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Universities are considered as learning institutions and their output is knowledge. Their main objectives are to promote knowledge and to integrate three main roles: (1) teaching and learning toward an award; (2) research and publication; and (3) activities centred toward work-based learning. Researchers generally categorize knowledge in three dimensions, cognitive, functional and social competence which are clearly consistent with the French paradigm- savoir, savoir faire, and savoir être. Delamare Le Deist and Winterton (2007) acknowledged that knowledge, that is, understanding is captured by cognitive competence, skills are captured by functional competence and behavioral and attitudinal competencies are captured by social competencies. This chapter describes some basic concepts of social competence in the tertiary education and examines the relationship that exists among knowledge, knowledge management, and social competence. Achieving personal goals and at the same time maintaining positive relationship over time and across situations is one of the main definition of social competence, as brought forward by Rubin and Rose-krasner (1992). Social competence also embraces all the social, emotional and cognitive knowledge and skills individuals require to achieve their goals and to be effective in their relations with others (Kostlenik et al., 2014).

Entrepreneurship is a prominent area of inquiry which is enriched by an ample literature base and challenged by definitional deficiencies. Over the years, multiple perspectives of entrepreneurship have emerged and a holistic approach to entrepreneurship has been proposed. This can facilitate the continued enlargement of the entrepreneurship field and allow for interdisciplinary research within the African region. This chapter contributes to the literature on entrepreneurship in developing economies by providing an extensive review of the various approaches that entrepreneurship has been conceptualised. Nine themes are explored: the great person, economic perspective, psychological perspective, sociological perspective, behavioural perspective, management, intrapreneurship, cognitive perspective and leadership perspective. This is followed by an examination of entrepreneurship as a process, as a new venture creation and as an art of opportunity recognition and exploitation. In the last section of this chapter, a clarion call is made for more African scholarship and research in the field of entrepreneurship.

This chapter critically evaluates the role of creative identity and how this shapes entrepreneurial identity. The main driver for creative practitioners is one of being ‘creative’, but this is in combination with the factors that support entrepreneurial behaviours, and it provides the narrative for their entrepreneurial identity. The quest to operate successfully as a creative practitioner in the creative industries drives entrepreneurial behaviour. The research examines the relationship between creative identity and entrepreneurial identity and how these two identities intertwine. To respond to this question, the study critically evaluates the concept of creative identity and entrepreneurial identity with fourteen creative practitioners in the UK, working as either chartered architects or freelance photographers. The research employed a qualitative approach and interpretivist ontology. Semi-structured interviews were undertaken with the participants. The key finding that highlights the driver for entrepreneurial identity is the quest to operate successfully as a creative practitioner in the creative industries. This quest is underpinned by the desire to be able to express their creative identity, often referred to as a creative ‘voice’. Entrepreneurial identity and entrepreneurial behaviours function as conduits in which creative practitioners channel their primary driver of creative identity. This chapter contributes to the knowledge about creative practitioners’ entrepreneurial identity and creative identity and how these two identities relate to each other.

Integrative curriculum is sometimes understood in terms of utilizing two or more disciplines to explore and inquire into ideas to achieve certain tasks and learning outcomes. “Integrative” as an educational and curricular term, concept, and set of processes is more concerned with integrating students’ experiences across the teaching and learning activities of their academic program, constructing their knowledge and a range of competencies and capabilities in a meaningful and student-centered manner. This chapter approaches integrative curriculum in higher education through peer teaching and learning. The chapter presents and analyzes the case study of Phoenicia University, Lebanon, where one of the approaches to emphasizing integrative curriculum is through the “Peer Support Program” (PSP). In the PSP, excelling students (mentors) across various courses (e.g., calculus, English, etc.) mentor and tutor their marginal peers (mentees) who are underperforming in their studies. This study analyzed the attitudes, perceptions, and confidence levels of both the mentors and mentees in the PSP across freshman calculus courses. The chapter found that the PSP revealed reciprocity and mutual benefit for both the mentors and mentees in terms of academic gain, self-satisfaction, and personal growth. Some of the identified concerns about the program were that mentees seemed to be too dependent on the mentors and majorly driven by studying for the mark. The program was a win-win combination for the mentors, mentees, and the institution itself, serving as an effective integrative curriculum avenue, where students’ experiences, commitment, and ownership in the teaching and learning process are actively integrated into a meaningful, connected, and student-centered university environment.