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Ex-prisoners often experience negative stigma from society, making it difficult to find employment upon release. Prison institutions play an active role in building character and improving prisoners' skills by providing various empowerment programs to increase opportunities for their economic potential. However, these programs are considered not optimal in increasing the entrepreneurial intentions of prisoners. This study aims to identify the effects of prison entrepreneurship programs, entrepreneurial resilience and self-efficacy as drivers in increasing prisoners' entrepreneurial intentions. This study also examines the effect of these variables focusing on prisoners with neither entrepreneurial experience nor entrepreneurial training.

This study deployed a quantitative method by distributing a questionnaire to prisoners involved in talent and skill development activities (called BIMKER, an abbreviation in Indonesian, which means Work Guidance), a compulsory program provided by prison institutions. A total of 204 prisoners, including 70 with no entrepreneurial experience, completed the research questionnaire in one of the prison institutions in Indonesia. Partial least sequential-structural equation modeling (PLS-SEM) was used as the analytical technique.

The study findings show that the prison entrepreneurship program has not been able to influence prisoners' entrepreneurial intentions directly. However, the prison entrepreneurship program has a positive and significant effect on increasing prisoners' self-efficacy and entrepreneurial resilience that ultimately encourages the emergence of entrepreneurial intentions. Entrepreneurial resilience was found not to affect entrepreneurial intentions for prisoners with no entrepreneurial experience and who have never attended entrepreneurship training.

This study identifies the drivers of prisoners' entrepreneurial intentions, including prison entrepreneurship programs, self-efficacy and entrepreneurial resilience. These can be used as references to build understanding at the theoretical level and can be adopted practically. This study expands the social cognitive theory (SCT) and entrepreneurial intention models (EIMs) by adding new insights into the context of prison entrepreneurship that underline the potential of prisoners engaging in entrepreneurship, once released, to expand opportunities, learning and employment. This study highlights the importance of implementing prison entrepreneurship programs to reduce crime, recidivism rates, poverty and inequality.

Despite a growing body of literature in the field, there is still considerable uncertainty as to whether entrepreneurs are born are made, which has led to an ongoing debate in the entrepreneurship academy about whether we can actually teach individuals to be entrepreneurs. With this in mind, this two‐part paper aims to address the question of whether or not entrepreneurship can be taught.

Part I of the paper dealt with the importance of entrepreneurship in a modern and constantly changing environment; the various ways in which entrepreneurship programmes and courses can be categorised, and the objectives, content and delivery of programmes. The second part of the paper, which is presented in this issue, deals with the topic of determining and measuring programme effectiveness.

Despite the growth in entrepreneurship education and training programmes, the paper reports that little uniformity can be found. Attention is drawn to the art and the science of entrepreneurship, with the consensus that at least some aspects of entrepreneurship can successfully be taught.

The authors highlight the need for evaluating programmes, and for educators and trainers to have a fuller understanding of what they wish to achieve from their programme from the outset, in order to ensure a more accurate assessment of the outcomes.

The purpose of this paper is to investigate a second round of intensive green community entrepreneurship, a form of social entrepreneurship, by a set of environmental service organizations (ESOs) facing the loss of their largest revenue source (the ecoENERGY program), to see if it differed from responses to a similar funding cut five years earlier. In particular, the study compared green community entrepreneurship rates and types to those of the previous program (EnerGuide for Houses) cancellation and examined the perceived importance of various factors, including a social entrepreneurship training program offered by the national association.

Interviews were held with executive directors who had led their organization through both periods of financial crisis. Information was collected on changes in revenue, staffing, residential energy evaluations conducted, service creation, and the perceived importance of organizational factors. The adaptation strategy undertaken by each ESO was classified as resilience, transition, or transformation focussed.

First, green community entrepreneurship is accelerated when needs are heightened, such as when ESOs face funding cuts. Second, only some of the new services or activities launched were financially successful and remained viable over a five-year period. Third, green community entrepreneurship is an important initiative for ESOs to implement their adaptation strategy (resilient, transition, or transformation strategy). Fourth, a higher perceived difficulty of adaptation to funding cuts is associated with the launch of more new services by the ESO.

