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The purpose of this paper is to predict future career paths of university students, distinguishing between paid employment, running one’s own independent business and running a family business. The main predictor is the students’ current mode of entrepreneurial exposure, both in terms of the students running their own business, and in terms of their parents running their own business.

The study is based on a comprehensive survey held in May 2013 among 1,490 business and law students of Kozminski University in Warsaw, Poland. To predict future career expectations in ten years’ time, multinomial logit regressions were employed.

The authors find that, among students with a family business background, those students who are actively involved in their parents’ business are significantly more likely to pursue joining the family firm, rather than starting their own business.

In order to stimulate business succession, universities with a large proportion of students with family business background may consider launching dedicated programs promoting the interest of students in the businesses run by their parents.

The authors investigate to what extent active participation of university students in their parents’ business is associated with a higher probability to pursue a career in family business. The research has important implications in light of the increasing difficulty in Europe to find successors for family businesses.

The purpose of the paper is to examine the effects of perceived parental entrepreneurial rewards, or PPERs (i.e. the offspring's perception of the degree of parental success in entrepreneurship), on the corporate venturing (CV) mode of entrepreneurial entry and the interaction effects of family business involvement (FBI) and formal employment on the association between PPER and CV by the next-generation family members.

A survey was administered to a sample of 738 small business owners in Kenya; of which, 440 small business owners were selected because they grew up in a family business context. A probit model was used to examine the main and interaction effects.

PPERs significantly influenced CV. FBI improves the positive relationship whereas formal employment reduces the effects of PPER on CV.

Families in business need to improve conversations with their children to include discussions concerning the intrinsic and extrinsic rewards of running a family business, which may shape not only the entrepreneurial entry path of their offspring but also the willingness to establish businesses that may grow and lead to continuity of the family business of origin.

The study investigates the effect of being embedded in a business family in shaping the CV mode of entrepreneurial entry by the next-generation family members who may not, on the one hand, find independent own founding an attractive option and for whom, on the other hand, the succession mode of entry may not be an option.

The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students’ entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis’ entrepreneurial learning framework to explore empirically students’ entrepreneurial learning transformations and entrepreneurial learning outcomes.

The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs.

The research identified important factors influencing students’ entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students’ learning, the authors demonstrate and exemplify how these influence students’ entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students’ contributions to the practice community.

The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students’ entrepreneurial learning in situated practice.

This study aims to examine the predictors of entrepreneurial intentions of real estate students in an emerging economy where there are significant odds against paid employment owing to the dwindling economic drivers.

Primary data was obtained using closed-ended questionnaire served on final-year real estate students in three tertiary institutions in Southwestern Nigeria. Out of a total of 231 copies of the questionnaire distributed, 160 (69.3%) were retrieved and found suitable for analysis. Using ordinal least square regression, the study examined the influence of the independent variables on the respondents’ entrepreneurial intention across two models. While the first model was without the moderators of prior entrepreneurial exposure (that is, parental occupation, relationship with a real estate entrepreneur, previous/current engagement in business and attendance at business/entrepreneurial seminars/workshops), the second included all the control variables. Other descriptive and inferential statistical methods were adopted.

The findings revealed that personal satisfaction/prestige, support system, university education, age, cumulative grade points and mothers’ education were statistically significant predictors, at p < 0.05, across the two models examined. Fathers’ education and occupation were only significant in the second model, that is, when controlled for prior entrepreneurial exposure. Also, the influence of faculties and barriers of registration/information were significant at 10% level only in the second model. Finally, the study found no statistically significant differencing across gender, family status, mothers’ occupation and relationship with a real estate entrepreneur.

Entrepreneurship is a significant factor influencing economic growth and increased market competitiveness, an examination of students entrepreneurial intentions appear important, especially in regions where there are low economic opportunities.

This study is among the first attempts at understanding the predictors of real estate students’ entrepreneurial intentions from an emerging market perspective.

This paper aims to examine the impact of owners/managers of small businesses participating in entrepreneurship programs on operational efficiency and growth of small businesses.

