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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.

This chapter provides an overview of entrepreneurship clubs. It charts the development of these organisations, as a form of extracurricular activity. It introduces different forms of entrepreneurship clubs, such as Junior Achievement (JA) and Enactus, and explains how they grew from 1919 to the present. It also illustrates the differences between self-organised clubs, organised programs using clubs as a learning method, structured societies and nationally organised cooperative societies. The second part introduces research on student clubs in entrepreneurship education. It explores the benefits of clubs. It shows that clubs assist student learning, enable the acquisition of practical skills and improve college attendance, employment opportunities and career attainment. We argue that entrepreneurship clubs have improved student learning outcomes in entrepreneurship and simulated entrepreneurial learning, while impacting student self-efficacy and intentionality as well as improving employability and social learning. The final part of the chapter provides advice and tips for educators advising student-run entrepreneurship clubs. Ultimately, the chapter explains how student clubs have developed, why they are important for student learning and how advisors can support them.

There is a paucity of studies on factors influencing social entrepreneurial behaviours or actions. Against this background, this study aims to explore factors and challenges affecting Enactus members’ social entrepreneurial actions in Nigeria.

This study adopted a qualitative approach, and data were gathered through three focus group discussions involving 25 people (18 Enactus members, 4 faculty advisors and 3 business advisory board members). The study adopted a content analysis technique for data analysis.

The findings reveal that social mission orientation, desire to create social impact and social problems influence Enactus members’ social entrepreneurial actions. Other influencing factors include social entrepreneurial passion, moral obligation, social empathy and social support. In addition, the study finds that financial and time constraints affect Enactus members’ social entrepreneurial actions.

The findings have implications for social entrepreneurs/enterprises, governments/policymakers and Enactus members.

To the best of the authors’ knowledge, this is the first qualitative study that provides insights into the factors influencing a group of people towards social entrepreneurial actions.

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.

The purpose of this paper is to establish a model for adopting social networked learning in higher institutions of learning in developing countries of Africa.

Mixed methods research methodology involving survey and interviews was adopted in the collection of data for building the model. The model was theoretically underpinned by the Technology Acceptance Model and the social constructivist learning theory, and was built and validated using structural equation modelling and Delphi techniques respectively.

Adoption of social networked learning in developing countries of Africa requires self efficacy, reliable technical and administrative support, infrastructure, system interactivity, adequate budgeting and accountability, and a flexible organisational culture.

The model provides a framework for integrating social software tools with the traditional learning systems of developing countries of Africa. This has a positive outcome of providing social constructivist information and communication technology (ICT) supported learning at low or no cost.

The model has the potential to encourage formation of communities of practice to encourage development of social learning and a student‐centered pedagogy.

The novelty of this research lies in the extension of the traditional technology acceptance models with constructs for proper budgeting and accountability and organisational culture. Time and other resources need to be devoted to developing social networked learning and the model takes this into account.

Examine tax-related decisions of married couples to determine whether decisions are made jointly or if one spouse dominates the decision. We also examine characteristics related to decision styles.

Questionnaires completed independently by both the husband and wife.

Nearly 40 percent of the couples make tax decisions jointly, while the remaining couples allow one spouse to dominate tax-related decisions. The results indicate that when one spouse dominates the decisions, it is most often the wife. We also find that couples are more likely to share tax-related decision responsibility jointly when the husband earns significantly more than the wife, when the couple has greater income as a family, and when they are a new couple.

Prior research has generally not recognized tax decisions by married couples as a joint decision or attempted to determine whether tax decisions are dominated by the husband or wife. This issue has implications for interpreting research results in light of prior research that has found that tax-related decisions vary significantly by gender. The finding that many couples make joint decisions suggests that an interesting avenue for future research would be to determine the nature of that joint decision making and whether it is collaborative, bargaining, or something else.

Prior research on tax-related decisions has not recognized that for approximately 40 percent of tax returns filed, the unit of study is not a single individual but a married couple.

The purpose of this paper is to review one library's experiences of creating mobile services and illustrate how, by developing expertise in emerging technologies, libraries can foster partnerships with other groups on campus and play a leading role in providing relevant student‐centred services.

The paper begins with a brief summary of mobile services offered by the Ryerson Library prior to the fall of 2008, discusses the results of a mobile device survey conducted that semester, and outlines the resulting mobile services that were developed by the Library which led to a campus‐wide collaboration to develop the framework for a student‐led mobile initiative. The technical framework and project management issues are also discussed.

A survey performed by the Ryerson University Library in the fall of 2008 indicated that smart phones were owned by approximately 20 percent of the student population but that within the next three years this figure could reach as much as 80 percent. To remain relevant, it is important that libraries adapt their services to this new environment.

The paper illustrates how library services can be adapted to the mobile environment and how the library can play a role in broader campus mobile initiatives.

All libraries will be interested in exploring the library services that were developed and adapted for mobile devices and of particular interest to academic libraries will be the building of collaborative relationships with other academic departments to provide services to students.