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Higher education institutions (HEIs) have a pivotal role in global sustainable development. The purpose of this study is to assess the QualEnv Consortium's contributions (QualEnv, a cooperative network of 16 universities across several countries, aimed to promote sustainability within HEIs). This paper focuses on three key objectives: illustrating QualEnv's successful, replicable sustainability strategies, highlighting their application and outcomes and contributing to the discourse on sustainable practices in HEIs.

This research uses qualitative and exploratory methods to provide an in-depth view of sustainability practices and strategies within universities. This study relies on documentation, specifically the “Sustainability Handbooks” of the QualEnv project, as a source of evidence.

This study reveals that the QualEnv Consortium's strategies have significantly improved the environmental and social performance of participating HEIs. Notably, this research identifies substantial enhancements in key sustainability metrics, including reduced carbon emissions, increased adoption of eco-friendly practices and stronger community engagement.

This study has some limitations. First, the choice of a qualitative methodological approach may constrain the generalizability of the findings. Another relevant limitation is related to the uniformity in adopting sustainable practices. The effectiveness of actions linked to the Sustainable Development Goals may depend on consistency in implementation among participating universities, and variations in this aspect can affect the direct comparison of adopted strategies.

This research contributes to the sustainability in higher education field by comprehensively examining the QualEnv Consortium's innovative approach. By focusing on QualEnv's experiences and outcomes, this research offers valuable insights and serves as a model for HEIs worldwide seeking to align their academic, research and community engagement efforts with sustainable development goals.

This paper evaluates intellectual capital (IC) within entrepreneurial environments, towards conceptualising the sequential role of education, its institutions in practice, and wider ecosystems. Well-established attributes of entrepreneurialism, such as idea generation, problem-solving, market expertise and risk awareness are commensurate to that of expected IC practices within enterprising organisations. However, scarce research has been undertaken concerning the confronting of IC practices and activities across collaborative, and sequential, multistakeholder partnerships and activities. This includes alignment to distinct stages of developmental entrepreneurialism inclusive of education and ecosystem support: knowledge exchange and training; mentoring the emergence of the start-up; strategically timing scale-ups; and continued navigation within networks while enduring change.

An integrative review of the relationship between IC, entrepreneurs and new ventures is undertaken to evaluate developmental IC practices as per this paper’s highlighted sequential stages, within entrepreneurial environments and organisational contexts.

Significant roles and responsibilities are evident among collaborative sectors, benefitting the entrepreneurial process and heightening the importance and emergence of IC within entrepreneurial environments. Exposure to enterprise-specific education and support emphasises the developmental human capital process of progressing and protecting ideas and ventures. Latterly, ecosystem engagement leads to consistent intrapreneurialism amongst employees and new venture partners, influencing structured IC systems and enterprising cultures and relational aspects of responsive branding of commercial activity and increased market agility.

Through presenting an attribute-based framework, this paper conceptualises sequential multistakeholder intervention of IC practices and organisational considerations within institutions, as well as guiding the developmental role of education in emboldening individuals and organisations through building IC and evidencing entrepreneurial thinking.

The purpose of this study is to examine the underexplored link between entrepreneurship education (EE) and graduate employability in the higher education (HE) sector in the United Kingdom (UK).

The study draws on a thematic content analysis of semi-structured interviews with 45 professionals in UK HE, representing the “supply” side of EE.

The findings demonstrate a unidirectional link between EE and employability outcomes. This link is affected by societal, stakeholder-related, and teaching and learning-related factors.

Although the value of universities’ initiatives connecting EE and employability for economic development is emphasized, the study does not provide direct empirical evidence for this effect. Macroeconomic research is needed.

EE and employability would benefit from knowledge exchange between universities’ stakeholders and a broader understanding of what constitutes a valuable graduate outcome.

The study reveals the benefits of EE on a micro level. Participation in EE supports the connection between individual investments in HE and employability.

Based on human capital theory, many policymakers regard EE as a vehicle through which the relationship between investments in HE and career success on a micro level and economic growth on a macro level can be nurtured. Challenging this logic, the study highlights the potential of institutional theory to explain a contextualization of the link between EE and employability on a national level.

This systematic literature review aims to identify the main areas of study related to co-creation and innovation in Higher Education Institutions (HEIs), as well as the main external and internal stakeholders with whom co-creation is made.

The empirical approach is based on 258 articles selected from the Web of Science (WoS), Clarivate Analytics and Scopus, Elsevier databases, with analysis of titles, abstracts and keywords following a research protocol. VOS viewer and CitNetExplorer software were used, with the twin aim of identifying publications with a higher number of citations and designing maps of reference word co-occurrence.

