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This conceptual chapter re-actualizes the Didaktik-inspired discussions in entrepreneurship education, initiated by Kyrö, Blenker et al., and Bechard and Toulouse over 15 years ago. Didaktik in the German educational tradition is a pedagogical sub-discipline which, unlike the Anglo-American understanding of “didactics” as teaching methods, focuses on the relations between the subject, teacher, and students, and considers questions regarding what to teach, how to teach, and why, as being interdependent. A review of literature on entrepreneurship education published in the last decades shows that research in the German Didaktik tradition is sparse, and that the awareness of the differences between Didaktik and “didactics” has been overlooked. This chapter has practical implications for entrepreneurship educators as it presents Didaktik as an approach which comprises planning, implementing, and evaluating teaching in a way that includes an awareness of the learners’ relationship to the subject without excluding the teacher’s key role in education. In a theoretical perspective, the chapter challenges the Anglo-American understanding of “didactics” and proposes Didaktik as an approach to developing entrepreneurship education research and practice to be scientifically based in two fields and encompass transformative learning and critical perspectives, rather than being driven by political agendas and focusing on results.

This chapter takes an alternative route to inquiry by drawing on intersubjectivity as a way to challenge taken-for-grantedness in entrepreneurship tools. The authors elaborate on how inter-ethnography can be used to discuss various aspects of teaching tools in entrepreneurship education (EE), where the Business Model Canvas (BMC) serves as example. The aim is to initiate a meta-discussion based on education theory on the purposes of tools that risk being taken-for-granted in teaching. The chapter also raises awareness of the difference between the functional and psychological sides of tools, wherein both visuals/graphics and words play a critical role. As a result, a reflective framework is developed as to challenge the existing use and understanding of teaching tools. The framework combines Biesta’s thought on purpose and desirability in education (i.e. qualification, socialisation and subjectification), and the classic relationships in the didactic triangle between the educator, the students and the subject.

This chapter sets forth how and why diary data analysis can help significantly advance inquiry into the intersubjective aspects of entrepreneurial opportunities. We start the chapter with a presentation of the sensemaking perspective for the study of intersubjectivity in entrepreneurship. Next, we address epistemological limitations of retrospective data collection methods and examine the relevance of real-time, prospective data, specifically diary data, for the study of intersubjective phenomena associated with entrepreneurial activity. Furthermore, we describe our experiences with application of this method to the study of entrepreneurial cognitive development in the context of longitudinal, diary data-based research on this topic. We also address limitations of the diary data collection method and propose future research avenues for studies on intersubjective dimensions of entrepreneurial agency, before concluding this chapter.

In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.

This paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.

The study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.

Innovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.

The purpose of this paper is to examine the evolution of the literature on technology transfer and culture, identifying the main contents of the current body of knowledge encompassing culture and technology transfer (TT), thus contributing to a better understanding of the relationship between TT and culture based on bibliometric and multivariate statistical analyses of the relevant body of literature.

Data for this study were collected from the Web of Science (WoS) Core Collection database. Based on a bibliometric analysis and in-depth empirical review of major TT subjects, supported by multivariate statistical analyses, over 200 articles were systematically reviewed. The use of these methods decreases biases since it adds rigor to the subjective evaluation of the relevant literature base.

The exploratory analysis of the articles shows that first, culture is an important topic for TT in the literature; second, the publication data demonstrate a great dynamism regarding the different contexts in which culture is covered in the TT literature and third, in the last couple of years the interest of stimulating a TT culture in the context of universities has continuously grown.

This study focuses on culture in the context of TT and identifies the main contents of the body of knowledge in the area. Based on this first insight, obtained through more detailed bibliometric and multivariate analyses, it is now important to develop and validate a theory on TT culture, emphasizing the dimensions of organizational culture, entrepreneurial culture and a culture of openness that fosters economic and societal spillovers, and to link those dimensions to the performance of TT activities.

From the practical point of view, managers in companies and universities should be aware of the importance of identifying those dimensions of culture that contribute most to the success of their TT activities.

Despite several literature reviews on the TT topic, no studies focusing specifically on culture in the context of TT have been developed. Therefore, given the multifaceted nature of the research field, this study aims to expand and to deepen the analysis of the TT literature by focusing on culture as an important and commonly cited element influencing TT performance.

