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The purpose of this paper is to find the characteristic of entrepreneurial process for the student in free enterprise (SIFE) team in China, and to provide theoretical guidance for the entrepreneurial process of SIFE student team through a new Timmons model.

Taking an entrepreneurial project of Shantou University SIFE team as example, a Timmons model was proposed describing the SIFE student team entrepreneurial process based on the famous entrepreneurial process model established by Jeffry A. Timmons. The application value of the new Timmons model was proved by case analysis.

The paper summarized the main characteristics of the entrepreneurial model for the SIFE student team as: the nature of creation free enterprises, the excellent entrepreneurship networks, and the spirit of social entrepreneurship orientation. By case study, the paper proved the practical value of the new Timmons model by analysis of the key factors such as business opportunities, resources and entrepreneurial team, and their dynamic balance process.

The new model proposed in the paper will have theoretical value to provide a direction for student entrepreneurial practice, the analysis of the characteristics of the new model will also enrich the research on entrepreneurship theory.

This paper is the first research on SIFE student entrepreneurial process in China. In the past two years, the authors observed dozens of successful worldwide SIFE students' practical projects, but few of them appeared in the literature. It is hoped that this paper can offer some constructive advice to the entrepreneurial process of the SIFE student team and enrich the theory of general entrepreneurial education.

The purpose of this paper is to identify social entrepreneurship dimensions that emphasize the specific personal characteristics of social entrepreneurs (SPCSE) and social entrepreneurship organization (SEO) among students in higher education institutions who are active participants of the Students in Free Enterprise (SIFE) program in Malaysia.

Quantitative approaches and instruments were used to analyze the profile of social entrepreneurship in this cross-sectional survey study, which involved 394 active SIFE students in Malaysia in 2011. The Statistical Package for Social Sciences (SPSS) was used to analyze the data and describe the SIFE student's SPCSE and SEO.

The social entrepreneurship of the SIFE students was high, with a dominant SEO. However, the dimensions of SPCSE need to be applied effectively to the students involved, whose social entrepreneurship was merely moderate. There was a strong positive relationship between SPCSE and SEO of SIFE students, with a Pearson correlation coefficient of 0.73.

It is recommended that further longitudinal research be conducted to assess the depth of the impact of social entrepreneurship on SIFE students. In this manner, more useful information related to the impact can be leveraged to improve the pattern of the social entrepreneurship program.

The SIFE participants’ social entrepreneurship profile can be used by the Ministry of Higher Education in formulating social entrepreneurship policy for higher education institutions. The Malaysia SIFE Foundation and the administrators of higher education institutions should encourage more university students to participate in SIFE program to increase the number of social entrepreneurs who will help solve social, economic, and environmental problems.

There has been no discussions of the social entrepreneurship programs in Malaysia. This paper attempts to fill the current gap.

This paper aims to present the implications of discussing the economic concepts relevant to student projects within the international program Students in Free Enterprise (SIFE) and to discuss them as a teaching strategy that provides a simple but effective way to break the hegemony of market fundamentalism.

The paper proposes using opportunities provided by the SIFE program to start the teaching of economics from a novel perspective: start with whatever project the students propose to undertake and support the students in examining the relevant economic concepts, strictly following SIFE's own assessment criterion: “Considering the relevant economic, social and environmental factors, which SIFE team most effectively empowered people in need by applying business and economic concepts and an entrepreneurial approach to improve their quality of life and standard of living?”.

Asking which economic concepts are relevant to a particular project that effectively empowers people in need sidesteps the discussion of restrictive assumptions presented as principles of economics. Asking this question facilitates the introduction of those elements of heterodox traditions that are relevant to the projects in question.

The paper investigates implications of a radical shift in perspective to one grounded in a project of interest to students and one focusing on economic concepts that are relevant to the project. This shift allows students and their teachers to break the hegemony of economic principles in so far as the reality of the students' project is already beyond these restrictive assumptions.

Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an infrastructure that effectively encourages entrepreneurship and incubates entrepreneurial endeavors. Western State University has responded to this call by developing the Harvey Entrepreneurship Program, which is integrated in the Enterprise Residential College.The Harvey program provides a socially embedded experiential learning approach to entrepreneurial education. Faculty, students, entrepreneurs, and technical experts are drawn together in an environment that provides space for business incubators and an entrepreneurially focused curriculum. In this article, we present a case study in which we use qualitative research methods to explore the benefits and challenges of creating such a program.The delivery model that Enterprise Residential College provides for entrepreneurial education is examined through the perspectives of program administrators, faculty, and students. The findings reveal evidence that a residential college can form a powerful nexus of formal instruction, experiential learning, socialization, and networking to influence entrepreneurship. We discuss relevant findings that may aid others considering similar endeavors.

The aim of this paper is to present the findings of a comprehensive study of enterprise and entrepreneurship education provision in England's 131 Higher Education Institutions (HEIs). The paper is based upon the National Council for Graduate Entrepreneurship (NCGE) mapping study of formal and informal activity conducted in 2006.

All HEIs in England were invited to complete an online institutional mapping template seeking data on enterprise and entrepreneurship accredited programmes/modules, non‐accredited enterprise and entrepreneurship provision and other institutional characteristics that support enterprise and entrepreneurship development. The research team maintained regular contact with all HEIs to maximise participation and to provide support where requested. A number of institutional visits were made by the research team both to introduce the study and to assist data entry where there was limited resource. The approach led to the collection of a unique and robust data set.