The analysis led to three clusters being identified: Cluster 1. Management and transfer of knowledge from HEIs to companies; Cluster 2. Co-creation and innovation in HEIs through cooperation between universities and companies; and Cluster 3. Universities’ third mission and their role in developing entrepreneurship education. The results of the literature clusters analysis led to proposing a conceptual model of analysis.

Despite only employing two databases and the content analysis criteria, the three found clusters are linked, recognising the interplay between co-creation and innovation in HEIs, knowledge transfer to enterprises and the influence on HEIs' third goal.

This systematic literature review highlights and gives a picture of the state-of-the-art in co-creation and innovation in HEIs, as well as presenting a model of co-creation and innovation in HEIs that can contribute to reinforcing the University-Industry-Community ties.

This study can lead to a better knowledge of the issue of co-creation and innovation at HEIs, as well as a deeper analysis of the sorts of relationships between HEIs and their stakeholders, as well as its impact on surrounding areas and influence.

The research highlights the interaction between HEIs and their stakeholders on a basis of value co-creation and innovation, providing mutual benefits for all involved, as well as greater development and recognition of HEIs and their surrounding regions’ image andreputation. A future research agenda is also presented on the topic of co-creation and innovation in HEIs.

While supporting entrepreneurship through government intervention has become a global phenomenon, the OECD (2021) has identified that several communities (including women, youth, seniors, unemployed and immigrants) remain under-represented in terms of entrepreneurial activity. Inclusive entrepreneurship policies seek to enhance economic and social inclusion and emphasise the significant contribution that people from within these communities could make to local and regional development if appropriate support was offered. The purpose of this study is to examine how higher education institutions (HEIs) can co-create inclusive entrepreneurial training initiatives with local communities that support economic and social inclusion.

This in-depth qualitative study draws on the experiences of multiple stakeholders to highlight how an HEI can enhance entrepreneurial activity within under-represented and disadvantaged communities through its community engagement initiatives. The research was conducted through a revelatory case study of an Irish HEI that is newly constituted and is developing an inner-city campus with a focus on community benefit. Rich qualitative data were collected through semi-structured interviews and participant observation of an HEI community engagement initiative with disadvantaged communities. Thematic analysis methods were used in the processes of generating codes, categories and themes leading to the findings of this study.

The study identified that broadening the interpretation of entrepreneurial activity to value creation and developing enterprising behaviour has significant relevance for disadvantaged communities. These communities may not have the capacity to start a business yet might benefit from the personal development aspects of entrepreneurial education. Moreover, findings indicate how HEIs are uniquely positioned to develop inclusive entrepreneurial education initiatives to redress social inequalities in their regions.

As an original contribution to knowledge, this paper extends traditional education frameworks to identify individual, collective and system-level considerations in the design and development of inclusive entrepreneurial education initiatives. This study contributes an evidence-based framework to guide HEIs and their regional partners in the future development of inclusive, tailored support through entrepreneurial education.

This study investigates the rise of online female entrepreneurship in emerging economies from institutional perspectives and the resource-based view (RBV). The research also explores how choosing online entrepreneurship affects the performance of female entrepreneurs.

Data were collected through surveys, and quantitative data analysis was used to test the hypotheses.

The results indicate that women entrepreneurs perceive online platforms as rare, valuable, imperfectly imitable and non-substitutable resources. Furthermore, the impact of informal institutions on choosing online platforms is supported, but the influence of formal institutions remains unclear. Additionally, the study finds that opting for online platforms helps entrepreneurs achieve financial and stakeholder relationship goals but does not significantly contribute to strategic and learning goals.

Our research highlights how transitioning from a physical to an online business platform can become a valuable resource for marginalized, deprived and struggling entrepreneurs, particularly women, operating within challenging institutional contexts, often prevalent in emerging economies.

To encourage entrepreneurship, which accelerates economic growth by increasing employment opportunities and competitiveness, stakeholders must conduct studies and develop policies that consider both the current situation and future expectations. This study aims to examine the environmental and personal factors that influence students’ entrepreneurial intentions (EIs), using a model based on the theory of planned behaviour (TPB) and social cognitive theories (SCT).

This study proposed an institutional framework demonstrating contextual features to achieve this objective. This theoretical framework is evaluated using a sample of 375 university students in Türkiye.

The empirical findings can help policymakers develop effective policies to encourage entrepreneurship.

The study focuses on EIs; it is possible that even if a participant indicated a high EI in the survey, they will ultimately pursue a completely different career path.

The study also contributes to entrepreneurship literature studies investigating the relationships between the TPB and SCT.

By testing specific hypotheses for Türkiye, this study contributes to the demand for entrepreneurship research in countries that are major global players but have vastly different sociocultural contexts than Western countries.

The study draws a theoretical model that explains the factors affecting the EIs of university students and attempts to explain the EIs of university students with and without business education within this model.

