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The purpose of this paper is to utilize the BIAS map from the social psychology literature to operationalize and simultaneously examine the effects of the affective and cognitive components of country image.

The researchers collected survey data using a snowball sample of undergraduates from a prominent university in Kuwait. The final sample consisted of 410 Kuwaitis who were 18 years or older; 52 percent of the respondents were female.

The results of this study confirmed that affective country attitudes (i.e. contempt and admiration) relate to Kuwaitis’ willingness to buy American products. The results also support the conclusion that warmth and competence are positively related to admiration but negatively related to contempt.

Future research should identify situations in which the affective dimensions of country image play the more dominant role in consumer decision making. The model should also be tested across other cultural samples to increase the generalizability of these results.

Managers must correctly prioritize the affective and cognitive components of country image, in order to either emphasize or downplay the country of origin, or when deciding to use foreign branding strategies.

This study provides a theoretical foundation for differentiating between the cognitive and affective components of country image and differentiates between the various dimensions of each of these components. The study further enables managers to determine whether country affect or cognition is the main driver of country‐of‐origin perceptions.

As one of the eight key competencies of life-long learning strategies identified by the European Union and the difficulties in enhancing the “sense of initiative and entrepreneurship”, the purpose of this paper is to propose a co-production approach to overcome several concerns.

An exploratory approach is used to analyse a single case study based on the EntreComp progression model and on a pedagogical approach consistent with the philosophy of learning through creating value for others.

The study introduces best novel practices that help enhance entrepreneurial education in primary school by engaging multiple local stakeholders in co-producing education. The case mainly shows that a co-production approach is appropriate to overcome challenges and assists policymakers to identify specific actions and make investments in entrepreneurship education (EE) at the primary level.

Theoretically, the study contributes to literature on entrepreneurial education and co-production studies. The main drawback of the study is its explorative analysis of a single case.

For practitioners, the research proposes stakeholder involvement as key to co-producing EE in primary schools, implying that policymakers should identify resources for projects and other similar initiatives.

The study elucidates the relevance of co-production approach to ensure early EE in school.