It is a cross‐sectional study analysis of the impact of exposure of owner‐managers of small businesses on their performance (i.e. operational efficiency and growth rate) in a non‐contrived environment. The data were collected from primary and secondary sources. Both descriptive and inferential statistics were employed for the analysis and the degree of error is α=0.05.

Small businesses, whose owner‐managers who have the experience of participating in entrepreneurship programs, exhibited superior managerial practice; hence, a higher gross‐margin and rate of growth than small businesses whose owner‐managers did not have such experiential learning.

The members of the National Association of Small Scale Industrialists, Lagos Chapter served as the population for the study. The membership strength was 224 and all were contacted; however, only 62 members responded. Considering the fact that this is 62 firms not just 62 individuals, it looks reasonably large. A possible area for future research is the comparative study of the impacts of the frequency of participation and variants of entrepreneurship programs on performance of small businesses.

There is a need to improve the managerial practice of small businesses through exposure of owners/managers to entrepreneurship programs in order to enhance their performance and their transition to medium and large businesses.

The paper developed an experiential learning‐performance framework to examine the impact of entrepreneurship programs on performance of small businesses and linked higher operational efficiency and growth rate to better managerial practice, a fall‐out of experiential learning from exposure to entrepreneurship programs.

With internet technology, knowledge acquisition surpasses the confinement of the university's campus or syllabus. Concurrently, an entrepreneurship programme has recently been offered to students, positioning universities as an experimental ground for the breeding of entrepreneurs. Thus, this paper seeks to evaluate the effect of entrepreneurship education syllabi empowered with current information communication technology (ICT) exposure towards students' entrepreneurial self‐efficacy together with social norms and their entrepreneurial intention; and whether this latest development lives up to stakeholders' expectations.

Data were collected through a census survey of entrepreneurship students at four MSC‐Status universities that offer entrepreneurship degree programmes. Quantitative analyses such as regression were performed.

Specialised entrepreneurship education with ICT exposure significantly affects a student's entrepreneurial self‐efficacy. However social norms were found to be a poor predictor towards entrepreneurial intention, explaining the diminished level of influence lecturers had upon their students' behaviour.

This study focuses on a group of entrepreneurship students who are exposed to ICT applications at that stipulated time, and as such, the findings cannot be generalised as technology evolves rapidly. The findings are also limited to only entrepreneurial intention and demonstrate the outcome in Malaysia's higher education industry.

The two direct stakeholders i.e. the university's management and lecturers, may need to reconstruct their respective initiatives by introducing “creative disruption” philosophies, policies and pedagogies to facilitate the “creative destruction” mode of education into realising its full potential.

This paper provides an insight into challenges that universities face in delivering distinctive knowledge consisting of theories and practices. Together, they require constructive and radical yet practical initiatives.

In recent years, entrepreneurship education has become increasingly popular to promote economic development and encourage entrepreneurship. This chapter aims to review the effectiveness of entrepreneurship education and the mode of delivery. This review will help understand the effectiveness of entrepreneurship education (entrepreneurial skills, entrepreneurial intention, enhanced entrepreneurial mindset and greater business success). It will also help understand the mode of delivery (classroom instruction, experiential learning, mentoring and coaching and online learning) Using the traditional review methodology, the chapter focusses on the outcomes of entrepreneurship education on students and their attitudes, intentions and behaviours towards entrepreneurship. The chapter also evaluates the various modes of delivery, including traditional classroom-based instruction, experiential learning and online education. The review compared the United States of America and South African points of view on entrepreneurship education to posit significant directions on how to effectuate entrepreneurship education. The chapter further reviews the sustainable development goals that are aligned with entrepreneurship. Overall, the chapter concludes that entrepreneurship education is effective in promoting entrepreneurial attitudes, intentions and behaviours, and its mode of delivery significantly influences its impact. The chapter recommends the integration of active and experiential learning methods into entrepreneurship education, and the development of innovative modes of delivery to reach a wider audience. Policymakers should also support the integration of entrepreneurship education into the formal education system to promote economic development.

