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Emerging digital ventures and related breakthrough innovations result in new challenges for the development of entrepreneurial competences and demand new perspectives for entrepreneurship research. In this context, policy-makers and organizations are increasingly interested in fostering entrepreneurial competences to improve the success of policies and venture capital investments. This paper aims at identifying the core relevant entrepreneurial competences, mapping the current literature and the main clusters and going beyond toward a meta-competence framework.

The research approach is a literature review, combining bibliometric, network and content analysis. The sampling process was conducted in the Scopus and Web of Science databases. The bibliometrics and content analysis were performed with a computer aid approach applying VosViewer1.6, Ucinet and NetDraw 2.139. The content analysis approach was performed considering a detailed coding schema developed. Finally, toward the meta-competences framework, the study applied quantitative analysis on the coding schema, particularly cross-tabulation, core-periphery and network analysis.

The results show the state of the art concerning entrepreneurial competences. The research identified a list of 98 entrepreneurial competences. Finally, the study proposes a meta-competence framework and clusters the 33 core entrepreneurial competences previously identified.

The proposed conceptual framework exploring meta-entrepreneurial competences offers an original contribution with implications for theory and practice. The research contributes to broadening the understanding of the entrepreneurial competences, helping on the creation, design, development and improvement of entrepreneurship educational initiatives, which are important to entrepreneurs' educators. The proposed framework contributes by providing relevant knowledge for the policy-makers' strategy formulation processes. As implications for the practice, the proposed framework can allow better assessment process for incubators and accelerators, besides more robust ventures considering learning trails based on meta-competences frameworks.

Entrepreneurial competence plays a decisive role in entrepreneurship success. To promote the employment of college students and accelerate economic growth through entrepreneurial activities, the Chinese government and universities encourage the use of multiple inputs to boost holistic entrepreneurship education and training. This study aims to assesses the entrepreneurial competence of college students by analysing the effects of entrepreneurship education and policy implementation in China.

The quantitative approach considered a large sample of 12,269 students, who participated in entrepreneurship education in Chinese “double-first-class” universities, to construct a theoretical model of their entrepreneurial competence. Entrepreneurship competition was introduced as a mediating variable in this model.

This study revealed that college students develop entrepreneurial competence by participating in entrepreneurship competitions unlike students who participate in regular entrepreneurship education. Additionally, there was a significant difference in the measured impact of entrepreneurship policy between students who participated in entrepreneurship competitions and those who did not.

The effects of the implementation of entrepreneurship education and policy were studied using a quantitative design. Additionally, this study highlights the effect of entrepreneurship competitions with empirical evidence from China, and contributes to the discussion of entrepreneurship education at schools and entrepreneurship policy for policymakers.

The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education.

The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data.

The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society.

The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions.

The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes.

The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.

The purpose of this paper is twofold: first, to study which perceived and attained entrepreneurial competences acquired by students while developing a business plan are rated most highly; and second, to analyse the differences observed in entrepreneurial competences, depending on whether the business plan developed is real or fictitious.

To analyse the role played by business plans in perceptions and attainment of competence, data were collected from students enrolled on a final project course of a bachelor’s degree, specifically the Bachelor’s Degree in Business Administration and Management at the Universitat Oberta de Catalunya. The course in question focussed on entrepreneurship and business plans. The data on perceived and attained competences were obtained through questionnaires and assessment rubrics, respectively. Mean comparison analyses were conducted to investigate any differences in entrepreneurial competences existing between students developing real or fictitious business plans.

The paper finds evidence that the process of creating a business plan results in entrepreneurial competence being highly rated and that whether the business plan is real or fictitious does not affect the level of entrepreneurial competence.

A longitudinal study will be required to analyse how entrepreneurial competences evolve during the business plan creation process.

This paper finds that few studies have been conducted to explore entrepreneurial competences in relation to business plan development and shows that more complete research is required. Moreover, both perceived and achieved competences are considered, an analysis not previously carried out.

The purpose of this paper is to introduce the concept of team entrepreneurial competence, a team-level construct representing the level of shared abilities toward entrepreneurial activities within a new venture team. A multilevel model of the influence of team entrepreneurial competence and team entrepreneurial experience on the cognitive strategies of team members is developed and tested.

Using a sample of 47 early stage entrepreneurial teams (144 individuals), a set of hypotheses regarding the effect of team entrepreneurial competence on team member reliance on effectual and causal reasoning, together with the moderating effect of team entrepreneurial experience, are tested.

The results provide support for a positive multilevel association between team entrepreneurial competence and the reliance by team members on both causal and effectual reasoning strategies; members of teams with higher entrepreneurial competence and more entrepreneurial experience are more likely to engage in effectuation.

Understanding how team-level predictors and moderators have a role in determining individual effectuation and causation strategies offers promise in advancing effectuation theory.

