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The purpose of this paper is to find out the causes of Chinese graduate entrepreneurship dilemma (both the Chinese graduate entrepreneurship rate and the Chinese graduates' entrepreneurship low success rate) and then to propose some suggestions to the dilemma.

The study is conducted on the basis of 20 graduate entrepreneurship cases to summarize the necessary qualifications for graduates to start new businesses and then uses Global Entrepreneurship Monitor's (GEM) theory of entrepreneurial climate to analyze the entrepreneurial climate faced by Chinese graduates.

This paper points out the internal and external causes of Chinese graduate entrepreneurship dilemma: the internal one is that most graduates do not have the qualifications for entrepreneurship; the external one is that the present entrepreneurial climate in China is poor, resulting in difficulties for Chinese graduates to start new ventures.

The paper proposes the following countermeasures to help Chinese graduates get out of the entrepreneurship dilemma: undergraduates actively participating in social practice activities, establishing and improving the entrepreneurship education system, perfecting government policies and creating a strong entrepreneurial culture, respectively.

Nowadays, there is much research into the causes of the Chinese graduate entrepreneurship dilemma from various viewpoints. However, an analysis of the causes using GEMs theory of entrepreneurial climate is rare. This paper analyzes the problem from this aspect.

The purpose of this paper is to discuss whether, in entrepreneurship disciplines, professors address equally the positive and negative aspects associated with being an entrepreneur. The literature shows that entrepreneurship professors are enthusiastic about entrepreneurial action, and there may be a bias toward predominant emphasis on positive aspects.

The case study strategy was used to analyze disciplines that qualify entrepreneurship professors. The content analysis technique was applied to the description of the discipline contents and texts from the most frequently used literatures. The selected case (the country) satisfied the condition of having a regulatory agency that evaluates courses and also provides descriptive records of the disciplines that are taught.

It was observed that the topics discussed in the disciplines, as well as the texts of the most frequently used articles, contain a higher volume of messages that are positive and favorable toward the entrepreneurial act. Negative effects or aspects of entrepreneurship are addressed superficially.

This article provides important reflections on the activities of those who teach entrepreneurship, as well as editors and reviewers of entrepreneurship journals. Regarding the former, when preparing the content of their disciplines, and for the latter, when evaluating articles, bearing in mind that their articles are also used by students and professors from countries with less developed economies.

Exploring the myths of entrepreneurship, especially the claim that everyone is capable of becoming an entrepreneur and that entrepreneurship promotes economic development, the risk of becoming an entrepreneur was addressed, especially in countries with less developed economies. From this viewpoint, issues regarding the responsible teaching of entrepreneurship were addressed, along with the need to focus equally on the favorable and unfavorable aspects of entrepreneurship.

This paper is concerned with the retrospective perceptions of alumni towards the general provision of entrepreneurship education in higher education institutions (HEIs). Whilst many HEIs provide some form of enterprise training for their student population, relatively few have considered extending this provision to their alumni community. In addition to exploring retrospective perceptions, the research sought to ascertain the current level of entrepreneurial behaviour and the future entrepreneurial ambitions of alumni, and attempted to determine the demand for post‐qualification entrepreneurship training among HEI alumni. The results are encouraging, in that they demonstrate a keen interest amongst alumni in entrepreneurial activities. The main constraints to setting up in business were perceived to be the generation of a viable idea and the lack of both finance and experience. Respondents believed that HEIs should provide a more practical grounding for graduates, specifically citing financial management and business communications skills as key elements missing from the undergraduate curriculum. There was a consensus that HEIs have an important role to play in providing alumni with both formal post‐qualification training and social support networks to encourage entrepreneurial activity.

Marketing orientation refers to a culture in which organizations strive to create superior value for their customers (and superior performance for the business) by focusing on customer needs and long-term profitability. Some studies have found that firms with a high degree of marketing orientation experience improved performance; others have found mixed or nonsignificant results. The marketing orientation of small businesses has not been thoroughly investigated, however. This study of more than 200 small business CEOs examines the marketing orientation levels of small to medium-sized firms (SMEs) as well as the impact of various internal variables (sales/profit performance, company characteristics, and CEO characteristics) on marketing orientation levels. The results confirm some earlier research on marketing orientation and provide new insights into this important strategic dimension.

The purpose of this paper is to find a framework for the assessment of the learning outcomes of entrepreneurship education as a cross-curricular subject. The problem is twofold: the first difficulty is the relationship to the general issues regarding competence and its assessment; the second difficulty is the assessment of competencies in cross-curricular education in diverse contexts such as school and work.

The European key competence for lifelong learning of the sense of initiative and entrepreneurship and the European qualification framework (EQF) are convenient to benchmark the outcomes of enterprise education. In order to assess and develop competence in vocational students, educators should design real life problem solving situations, which are new for the students and closely related to their vocations.

The study describes an assessment process of the learning outcomes in terms of knowledge, skills and competence. While the authors tested knowledge by giving the students open-ended questions, the authors assessed the skills and competence with a practical problem concerning the students’ vocational discipline to be solved in groups.

The paper calls for a better alignment between work experience, teaching for competence and assessment of key competences – such as the sense of initiative and entrepreneurship – taught as a cross curricular subject.

