view expressed by researchers over the last two decades that both conventional and specific experimental CCT have positive effect on the facets of cross-cultural adjustment.

Given that the authors did not collect their data over time, the cross-sectional nature of the design limits them from making definitive causal statements. In the future, more resources and efforts could be applied to safeguard larger samples of respondents, thus potentially resulting in better statistical power. A longitudinal approach could be used; such an approach may have generated a richer data source, where different patterns of adjustment could have been identified and compared over time. Data for the study were collected through questionnaire, thus any observed relations might be due in part to common method effects. Since the data were collected from four cities, there may be some concern as to the generalizability of the findings to expatriates working in other cities in Nigeria.

MNCs should pay more attention to CCT and management development. Ineffective CCT and management development have an adverse impact on MNCs’ effectiveness. Developing CCT programs could add value to corporations and employees especially employees who are destined for foreign assignments. In addition, developing CCT for expatriates’ spouses and children would facilitate adjustment process and may reduce failure rate.

Once corroborated by further studies, this exploratory research may contribute to the understanding of the adjustment of western expatriates in Nigeria. Few, if any, prior studies, have examined CCT and expatriate adjustment in Nigeria.

This study aims to assess the profiles of faculty teaching entrepreneurship courses in a sample of entrepreneurship programs in the USA for the years 2007‐2008.

A questionnaire was developed and mailed to entrepreneurship programs directors to provide information for answering questions concerning the following: educational backgrounds, primary teaching focus, research interests, publications in academic journals, and entrepreneurial experience brought into the classroom.

The results of the study demonstrate that only one‐fifth of the faculty members in the sample held a PhD in entrepreneurship or in combination with another field in a business discipline. Three out of four faculty members concentrated their teaching in the field of entrepreneurship. More than one‐third of the faculty members had a research interest in the field of entrepreneurship. One‐fourth of faculty sampled had published in entrepreneurship journals. The majority of the faculty brought entrepreneurial experience to their classrooms.

The fact that the study depended exclusively on the data available from 218 “non‐ranked” entrepreneurship programs in the USA represents a distinct limitation. Future research is needed to compare study results with a sample incorporating top ranked entrepreneurship programs in the country.

This study will assist administrators and institutions in preparing new faculty to embrace the field of entrepreneurship education.

This paper aims to investigate entrepreneurship course offerings in business administration/management curricula in sub‐Saharan higher education institutions.

The authors conducted a survey of online course catalogs to analyze entrepreneurship course offerings.

The results of the study demonstrate that most higher education institutions in the sample offer courses in entrepreneurship and/or small business management but few offer specialization in the area. Newly created institutions are more likely to offer entrepreneurship courses and specializations than traditional ones while a few operate university‐based entrepreneurship centers. The study findings are consistent with the environmental school of entrepreneurial thought.

The study depended exclusively on online data. Several institutions were excluded from the sample because their web sites were unavailable. Future research should use a larger sample.

The paper will assist researchers, practitioners, policymakers, and other stakeholders in higher education in strengthening the discussion about enterprise and entrepreneurship education in sub‐Saharan business programmes.

This is the first study on the content of entrepreneurship courses in sub‐Saharan African Universities.

The purpose of this paper is to investigate the possession of information and communication technologies (ICTs) among small- and medium-sized enterprises (SMEs) in the developing economy of the Democratic Republic (DR) of the Congo.

A survey of Congolese SMEs in two major cities was conducted.

The results of the study demonstrate that nearly 51 percent of SMEs in the sample reported a cell phone number, making this tool the most popular among SMEs studied. In total, 31 percent of SMEs reported an e-mail address while only 3 percent of them reported having a firm web site. Far <1 percent reported a fax number, while none of the SMEs in the sample used a fixed telephone line. The telecommunications sector demonstrated the highest rate of ICT usage. The findings give consistency to what the body of research has concluded relative to the use of mobile telephone by SMEs in developing economies.

This study fills a gap in the research into ICT usage by SMEs in developing countries by analyzing a sample of SMEs in the DR Congo ever attempted.

Design thinking (DT) is still a relatively new methodology in the context of entrepreneurial education, which presents itself as an important tool for the development of entrepreneurial skills when inserted into the educational system. This research aimed to analyze studies about DT related to the entrepreneurial mindset in international journals over a period of ten years (2009–2019). Entrepreneurial education has been a constant in academic debates as well as practices and methodologies to apply this education, and such context has moved educational institutions to adopt practices and initiatives focused on the theme.

The tool used in the present study was the bibliometric database of the Web of Science through the words “Design Thinking” (DT) and “Entrepreneurial Education”. The research is characterized as descriptive and quantitative, and 146 publications were investigated in the period from 2009 to 2019, in the respective database.

The study also highlighted the new generation of young students forcing a change in education with an approach centered on the individual. Speech does not prevail in the teachers but in the students, and the teacher educator starts to collaborate for this new educational demand with didactics relevant to the world in this way preparing these young people and delivering society to critical, proactive and participatory individuals.

In the course of the study, we observed practices and examples of schools and universities that have adapted ways to allow new interactions in the school environment by promoting and encouraging innovative education.