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From the mid‐nineteenth to the early twentieth century universities and colleges were founded throughout Australia and New Zealand in the context of the expanding British Empire. This article provides an analytical framework to understand the engagement between changing ideas of higher education at the centre of Empire and within the settler societies in the Antipodes. Imperial influences remained significant, but so was locality in association with the role of the emerging state, while the idea of the public purpose of higher education helped to widen social access forming and sustaining the basis of middle class professions.

The purpose of this paper is to investigate the early development stages of International New Ventures (INVs). Specifically, the authors explore how INVs acquire and leverage four kinds of capital – strategic, managerial, financial and social – to recognise a foreign opportunity, begin the pre-foreign entry activities, and finally start the INV.

A stage-based, multidimensional framework was used to investigate how INVs acquire and use the four capitals throughout the internationalisation process. Drawing on four case studies of high-tech INVs, this study tracks their development in three stages: foreign opportunity, pre-foreign operation and post-foreign operation.

Results indicate INVs build advantages and internationalisation activities occur before formal operations begin. INVs deliberately orchestrate certain kinds of capital contingent to the specific internationalisation stage. Further, the authors find that not all types of capital are equally important throughout the internationalisation process: INVs identify foreign opportunities when endowed with managerial and social capital; INVs source a majority of their managerial and financial capitals externally before internationalising; and INVs only contribute all four capitals simultaneously after internationalising.

Findings contribute to knowledge about the development of INVs pre-internationalisation and pre-founding. The study is limited to a comparative sample of INVs, which impacts the generalisability. However, the findings provide a starting point for investigating similar effects using more representative samples.

Entrepreneurs can be proactive in networking activities to allow them greater opportunity to interact with potential resource providers dependent on the stage of internationalisation.

This study contributes to the international entrepreneurship literature with qualitative evidence of the micro-level processes of internationalisation. Very few studies investigate the early, pre-internationalisation and pre-foundation, development stages of INVs.

Researcher Highlight: Dr. Carter G. Woodson (1875–1950)

This chapter explores the trajectories of higher education expansion and its political and social conditions in seven countries, namely China, Japan, Germany, Qatar, South Korea, Taiwan, and the United States of America.

The analysis relies on longitudinal and cross-sectional data gleaned from the World Higher Education Database, UNESCO, and the OECD.

The countries have seen remarkable higher education expansion in the 20th century in terms of enrollments and the foundings of universities, with particularly strong growth in the immediate post-WWII period and since 1990. For the particular case of STEM fields (science, technology, engineering, mathematics), the chapter shows that in those higher education systems in which growth took off relatively late, universities oriented toward the STEM fields are more dominant than in those with a longer history. Countries with a more recent HE system stress technological development more than those that look back on multiple centuries of HE expansion with their canonical legacies.

Comparing these highly dissimilar countries nevertheless reveals important common patterns, and the variable paces of higher education expansion can be explained by national, social, and political factors driving the institutionalization of higher education and research.

This paper aims to focus on how corporate and regional identity and image build a framework for stakeholder dialogue in higher education institutions.

The paper draws on literature related to corporate identity and image. The approach is qualitative and the data consist of strategic documents and 23 focused interviews conducted with university and stakeholder representatives in three Finnish cities.

The paper outlines how corporate and regional identities are perceived by university managers and universities' local stakeholders. It claims that the identity and image of the university and the region concerned are among the central determinants of stakeholder interaction.

The paper shows that identity and image are central phenomena to manage communication in higher education institutions. It emphasises that when merging institutions, valuable assets such as the history with local stakeholders may be at risk.

There is information on how university identity and image are formed through research merits and education, but very little knowledge on how they are formed through the so‐called third strand, regional service. The paper sheds light on this question.

The creation of a new venture is at the heart of entrepreneurship and shares parallels with project-based organizing: embedded in an institutional context, founders have to assemble a team that works on specified tasks within a strict time constraint, while the new venture undergoes various transitions. The purpose of this paper is to explore parallels between both streams of research and an increasing projectification of entrepreneurship.