Delving into the captivating landscape of entrepreneurship education, digital literacy and digital transformation, this study aims to investigate their interplay with entrepreneurial propensity and the moderating effect of school support among Jordanian school students aged 15–17. Anchored in the theory of planned behavior (TPB) and the human capital theory (HCT), this work illuminates the intricate web of influences that shape students’ entrepreneurial mindset.

The study adopts a quantitative approach and uses a “paper-and-pencil" translated questionnaire to collect data from a convenience sample of (n = 650) school students in Jordan. Covariance-based structural equation modeling (CB-SEM) through Statistical Package for the Social Sciences (SPSS) Analysis of Moment Structures (AMOS) v28 was utilized to scrutinize the variables' direct, mediating and moderated mediated impact.

The three structural models revealed that (1) entrepreneurship education has a positive effect on students’ entrepreneurial propensity; (2) digital literacy and digital transformation mediate the interaction between entrepreneurship education and entrepreneurial propensity; (3) school support moderates the mediating effect of digital literacy, and digital transformation, on the link between entrepreneurship education and entrepreneurial propensity.

The results offer actionable enlightenments for educators and policymakers in Jordan to tailor entrepreneurship education, digital literacy and support frameworks, effectively nurturing students' entrepreneurial mindset and aspirations.

This study contributes to understanding the complex dynamics between education, technology and entrepreneurship. Our modest contribution links the findings to a real-world case of two 15-year-old students in Jordan who were inspired by the book “Rich Dad Poor Dad” to start their own business.

The purpose of this study is to investigate the integration of entrepreneurial spirit and multicultural values in Islamic education, particularly within the context of pesantren, and to understand its implications for educational practices and outcomes.

This study adopts a qualitative research approach, using literature review and analysis of empirical data to explore the intersection of entrepreneurial spirit and multicultural values in Islamic education. It incorporates findings from multiple sources, including scholarly articles, books and empirical studies, to provide a comprehensive understanding of the topic.

The findings reveal that the integration of entrepreneurial spirit and multicultural values in Islamic education empowers students economically, fosters innovation in teaching methods and promotes character development and business ethics. Moreover, it emphasizes appreciation for diversity, cross-cultural collaboration and social responsibility within the educational context. This integration creates an inclusive learning environment conducive to the development of entrepreneurial skills, innovation and ethical leadership.

Generalizability: the findings of this study may be limited in their generalizability due to the focus on specific multicultural Islamic educational institutions, potentially limiting the applicability of the results to broader educational contexts. Sample size and diversity: the study’s sample size and diversity may impact the representativeness of the findings. Future research could aim for larger and more diverse samples to enhance the robustness of the results. Methodological constraints: the reliance on certain research methods, such as surveys and interviews, may introduce biases or limitations in data collection. Researchers should consider using a variety of methodologies to triangulate findings and ensure comprehensive understanding. Time constraints: the study’s timeframe may have constrained the depth of analysis and limited the exploration of the long-term effects of entrepreneurship education on student development. Future research could adopt longitudinal approaches to address this limitation. Cultural context: the findings are contextualized within the cultural and educational landscape of multicultural Islamic institutions, which may limit their transferability to other cultural or religious contexts. Researchers should consider examining similar phenomena in diverse cultural settings. Resource constraints: resource limitations may have impacted the scope and depth of the research. Future studies could seek additional resources to conduct more extensive investigations and analyses. Bias and subjectivity: despite efforts to minimize bias, researchers’ subjectivity and potential biases in data interpretation and analysis cannot be entirely eliminated. Researchers should acknowledge and address their own biases transparently. Ethical considerations: the study may have encountered ethical challenges related to participant consent, confidentiality and cultural sensitivity. Future research should prioritize ethical guidelines and considerations to ensure the protection and well-being of participants. Addressing these limitations in future research endeavors can contribute to a more comprehensive understanding of the role and impact of entrepreneurship education in multicultural Islamic educational settings.

Practically, the study informs educational institutions, especially pesantren, about the benefits of integrating entrepreneurial spirit and multicultural values into their curriculum and pedagogical approaches. It offers insights into effective strategies for fostering entrepreneurship, innovation and intercultural competence among students.

The integration of entrepreneurial spirit and multicultural values in Islamic education has broader societal implications. It cultivates a generation of socially responsible and inclusive leaders capable of addressing global challenges with creativity and empathy. By promoting cultural understanding and collaboration, it contributes to building more harmonious and resilient communities.

This study is original in its comprehensive exploration of the intersection between entrepreneurial spirit and multicultural values in Islamic education, particularly within the context of pesantren. It offers fresh insights into how these dimensions can be integrated synergistically to enhance educational practices and outcomes.

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.