The results illuminate the scale and scope of dedicated provision for enterprise and entrepreneurship across the HE sector in England. Of all institutions, 94 per cent participated, ensuring that these results are analogous to a census report. The results further highlight the penetration of the student population and in particular the nature of their engagement.

This is the first time such an approach has been taken in England and the results are illuminating for academics, policy‐makers (particularly regional development agencies) and enterprise educators. The data provide an evidence base for supporting further development needs across the HE sector and offer opportunities for benchmarking and the exchange of practice, knowledge and experience.

Enterprise initiatives come in a number of guises but, whether they are grant‐funded or a commercial aspect of a university’s business, the key driver is output. This usually means numbers – of students, of businesses, of ideas developed and sold, of financial gain and reputations made. A critical element impeding progress to the successful development of enterprise is marketing. This is something of a misnomer within organisations as amorphous as universities. The ability to develop products and services and to market them effectively to what should be a captive audience can prove even more trying than dealing with the mountain of paper work that accompanies most, if not all, enterprise initiatives. This paper describes the difficulties experienced by Business Start‐Up@Leeds Met in marketing enterprise at Leeds Metropolitan University, lessons learned and the future direction in terms of marketing approach.

This study aims to investigate the constraints that entrepreneurs face in small and medium enterprises (SMEs) in Bangladesh and suggests measures to remove the constraints to entrepreneurship development.

Survey data were collected from 60 entrepreneurs to investigate problems and evaluate the effectiveness and relevance of the government policies and programs as perceived by the entrepreneurs. Secondary data were also used for this purpose.

The findings indicated that to the extent that the political stability and rule of laws were enforced, infrastructure facilities were improved, and corruptions were rooted out, education and training were imparted, and financial help was provided, new and energetic entrepreneurs, for the development of SMEs, would emerge in the country.

This study implies that a positive environment through encouragement and positive reinforcement of a stable socio‐political climate for a sound market economy and specialized schools of entrepreneurs will foster a positive climate for the development of SMEs in Bangladesh. The limitations of the study are that it does not concentrate on a particular company type and does not include a region comprising many cities.

Built on theories and researches on entrepreneurship, this paper captures the essence of identification of the constraints facing entrepreneurs and facilitating the identification of implementable strategies and approaches necessary for the promotion and strengthening of entrepreneurship in Bangladesh, thus constituting an aid to the policy makers, researchers, and businesses for improving the various aspects of entrepreneurship in Bangladesh in particular and in developing countries in general. Further research can be undertaken in this direction.

Universities and other higher educational institutions play an increasingly important role in providing entrepreneurship education, training, and technical assistance to existing and potential entrepreneurs. The purpose of this paper is to investigate students’ perceptions of entrepreneurship and the role of universities in developing enterprise education in Oman, focusing on the case of Sohar University.

The research used a questionnaire based survey to collect primary data. From the total population of 3,633 students registered across different faculties during the academic year 2012-2013, a sample size of 200 was drawn using convenience sampling and the proportional allocation method.

The research outcomes revealed that the majority of the university students were optimistic and interested in starting their own business, but lacked knowledge about how to start a business. The students’ willingness to run a business and their sociable, go-getter attitude, confidence, and effective connections with established entrepreneurs were observed as enablers. Fear of failure and unwillingness to take risks were the major obstacles facing university students in treading an entrepreneurial path.

Overall, the study indicated a need for enterprise education, at programme and course levels, to nurture entrepreneurship among students in Oman.

Currently, Omani society is affected by a high level of unemployment. The research outcomes will help policy makers in assessing the potential of enterprise education. The promotion of entrepreneurship among women will enable more women to work shoulder to shoulder with their male counterparts in building Oman’s economy. In a region where even today large numbers of women would never remove the face veil in front of male non-family members, these developments are very significant.

Very few studies have examined university students’ attitude to entrepreneurship and enterprise education in Oman. This study helps in bridging that gap.

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.

The purpose of this paper is to look at how the creation of a tailor‐made Diversity Scorecard helped Enterprise Rent‐A‐Car to equip regional managers to build diversity into their businesses.

Designed to empower each branch to serve local customers according to their needs, the Enterprise business model is highly decentralized. Autonomy is drilled down and this includes HR decisions which are made region by region. When diversity became identified as a business priority for Enterprise, a series of initiatives were implemented to raise understanding and awareness at the regional level including workshops and training. However, it was the introduction of the Diversity Scorecard that enabled regional teams to measure their success in this and plan for improvement where required.

As a result of its strategic focus on diversity, Enterprise recruited 40 percent females and 22 percent Black, Asian and minority ethnic (BAME) this year, exceeding its targets. Of employees in management positions, 24 per cent are from minorities globally. The company has been recognized externally by organizations such as Business in the Community for its efforts. Enterprise has proved that diverse businesses are successful. In 17 years since it opened its first UK branch, the company has grown to more than 360 branches in the UK, with 25 opened in the last year alone.

Enterprise takes a deliberately incremental, evolutionary approach to diversity. Central is the recognition that diversity is more than a policy or a value. It needs to underpin the actions and decisions of each employee – and especially managers – on a day‐to‐day basis. Large businesses with a distributed workforce need to equip regional teams with the tools to ensure that diversity is a part of every decision.