This paper aims to report the findings of a large‐scale multinational study of students in a marketing organization that investigates the need to expand entrepreneurship education in the marketing curriculum. Key questions include what is the entrepreneurial mindset of students interested in marketing, what do they think they need to know, should they some day decide to pursue entrepreneurial opportunities, and how satisfied are they with their current exposure to entrepreneurial marketing experiences?

Via e‐mail, a major international collegiate marketing association headquartered in the USA sent the online questionnaire to a random sample of 4,300 students. Content areas included entrepreneurial mindset, desired entrepreneurial marketing learning and experiential activities, and demographics. A total of 605 students participated in the study.

The findings show that there is a large segment of marketing students who desire to be an entrepreneur and feel strongly about entrepreneurial education. Exposure to entrepreneurial marketing tools, experiential learning activities, and networking opportunities were deemed to be especially important.

The study focused on students in marketing organizations. Additional research is needed at the course level.

The findings suggest that entrepreneurial marketing education is needed in the business curriculum. Training in entrepreneurial marketing will better prepare students interested in being an entrepreneur or small business owner.

Entrepreneurial marketing has received little attention in the business education literature. The study is the first of its kind to study entrepreneurial marketing curriculum needs from the perspective of students in a nearly 11,000 strong international marketing organization.

The study this chapter reports focuses on how network theory contributes to the understanding of the internationalization process of SMEs and measures the effect of network capability on performance in international trade and has three research objectives.

The first objective of the study relates to providing new insights into the international market development activities through the application of a network perspective. The chapter reviews the international business literature to ascertain the development of thought, the research gaps, and the shortcomings. This review shows that the network perspective is a useful and popular theoretical domain that researchers can use to understand international activities, particularly of small, high technology, resource-constrained firms.

The second research objective is to gain a deeper understanding of network capability. This chapter presents a model for the impact of network capability on international performance by building on the emerging literature on the dynamic capabilities view of the firm. The model conceptualizes network capability in terms of network characteristics, network operation, and network resources. Network characteristics comprise strong and weak ties (operationalized as foreign-market entry modes), relational capability, and the level of trust between partners. Network operation focuses on network initiation, network coordination, and network learning capabilities. Network resources comprise network human-capital resources, synergy-sensitive resources (resource combinations within the network), and information sharing within the network.

The third research objective is to determine the impact of networking capability on the international performance of SMEs. The study analyzes 11 hypotheses through structural equations modeling using LISREL. The hypotheses relate to strong and weak ties, the relative strength of strong ties over weak ties, and each of the eight remaining constructs of networking capability in the study. The research conducts a cross-sectional study by using a sample of SMEs drawn from the telecommunications industry in Ireland.

The study supports the hypothesis that strong ties are more influential on international performance than weak ties. Similarly, network coordination and human-capital resources have a positive and significant association with international performance. Strong ties, weak ties, trust, network initiation, synergy-sensitive resources, relational capability, network learning, and information sharing do not have a significant association with international performance. The results of this study are strong (R2=0.63 for performance as the outcome) and provide a number of interesting insights into the relations between collaboration or networking capability and performance.

This study provides managers and policy makers with an improved understanding of the contingent effects of networks to highlight situations where networks might have limited, zero, or even negative effects on business outcomes. The study cautions against the tendency to interpret networks as universally beneficial to business development and performance outcomes.

The experiences materialising as learning tasks in the entrepreneurial context do not automatically transform into effective learning for a novice entrepreneur. In this paper, we develop a comprehensive and situational role taxonomy for entrepreneurial mentoring meant to address this challenge.

Entrepreneurial mentoring builds on the assumption that it can facilitate the transformation of experience and consequently enhance the learning outcomes for a novice entrepreneur. By integrating and extending the extant research on entrepreneurial learning and mentoring, we argue for a dynamic and situational approach, scrutinising the fit between discrete entrepreneurial learning modes and the mentoring functions targeting them.

We complete our theorising by developing four propositions and a taxonomy of mentor roles. The role taxonomy comprises a repertoire of four different roles that target the learning modes through learning-enabling mechanisms drawn from the learning literature.

The role taxonomy poses important implications for future entrepreneurship research. The role taxonomy can be directly employed in more targeted, formal training programmes for both mentees and mentors.