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In this study, the authors develop knowledge and insights on how the perception of interestingness influences the structure and focus of conversations in entrepreneurial education (EE) research. In particular, the authors elaborate on what is perceived as interesting among different subgroups of EE researchers, and not least, how EE researchers can identify and engage in scholarly conversation within the field.

The study is based on a unique database with web-based responses from 465 EE researchers from around the world. The authors conduct analyses of both open-ended and closed questions. The open-ended questions are analyzed by inductive categorization. The closed questions are subject to factor and cluster analyses.

The findings suggest that EE research is a topic-oriented field, characterized by a strong focus on novel and challenging research issues. In addition, the field is individualistic and fragmented, and the perception of interestingness differs between five subgroups of EE researchers, whose members have a somewhat different perception of interestingness. Accordingly, the authors also find different core conversations going on within the field. Obviously, these conversations tend to be triggered by the field's obsession with novelty and challenging research, but several conversations are related to practically relevant research, as well as methodological and theoretical discussions.

This is the first study to elaborate on the perception of interestingness among EE researchers and the conversations going on within the field. In the study the authors have explored the characteristics of EE research based on the perception of interestingness among the researchers within the field. In this respect, this study contributes insights on how current and aspiring EE researchers can find and build scholarly conversations embedded in passionate interest, while concurrently disseminating and accumulating knowledge on EE together with like-minded peers.

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.

The main aim of this article is to widen one's understanding of the value‐added contributions of business angels and, more specifically, their role as facilitators for further finance.

This article is based on in‐depth case studies of five experienced business angels. Data were collected by using a loosely structured interview guide which focused on the investment process.

Business angels add value besides the initial financial capital offered, typically in the form of strategic advice and networking. However, previous research has to a small extent examined the role of business angels as facilitators for further finance. The empirical findings in this study indicate that experienced business angels play a key role in order to facilitate further finance. Furthermore, entrepreneurs should bear in mind that the previous track record of the business angel strongly affects if and how they can facilitate further finance. Thus, active business angels can be viewed as a part of the entrepreneurial team, hence reducing the “liability of newness” for the entrepreneurial firm.

Future research should continue to examine business angels by using insight from social capital theory. Moreover, by using larger samples the findings from this exploratory study can be tested, thus getting more reliable results to extend one's knowledge about how business angels act as facilitators for further finance.

This study suggests that concepts from social capital theory seem to be viable when examining how business angels work when they are securing further finance for their portfolio firms.

During the last decade, there has been an increasing focus on commercialization of knowledge and technology from universities. However, universities report financing as being the main impediment to successful university spin‐off companies (USOs) creation, leaving valuable inventions un‐commercialized. The purpose of this paper is to develop a conceptual model in order to explain financing challenges experienced by USOs.

This paper presents a conceptual model illustrating financing challenges met by USOs, and provides an explanation why TTOs report that obtaining financing is their biggest impediment to spin‐off creation. Two different theoretical perspectives back this conceptual development: Knightian uncertainty and agency theory.

This theoretical examination suggests that increasing levels of uncertainty affect the investor's willingness to fund new companies in a negative way. Through the literature review, clear indications were also found for the increased uncertainty with which USOs are faced. It is therefore natural to conclude that investors are more reluctant to invest in USOs because of the level of uncertainty compared with other entrepreneurial companies.

This study made a generalization of USOs as a homogeneous group of companies, which is an oversimplification. Further research should address how different business models, types of resources and their institutional link affect USOs' capital requirements and their problems in raising the required capital.

The main contribution from this paper is the combination of theoretical insights from the concepts of Knightian uncertainty and agency theory. These combined with insights from previous empirical studies explain why USOs face specific challenges in order to raise risk capital.

The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking.

The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years.

The main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes.

The paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.

The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.

A qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.

The findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.

Little theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.

In line with an emerging body of literature questioning student entrepreneurs’ practices, and recent calls to bridge the intention-action gap, this contribution aims to identify profiles of commitment among nascent entrepreneurs, and their relationship with the performance of entrepreneurial behaviors.

Relying on Meyer and Allen's multidimensional model, the authors build an empirical taxonomy regarding affective and instrumental forms of commitment experienced by nascent entrepreneurs (n = 328) operating within French higher education.

The authors identify three commitment profiles – weak, affective and total – associated with distinct levels of advancement and investment in the entrepreneurial process. This analysis leads them to map out the entrepreneurial process followed by nascent entrepreneurs with three main thresholds: the initial threshold, the resonance threshold and the irreversibility threshold.

The work contributes to an emerging field of research dedicated to student entrepreneurship. It highlights the existence of different trajectories among nascent entrepreneurs, but also to different ways of being tied to them. It also enriches more broadly the understanding of the entrepreneurial process, especially its volitional phase.

The results are also important to guide public action, especially to design relevant support programs accounting for nascent entrepreneurs' diversity.

This is the first research to identify profiles of nascent student entrepreneurs based on the way they feel tied to their project, but also to the broader project of becoming entrepreneurs.

The study aims to examine the development of student venture creation in a co-curricular business model lab initiative with collaboration between students, researchers, technology transfer offices (TTO) and industry. It presents a fresh approach to the study of student venture creation by discussing a unique co-curricular case, its embeddedness in a network and drawing on the concept of tension.

A qualitative, case-based research design is applied containing data from interviews, observations and active participation.

The findings point to the inherent difficulties in managing and organizing student venture creation and networks surrounding the student venture creation in a co-curricular setting that can lead to several different types of tensions. Episodes where task-, role-, process-, affective- and value-related tensions arise are identified. Furthermore, the findings highlight that affective-related tension is often an outcome of other types of tensions.

Our theoretical implications point to the importance of the context of student venture creation, but not only regarding curricular and co-curricular initiatives; depending on the context, such as if student surrogate entrepreneurship is used, different types of support structure might also be needed to enable student venture creation.

Research on the entrepreneurial university has mainly focused on entrepreneurship education and ventures created by researchers. This study responds to recent calls for research on the venture creation of students. The limited research conducted on student venture creation can be divided between curricular and co-curricular initiatives. Our research points out that many other contextual factors are of importance, such as the origin of ideas, student surrogate entrepreneurship, industry collaboration, team formation and expectations.