Teams develop entrepreneurial competencies that transcend those of individual team members; where teams have more collective entrepreneurial experience, the effect on the tendency of individuals to engage in effectual reasoning is enhanced, which can be beneficial in highly uncertain contexts.

The results of this study are a step forward for effectuation theory, as it demonstrates the role of team-level variables in explaining individual causal and effectual reasoning.

Entrepreneurship is not only seen as an important factor for economic growth and welfare but also as a vehicle of societal development and change, both at the regional, national and international level. Thus, entrepreneurship education at schools plays an increasingly important role, linking policy, businesses, education and science. However, research on entrepreneurship education programmes, especially on mini-companies which rely on an experiential learning setting, is still a young field and shared frameworks concerning entrepreneurial competences and longitudinal research designs are missing. This paper addresses to this research gap by analysing whether students who participate in a mini-company develop entrepreneurial competences.

The study is conducted in a quasi-experimental design, building upon a validated and psychometrically sound research instrument that is based on a newly designed entrepreneurial competence framework. In total, 100 pupils from grammar schools in Baden-Wuerttemberg, Germany, participated in the experimental and control group at both time points.

The results show that students expand their entrepreneurial competences on an economic level. In comparison, they show only limited developments on the personal and team level. The findings have important implications for the further development of entrepreneurship education programmes as well as on the interaction between schools and (regional) entrepreneurs, business partners and enterprises.

This study examines pupils' development of entrepreneurial competences in a quasi-experimental design. It highlights that participating pupils develop economic competences when participating in mini-companies in comparison to pupils participating in regular economics classes. This study sheds further light on the effects of mini-companies, and thus contributes to the discussion of entrepreneurship education at schools.

The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences.

This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university in interdisciplinary learning settings and five instructors from the same universities. Analysis was carried out by means of qualitative content analysis.

This paper provides empirical insights about the competences that are being fostered by service learning. From these, a framework for social entrepreneurship competences is being derived.

The set of competences should be further investigated, as it was derived out of a small data set. Therefore, researchers are encouraged to use the set of competences for social entrepreneurship as a basis for future research and on a longer-term perspective, which lead to substantial implications for educational practice.

This paper includes implications for new perspectives on service learning in the light of the development of a relevant framework for social entrepreneurship competence, having significant implications for educational practice in social entrepreneurship education.

With this paper, the authors fulfill the need of a framework of social entrepreneurship competences that serves as a foundation for educational practice and further research in the context of service learning and beyond.

Policy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.

The paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.

The formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.

SDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.

The described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.

While the number of entrepreneurship education programmes offered around the world is on the rise, research into the assessment of entrepreneurship education programmes is still lacking. The purpose of this paper is to take the stance that entrepreneurship education has to focus on a set of transversal competences aimed at teaching individuals to become more enterprising, and develop a framework and practical proposal for the teaching and assessment of entrepreneurial competences.

The authors followed a three-pronged research design. First, the authors reviewed the literature and practices on the definition of entrepreneurial competences and measures for their assessment and identified a rubric of competences and a set of assessment tools. Second, the authors tested the identified tools to assess entrepreneurial competences through the development of an intensive extra-curricular initiative on entrepreneurship based on a business model challenge. Third, the authors evaluated the outcomes of this experience based on 72 student pre-test and post-test survey responses.

The authors assessed the impact of participation in a business model challenge with regard to five competence areas: positive attitude and initiative; communication and interaction; team-work and collaboration; critical and analytical thinking or problem solving, including risk assessment; creativity and innovation. The authors found no relevant changes across these dimensions, concluding that the mere exposure to the business challenge was not a sufficient condition for stimulating the development of entrepreneurial competences in our sample.

This work provides a relevant contribution to researchers, educators and policymakers by taking an interdisciplinary approach to reviewing previous literature and proposing ways of assessing transversal competences in the context of entrepreneurship education.

Entrepreneurial competencies are seen as important to business growth and success. The purpose of this paper is therefore to undertake a literature review of research on entrepreneurial competence in order to: provide an integrated account of contributions relating to entrepreneurial competencies by different authors working in different countries and different industry sectors and at different points in time; and, develop an agenda for future research, and practice in relation to entrepreneurial competencies.

The article starts with a review of the development of the concept of competence, with particular reference to its use in the context of management competencies. It then draws together views on the notion of entrepreneurial competence before exploring and summarising research on the link between entrepreneurial competencies and business performance and growth. A core section then compares the models of entrepreneurial competencies cited in the literature, and on this basis proposes a set of entrepreneurial competencies which can be used as the basis for further research and practice. Finally, the different perspectives adopted by researchers to the measurement of entrepreneurial competencies are reviewed.

Conclusions suggest that although the concept of entrepreneurial competencies is used widely by government agencies and others in their drive for economic development and business success, the core concept of entrepreneurial competencies, its measurement and its relationship to entrepreneurial performance and business success is in need of further rigorous research and development in practice.

This article integrates previous models of entrepreneurial competencies towards the development of an entrepreneurial competency framework.