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The world is changing very rapidly with events that alter the landscape for students during a time when entrepreneurs are needed more than ever. This chapter explores trends in entrepreneurship research that are focused in areas of the entrepreneurial mindset, alleviation of poverty through entrepreneurship, social entrepreneurship, portfolio thinking about entrepreneurial venture types, the crucial nature of racial diversity, and the drive of women entrepreneurs. It also examines COVID-19’s disparate impact on smaller ventures and Black entrepreneurs, while highlighting its impact on spurring entrepreneurial innovations causing an entrepreneurial explosion. Most importantly, this chapter focuses on how the emerging research trends amidst the COVID-19 pandemic have prompted entrepreneurship educators to enact educational innovations. The chapter includes tools and tips to integrate into the changing nature of university programs and entrepreneurship curriculums facing a dynamic future.

Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.

An individual engages in a façade of conformity by attempting to appear to embrace their organization's values when, in truth, they do not. While numerous studies investigate the negative outcomes associated with facades of conformity, fewer studies consider its antecedents. Therefore, this study aims to investigate the association between diversity-related influences – including individuals' beliefs, other unit members' beliefs, unit gender diversity and unit racial diversity – and individuals' propensities to engage in a façade of conformity.

This paper administered an online survey to 2,122 employees nested within 151 units located at a hospital site located in the southeastern United States. Hierarchical linear modeling and relative weights analyses were used to test the study hypotheses which aimed to determine how objective diversity and perceptions associated with diversity increase or diminish facades of conformity.

In this paper individuals' and other unit members' beliefs that their organization values diversity were negatively associated with facades of conformity; however, there was a positive association between unit gender diversity and facades of conformity. There were no statistically significant associations involving unit racial diversity or interactive effects. Overall, the results indicate that it is less likely that employees will engage in façades of conformity when diversity is valued within organizations.

By further expanding understanding of the concept of façades of conformity within the humanities and social sciences literature, this study highlight the importance of allowing and encouraging employees to “be themselves.”

There is growing interest around the world in more effectively linking public payments to the provision of public goods from agriculture. However, published evidence syntheses suggest mixed, weak or uncertain evidence for many agri-environment scheme options. To inform any future “public money for public goods” based policy, further synthesis work is needed to assess the evidence-base for the full range of interventions currently funded under agri-environment schemes. Further empirical research and trials should then focus on interventions for which there is mixed or limited evidence. Furthermore, to ensure the data collected is comparable and can be synthesised effectively, it is necessary to reach agreement on essential variables and methods that can be prioritised by those conducting research and monitoring. Future policy could then prioritise public money for the public goods that can most reliably be delivered, offering better value for taxpayers and improving the provision of ecosystem services from agricultural landscapes.

To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

This study aims to examine the factors determining the discontinuance intentions of millennials to use hotel booking apps.

A quantitative technique was followed to collect the data from the tourists, and partial least square structural equation modeling (PLS-SEM) technique was adopted to validate the proposed model.

Significant predictors of discontinuance intentions of hotel booking apps are usage barrier, values barrier, risk barrier, lack of facilitating conditions and digital self-efficacy.

The results of this study provide useful insights for tourism stakeholders and app developers to understand in real terms the setbacks that might be a hindrance to the users of such apps for hotel booking.

Despite the increasing focus of scholars toward understanding the determinants of technology adoption, the present study has extended innovation resistance theory with three novel constructs: social dependency, lack of facilitating conditions and digital self-efficacy.

The current study assesses the contribution of entrepreneurship education (EE) in strengthening entrepreneurial attitudes (EAs) and entrepreneurial intentions (EIs) among engineering graduates in India.

Cross-sectional data were collected through an electronic questionnaire from 340 engineering students. Structural equation modeling was performed for hypothesis testing through SmartPLS4 software.

The findings demonstrated that EE, EA and EI are positively and significantly correlated. However, the moderation effect of gender on EE–EI linkage was found to be insignificant.

The study provides comprehensive insights to understand EE effectiveness on students' EI and further opens the path for future researchers to investigate how the inclusion of other constructs in theory of planned behavior and human capital theory can raise the EI among students. Future research should target a larger sample size comprising students from diverse educational streams.

The findings of this research offer various practical contributions for educational establishments, policymakers and the government in formulating constructive educational interventions that fully trigger the student's EIs.

This study adds to the scarce theoretical examination of EE–EI using the human capital approach in developing countries. In addition, this study is highly relevant to the scarce theoretical and empirical support for investigating the contribution of EE in HEIs in India.

This article aims at a Unified Theory of Acceptance and Use of Technology (UTAUT) model framework that was used to investigate the impact of a 16-h smartphone training program on the correlations among different constructs of smartphone use in a sample of older adults.

A total of 208 participants aged 60–78 (mean: 65.4) years completed a questionnaire that collected information on demographic variables and the frequency and duration of smartphone use as well as the answers to questions on the six UTAUT constructs of performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention and usage behavior. The data were analyzed using partial least squares analysis.

This study was the first to compare post-training changes in the correlations among UTAUT constructs. The results revealed significant post-training changes in all construct correlations. Behavioral intention and facilitating conditions were shown to significantly impact usage behavior both before and after training and performance expectancy was shown to impact behavioral intention before training. After training, both effort expectancy and social influence were found to impact behavioral intention significantly. Moreover, the impact of facilitating conditions on usage behavior was significantly increased after training.

To date, no study published in the literature has investigated the impact of technological training on the technology-use intentions and behaviors of older adults. The findings of this study suggest that, for older adults, the results of the acceptance and use model for smartphones change significantly and positively between pre-smartphone training and post-smartphone training time points. The findings support that technology training has a positive impact on smartphone use in older adults.