The original contributions of the paper include the verification of repeated increases to the rate of entrepreneurship undertaken in response to sudden funding cuts, as compared to the rate of entrepreneurship during a stable funding period. This accelerated creation of new services can be directed to achieve various adaptation strategies from creating new services in the established area of energy expertise, to initiatives in new areas of sustainability services, such as water, food, or finance. The importance of collective innovation is highlighted with the use of both local and national networks.

The aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.

The paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.

The paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.

This paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.

The framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.

The value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.

This paper examines how entrepreneurship focused programs build capacities for disadvantaged groups to pursue more dignified lives. The struggles of disadvantaged entrepreneurs against pronounced structural constraints are well documented, but less is known about how targeted programs of entrepreneurship focused support change the status quo for disadvantaged communities.

The paper is grounded in a mainly inductive, interpretive study and explores the work of an entrepreneurship focused program targeted at refugee participants. The paper reports on intensive fieldwork and in-depth interviews with 23 program participants in London, UK.

The empirical sections elaborate three key mechanisms supporting greater self-determination and better opportunities: building entrepreneurial intention, building contextual legitimacy and building proximal ties. These mechanisms empower disadvantaged groups to pursue a wide variety of meaningful goals, including but not limited to starting a business.

This paper draws attention to problems of over-emphasizing the disadvantaged entrepreneurs' agency. It uses the vocabulary of self-determination theory (SDT) and offers a psychosocial perspective of the consequences of disadvantage and the potential for entrepreneurship focused programs to build key capacities and improve precarious lives.

The effect of a study programme in entrepreneurship on intention to start a business has not received adequate attention by researchers using a pre- and post-programme research design. The purpose of this paper is to find evidence of entrepreneurship education programme on entrepreneurial intention in the context of a post-communist transition county.

Coarsened exact matching method is performed to achieve two similar groups: control (people who did not attend a study programme in entrepreneurship) and treated (those who attended) groups. Based on a set of covariates as identified in theory, 442 out of 528 members were matched. Hypotheses developed in a pre- and post-programme setting can be tested by using the ANCOVA. Members’ scores on intention to start a business before the programme was introduced were used as the covariate in this analysis (pre-programme).

The analysis confirms a significant difference between the two groups on entrepreneurial intention after the study programme in entrepreneurship was completed (post-programme). The results suggest that entrepreneurial intention is affected by entrepreneurship education programme.

This study offers useful insights for universities and individuals running a business. Aiming better results in terms of entrepreneurship, university, industry and government should align their efforts following a triple helix model.

This work adds value to the entrepreneurship literature in the context of post-communist transition country. Furthermore, it uses a rigour methodology that makes the comparison of control and treated groups possible.

The purpose of this paper is to investigate the effect of government-led programs on the engagement of individuals in entrepreneurship.

The authors worked with government-led programs of 16 European countries between 2003 and 2014 and were able to benefit from the 2008 natural experiment (i.e. the global financial crisis) to produce a robust investigation using a regression kink design (RKD).

The work shows that government-led programs that are designed to include monitoring schemes can significantly increase individuals' engagement in opportunity-driven entrepreneurship. The authors found that monitoring schemes do not have the same relevance for necessity-driven entrepreneurship. Therefore, the authors believe the difference occurs because monitoring design avoids problems related to moral hazard and adverse selection when it comes to individuals choosing whether to participate (or not) in government-led programs.

While it is important for governments to provide an enabling environment for entrepreneurship, this study showed that not all types of public program have positive results. In fact, it has been demonstrated that poorly-designed programs can actually decrease the likelihood of individuals engaging in entrepreneurial activities. The efficiency of programs is substantially improved, however, when they are designed to include monitoring schemes.