The study is based upon a case study of the Berlin start-up ecosystem including the analysis of interviews (n=52), secondary documents, and field observations.

The paper reveals that – shaped by their institutional context – patterns of project-like organizing have become pertinent to the new venture creation process. It identifies a set of facets from the entrepreneurial ecosystems – more specifically different types of organizational actors, their occupational backgrounds, and epistemic communities – that enable and constrain the process of new venture creation in a way that is typical for project-based organizing.

This study thus elaborates on how institutional settings enforce what has been called “projectification” in the process of new venture creation and discuss implications for start-up ecosystems.

The recent development of higher education in Africa has been spurred, in part, through a variety of cross-border higher education (CBHE) initiatives. However, this is not a new trend and this chapter traces the development of CBHE activities in Africa from the early 1900s through the current era. While the earliest forms of CBHE were largely fostered through Western nations providing advice and validation to institutions in Africa, the types of CBHE engagements are much more varied, including collaborations among African nations. The chapter also explores the push by some African nations to become educational hubs, the variability of CBHE policies across nations, and the shift of collaboration from the global north to south.

The University of Saskatchewan (UofS) has indentified five areas of campus life critical to improving the university's sustainability performance: education, research, operations, governance, and community engagement. In recognition of the need to track and assess the university's performance in all of these areas, a study was conducted to identify an effective sustainability‐benchmarking tool for the UofS. The paper aims to discuss these issues.

In order to indentify an effective benchmarking tool for assessing sustainability for the context of the UofS, two academic‐focused tools and two tools with a broader scope were reviewed. The academic tools are Sustainability Assessment Questionnaire (SAQ) and the Campus Sustainability Assessment Framework (CSAF), while the general tools are the College of Sustainability Report Card (CSRC) and the Sustainability Tracking Assessment and Rating System (STARS). Each tool was rated on the basis of 27 questions developed to directly relate to indicators of sustainability in the five areas of campus life. The highest rated tool was recommended as the most effective tool for assessing and tracking sustainability for the UofS.

Each benchmarking tool was developed to address specific goals. Accordingly, one tool may have strength in one area but weakness in another area. The study has shown that CSRC is the best tool for addressing governance and operations, although overall CSRC earned the lowest score in terms of its potential application to the UofS as it is not an effective tool for addressing sustainability in the context of education and research. Both academic tools – SAQ and CSAF – do not adequately address issues of sustainability in campus operations. STARS obtained the highest scores in all areas of campus life. Hence, STARS was identified as the most effective tool for assessing and tracking sustainability in all areas of campus life at the UofS.

Extrapolating from the UofS assessment, the STARS would appear to be the most effective benchmarking tool for assessing and tracking sustainability for higher educational institutions that want to assess and track sustainability across the breadth of campus life in education, research, operations, governance, and community engagement.

In 2006, four successful entrepreneurs decided to establish a world-class mega university. Initially, the project progressed slowly until Vineet Gupta was able to locate a small plot of land in Sonipat, Haryana. Forty-eight hours before the payment deadline, Ashish Dhawan and Sanjeev Bikchandani agreed to invest in their personal capital to kick start the project. They however suggested a pivot in favour of a smaller private liberal arts college. Meanwhile, Pramath Sinha, with prior experience in establishing the Indian School of Business launched a pilot through the Young India Fellowship (YIF). Dhawan and Bikchandani, through their extensive entrepreneurial networks, raised scholarships for the first two batches of the fellowship in the hope of attracting other donors to the board and getting a buy-in for Ashoka University. The team faced a number of challenges: managing the new model of collective philanthropy, recruiting faculty and finding jobs for the first undergraduate batch. At Ashoka University's first graduation ceremony in 2017 they wondered whether this model could revolutionise the higher education space like the IITs and IIMs had done for the country.