The assessment makes use of a theoretically grounded definition of competence, and considers varied forms of evaluation of entrepreneurship education. Educators can use it across Europe as it refers to a common background, the European key competences and the EQF, and it promotes the students’ transitions to work and mobility. It is rigorous, and, at the same time, adaptable to the context. It is meaningful for the various stakeholders at various levels: students, employers, schools, workplaces and institutions.

The purpose of the research is to develop scientific and methodological recommendations for indicative evaluation and systemic management of the professional and qualification potential of the digital society and to approbate them by the example of modern Russia.

The authors use the proprietary algorithm of the creation and implementation of the professional and qualification potential of the digital society. Based on the new algorithm, a proprietary methodology of indicative evaluation of the professional and qualification potential of the digital society is developed.

The authors offer a complex of recommendations for systemic management of the professional and qualification potential of the digital society and their approbation by the example of Russia in 2020, which allow achieving high effectiveness of this management. The results of approbation of the proprietary methodology and recommendations by the example of Russia in 2020 showed that the professional and qualification potential of the digital society is rather high and well-balanced; it is normal but has perspectives for an increase. There is an imbalance, which is caused by the domination of the development of the education market over the market of labor and entrepreneurship. Based on this, managerial measures are recommended for the development of the professional and qualification potential of the digital society in Russia.

The offered algorithm sets the foundation of an expanded view of the studied process, according to which the professional and qualification potential of the digital society is not only limited by the educational market but also covers the labor market and entrepreneurship. This view is revolutionary for modern Russia. The advantages of the authors’ methodology of indicative evaluation of the professional and qualification potential of the digital society include the usage of the complete set of qualitative and quantitative indicators, delimitation of indicators as to the stages of the algorithm, and the improved matrix for treatment of the results.

The purpose of this paper is to investigate student motivation for undertaking an entrepreneurship education programme and their ultimate employment aspirations through a novel data mining technique. The study considered what relationship certain motivation characteristics have to students’ aspirations, specifically in terms of their intention to be self-employed or employed.

The study examined enrolment data of 720 students on an entrepreneurial education programme, with work statuses of full-time, part-time or unemployed and have known aspirations to either employment or self-employment. The Classification and Ranking Belief Simplex (CaRBS) technique is employed in the classification analyses undertaken, which offers an uncertain reasoning based visual approach to the exposition of findings.

The classification findings demonstrate the level of contribution of the different motivations to the discernment of students with self-employed and employed aspirations. The most contributing aspirations were Start-Up, Interests and Qualifications. For these aspirations, further understanding is provided with respect to gender and student age (in terms of the association with aspirations towards self-employed or employed). For example, with respect to Start-Up, the older the unemployed student, the increasing association with employment rather than self-employment career aspirations.

The study identifies candidate motivation and the demographic profile for student's undertaking an entrepreneurial education programme. Knowing applicant aspirations should inform course design, pedagogy and its inherent flexibility and recognise the specific needs of certain student groups.

The study contributes to the literature examining motivations for undertaking entrepreneurship education and categorising motivating factors. These findings will be of value to both education providers and researchers.

This chapter takes an alternative route to inquiry by drawing on intersubjectivity as a way to challenge taken-for-grantedness in entrepreneurship tools. The authors elaborate on how inter-ethnography can be used to discuss various aspects of teaching tools in entrepreneurship education (EE), where the Business Model Canvas (BMC) serves as example. The aim is to initiate a meta-discussion based on education theory on the purposes of tools that risk being taken-for-granted in teaching. The chapter also raises awareness of the difference between the functional and psychological sides of tools, wherein both visuals/graphics and words play a critical role. As a result, a reflective framework is developed as to challenge the existing use and understanding of teaching tools. The framework combines Biesta’s thought on purpose and desirability in education (i.e. qualification, socialisation and subjectification), and the classic relationships in the didactic triangle between the educator, the students and the subject.

To investigate possible connections between the ways in which university lecturers define the term “entrepreneurship” and the pedagogical methods they apply when teaching the subject.

In total, 141 lecturers on entrepreneurship courses completed a questionnaire concerning meaning of the term “entrepreneurship”; the pedagogical techniques they employed when delivering entrepreneurship units; and their commitment to entrepreneurship as an academic discipline. The sample was analysed with respect to the respondents' subject areas (marketing, organisational behaviour, economics, etc.), amounts of business experience, types of employing institution, and socio‐demographic characteristics. An emerging model was tested using the technique of partial least squares.

Lecturers' definitions of entrepreneurship were indeed influenced by their backgrounds and by the number of years they had worked in businesses. Few of the sample had ever owned an enterprise and, in general, respondents' operational management experience was limited. There was no consensus as to how the word entrepreneurship should be interpreted or how the subject should be taught.

Only a minority of the sampling frame (29 per cent) returned the questionnaire. The model that was tested had to be constructed ab initio due to the paucity of prior research in the field. Hence the study was wholly exploratory and could not test hypotheses explicitly derived from pre‐existing literature.

A consistent theory of entrepreneurship needs to be developed, to be disseminated among and accepted by lecturers who actually teach the subject, and then be incorporated into the curricula and syllabuses of entrepreneurship courses.

This research is the first to examine the perceptions of the nature of entrepreneurship held by lecturers on entrepreneurship programmes and to relate these perceptions to their antecedents and pedagogical consequences.