The paper aims to contribute to the Circular Economy debate from the Entrepreneurship Education perspective. Despite scholars' growing interest in both these research streams, scarce consideration is given to the comprehension of their mutual implications and meaning.

The paper is based on a cross-case analysis. It compares 16 higher education programmes launched by Universities in Europe aimed to create competences and skills for Circular Economy in students with different profiles. The analysis provides a critical view of the emerging trends for the entrepreneurship education skills and competencies needed for the emerging circular entrepreneurship paradigm.

The paper discusses the main trends of Entrepreneurship Education focused on Circular Economy debate at the European level: rationale and learning objectives (why); contents (what), target students and stakeholders (who) and the learning processes (how). Four thematic areas are identified as common patterns: circular economy business model, green supply chain management, technology entrepreneurship and innovation and public policies and institutional frameworks.

The paper sheds new light on a still under-researched area, suggesting several implications and avenues for future research in Circular Economy and Entrepreneurship Education. Limitations regard the need to analyse education programmes from a larger geographical area, to take into consideration interesting experiences in the rest of the world and to also collect quantitative data.

Practical implications arise for the development of learning initiatives for the Circular Economy: learning objectives and new thematic areas focused on circular, sustainable and innovative rethinking of the process for creating value in the incumbent companies; exploring meaning and benefits of collaborative approaches and participation in the circular economy innovation ecosystem and developing advanced models for soft-skills development in terms of leadership, motivational and creative skills.

The debate on CE can also be rooted in the paradigm of entrepreneurship as a core process to advance knowledge on valuable and sustainable innovation.

The purpose of this paper is to assess the strengths and weaknesses of the President Obama Youth African Leadership Initiative (YALI) program with evidence from experts and other relevant stakeholders. This study examines YALI program with a focus on entrepreneurship and public management.

Qualitative semi-structured interviews used in this study explore the understanding and diverse views of various stakeholder experts on training of young leaders in entrepreneurship and public management in Africa regarding the YALI program.

The study provides insight into the importance of the YALI program, but questions whether it can make a positive impact and be effectively implemented in Africa. The findings suggest that there is lack of clarity in the objectives of the program, particularly with regards to the role of the key stakeholders including academics, government institutions, policymakers and the private sector. The results underscore the need for sound and clear-cut government policies toward entrepreneurship development that will foster a better relationship between the African governments and the United States Agency for International Development program.

The study focused on academic experts and a number of policymakers and may not have been representative of all stakeholders.

The study specifically emphasizes policies that target entrepreneurship training and education for women and youth, using a participatory approach and multi-stakeholder partnership to promote innovative entrepreneurship and social development in the continent.

This paper sets out to apply practically the constructs of the entrepreneurial performance training model to three different training interventions, known as the business start‐up, basic entrepreneurship, and advanced entrepreneurship programmes. Furthermore, the paper aims to measure the business performance indicators and skills transfer that took place after the training interventions.

Quantitative research was conducted, using three validated research questionnaires. The research design consists of a pre‐test, post‐test and post‐post test (ten weeks after the training interventions took place). Factor analysis was done, descriptive statistics arising from opinions and expressions are presented and statistical tests such as the Chi‐square test and ANOVA provide inferential statistics.

The business performance indicators improved for all three training groups after they attended the training interventions. Furthermore, it was proved that skills transfer took place after the respondents attended the training interventions.

The training groups can be measured again after 18 months of three years to really determine the impact of the training interventions. The results of the three training programmes can be compared to see whether the basic entrepreneurship groups gained more skills and their business performance indicators increased more than the business start‐up or advanced entrepreneurship programmes.

The outcomes and implications of this research paper emphasise that it is imperative to design training programmes based on training models that have been tested. This paper highlights some aspects of how constructs used within the training models can be tested.

The entrepreneurial performance‐training model was practically applied and provides a set of expectations for other entrepreneurship models as well as presenting a benchmark against which programme performance can be measured. A unique teaching methodology is portrayed that contributes to the overall effectiveness of the training model.