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This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established educational theory. As such, the purpose of this paper is to propose a novel educational framework – Authentic Alignment – that the authors evolved based on their own EE practice, as well as two major educational theories.

A review of a range of conceptual educational frameworks in EE revealed a gap in the current literature, referring to the fact that practice is not sufficiently linked to sound educational theory. The paper combines a range of educational theories – predominantly Constructive Alignment (CA) and Authenticity – to develop a novel conceptual framework, termed “Authentic Alignment”. The discussion of Authentic Alignment draws upon EE literature, as well as student feedback and the reflections and experiences of the practitioners and academics involved in delivering a higher education unit underpinned by Authentic Alignment.

It is argued that Authentic Alignment coherently and explicitly links educational practice to major established educational theories and as such presents a valuable approach to education through entrepreneurship as it aligns authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real entrepreneurial activity.

The paper invites educators to draw upon Authentic Alignment for their own entrepreneurship units/programmes by customising the specific approaches to their own requirements, while retaining the underlying principle of constructively aligned authentic education.

By explicitly linking EE to CA and Authenticity, this paper introduces a novel educational framework that provides a valuable structure for education through entrepreneurship. The customisability of Authentic Alignment, however, suggests a wider applicability and is thus valuable also for education about and for entrepreneurship.

The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience.

The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education.

The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning.

The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design.

This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.

Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of ‘positive freedom’.

In recent years the emphasis in educational activities for practising managers has changed from teaching them the principles and techniques of management towards more flexible approaches to help individuals and teams of managers develop themselves. As a result of this change the role of management educators, whether they work as internal trainers or are employed by independent educational agencies, has altered significantly.

This chapter attempts to capture what teaching excellence looks and feels like for students. Our research reports on research conducted by two student authors at separate institutions. It suggests that the most crucial aspect of the student experience of ‘teaching excellence’ is a teacher's ability to build rapport and create meaningful interpersonal relationships with their students. Leanne Hunt's research was conducted with her fellow students at the University of Bradford. She outlines how, for her participants, the student–teacher rapport informed a positive learning experience which translated into a mutual understanding of excellent teaching. Widening participation, college-based HE student Hollie Shaw, now at Sheffield Hallam University, defines teaching excellence as flexible enough to respond to student learning needs, but strong enough to inspire interest in the discipline. In this chapter, we consider their separate testimonies carefully: we argue that exploring unconscious bias furthers understanding of how differences between student and teacher may compromise interpersonal relations and so student recognition of a tutor's positive and crucial role in the student experience and the implications of how one might measure this given the emphasis on proxies for teaching excellence in the TEF. We suggest breaking down unconscious bias calls for embracing differences, reflection and recognising the complexities of contemporary staff and student university lives. This chapter's exploration of staff–student partnership opens up potential for the creation of more equitable and honest learning dynamics in higher education – where a nuanced understanding of ‘teaching excellence’ can be defined, understood and evidenced within a HEI, with external bodies such as the Office for Students, and included in the Teaching Excellence Framework.

The globalisation of higher education has created new challenges for educators to remain dynamic in teaching science undergraduates with diverse cultural backgrounds. The current study explores this challenge by evaluating the different personal factors among biosciences and pharmacy undergraduates that affect their learning approaches as well as to identify course-specific teaching approaches in order to determine their impacts on students' learning.

A cross-sectional survey design based on study process questionnaire (SPQ), and approaches and study skills inventory for students (ASSIST) was utilised to collect quantitative data from 129 biosciences and pharmacy undergraduates.

Biosciences undergraduates adopted deep and achieving learning approaches as they progressed through the curriculum, whilst surface learners dominated the pharmacy course. Ethnicity was shown to affect the learning approaches among the undergraduates. Although male undergraduates from both courses were more competitive than the female, elder female undergraduates tend to adopt deep learning approach. Pre-university qualifications did not significantly influence the undergraduate's learning approach. The contrasting finding on the preferred teaching approaches between biosciences and pharmacy undergraduates has highlighted the importance of providing tailored teaching and learning strategies to cater different students' learning needs.

This study has demonstrated the combinational use of SPQ and ASSIST instruments to compare undergraduate's learning approaches with preferred teaching approaches. The current finding could support the development of teaching and learning practice among the biosciences and pharmacy undergraduates with multicultural background.

This study aims to analyse the essential characteristics for the success of social projects developed with undergraduate students of higher education institutions (HEIs).

A case study was conducted to verify the main characteristics of projects in a social entrepreneurship initiative. These features were used to perform a survey with experts to understand which of these items are essential for social projects success, through Lawshe’s method.

Of the ten items evaluated, two were considered essential by the experts: “Proper alignment between project scope and actual local community needs” and “Good level of interaction between students participating in the project and the local community”.

These findings can be useful for professors and coordinators to prepare future projects in HEIs. They may also be advantageous for researchers who may use them as a starting point for future studies.

The novelty of this study is the methodological approach used: a case study of projects in a social entrepreneurship initiative in a relevant Brazilian university; and a Lawshe’s method analysis of responses of experts in social projects developed in HEIs. The findings can greatly contribute to the debates in this field. No similar research was found in the literature.

Students find courses in research methods delivered by lectures, both difficult and boring. The purpose of this paper is to provide empirical research on another teaching and learning method, jigsaw method, to three groups of postgraduate students over three academic years.

The fifth topic of the course, qualitative research methods, was selected for implementation of the jigsaw class. The students completed a feedback questionnaire after classes to express their opinions and comments on the new method. Descriptive statistics and content analysis were used to test these data.

The students believed that the jigsaw method is an innovative teaching and learning activity and were generally satisfied with the process and the execution. They stated that participation was a valuable experience which enabled them to share knowledge with other classmates and gain a better understanding of the subject. Further improvements were also proposed by the students.

First, the analysis of the implementation of the jigsaw methods is based on student perceptions rather than objective measures of learning gains. Second, the classes for full-time postgraduate students are relatively small. Data were collected, therefore, over three academic years to provide enough valid responses for analysis.

The research may be regarded as pioneering in relation to jigsaw classes for teaching and learning research methods in postgraduate course. The findings provide confidence to architecture, engineering and construction (AEC) academics to incorporate jigsaw methods in their courses. The results of this study provide useful information for AEC lecturers assisting them to design their classes using jigsaw methods.

The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.

The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.

The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.

The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

This paper aims to analyse the reform syndrome, bottle‐neck effects and their impacts on teachers and school education in the last ten years and highlight the direction of new developments.

The paper examines educational reforms in Hong Kong in the last decade.

Echoing the international trends of educational reforms, Hong Kong, as an international city, has initiated a series of educational reforms in the past decades. The experiences of educational reforms in Hong Kong may provide a good case for understanding the dynamics of educational reforms and drawing theoretical and practical implications for research, policy formulation and implementation not only in Hong Kong but also in other international communities.

From the analysis of the reform syndrome, particularly the bottle‐neck effect, there should be seven key aspects for policy‐makers, educators and stakeholders in Hong Kong to address the emergent key issues in educational reforms and work for the further development of their education system in the coming few years.