Purpose: Preserving a country’s culture is crucial for its sustainability. Handicraft is a key draw for tourism destinations; it protects any civilisation’s indigenous knowledge and culture by managing the historical, economic, and ecological ecosystems and perfectly aligns with sustainable development. It has a significant role in creating employment, especially in rural regions and is an essential contributor to the export economy, mainly in developing nations. The study focuses on the skills required and existing gaps in the handicraft industry, its development and prospects by considering women and their role in preserving and embodying the traditional art of making handicrafts.

Approach: A framework has been developed for mapping and analysing the skills required in the handicraft sector using econometric modelling; an enormous number of skills have been crowdsourced from the respondents, and machine learning techniques have been used.

Findings: The findings of the study revealed that employment in this area is dependent not only on general or specialised skills but also on complex matrix skills ranging from punctuality to working in unclean and unsafe environments, along with a set of personal qualities, such as taking initiatives and specific skills, for example polishing and colour coding.

Implications: The skills mapping technique utilised in this study is applicable globally, particularly for women indulged in casual work in developing nations’ handicrafts industry. The sustainable development goals, tourism, and handicrafts are all interconnected. The research includes understanding skills mapping, which provides insights into efficient job matching by incorporating preferences and studying the demand side of casual working by women in the handicraft sector from a skills perspective.

With the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary to cope with the uncertainty of the start-up process through meaningful managing learning and continuous entrepreneurship education. The purpose of this study is to examine the relationship between Chinese college students' digital entrepreneurship intention and digital entrepreneurship behavior, as well as the role of managing learning and entrepreneurship education in this relationship.

Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students.

The results showed that managing learning and entrepreneurship education can promote the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. Managing learning and entrepreneurship education played a driving role in the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior.

This study explored the complex mechanism of the relationship between digital entrepreneurship intention and digital entrepreneurship behavior among Chinese college students. Based on survey data from 235 college students in China, the empirical results supported theoretical research hypotheses on the relationship between college students and digital entrepreneurship intention, digital entrepreneurship behavior, managing learning and entrepreneurship education.

The purpose of this paper is to develop and propose an espoused model of women's entrepreneurship (EMWE) and test its predictive power on women's entrepreneurial intentions. Also, the authors examine the moderating role of entrepreneurial self-efficacy, given its dynamic nature that can be influenced by training.

Data was collected from 303 female students from undergraduate/postgraduate programs in reputed Indian higher education institutions using a self-administered questionnaire.

The study confirmed that all four factors – perceived entrepreneurial potential, perceived relational support, perceived educational support and perceived structural support – were positively related to the women’s entrepreneurial intentions. Simultaneously, results confirmed the moderating effect of entrepreneurial self-efficacy.

The study presents that more women may be inclined towards adopting entrepreneurship as their career based on their potential and self-efficacy if adequate educational, relational and structural support was provided.

Existing studies in entrepreneurship have focused primarily on men. This work fills this gap and not only proposes but empirically examines the EMWE in the Indian context. It also provides evidence of a significant impact of perceived entrepreneurial potential and perceived relational support on women’s entrepreneurial intentions and posits the role of entrepreneurial self-efficacy as an important moderator, unlike past studies.

The purpose of this paper is to examine the role of theory of planned behaviour (TPB) motivational factors, social valuation of entrepreneurship and entrepreneurial risk perception in predicting entrepreneurial intentions (EIs) of university students in the Kingdom of Saudi Arabia.

A quantitative approach was adopted, and a sample of 802 students from a large public university in Saudi Arabia is studied. Structural equation modelling is used to test the relationships among the conceptual model constructs.

This study found a negative and significant impact of entrepreneurial risk perception on student’s entrepreneurial attitude, perceived behavioural control (PBC) and intention. Social valuation of entrepreneurship was found to have a positive and significant impact on entrepreneurial attitude, PBC and subjective norms. This study provides partial support for the TPB. While the impact of entrepreneurial attitudes and PBC is significant, subjective norms has insignificant impact on EIs.

Several recommendations are proposed from the results of this study for policymakers, universities and other educational institutes to encourage student’s entrepreneurship motivation and intention and reducing the negative effect of risk perceptions. Implications for future research are also presented.

This study integrated three main streams of research which are psychology of risk (entrepreneurial risk perception), the TPB and social context (social valuation of entrepreneurship) to examine the formation of students entrepreneurial motivations and intentions.

Using the extant literature review, this paper aims to explore the relationship between gender, entrepreneurial education (EE) and entrepreneurial intention (EI) in the Indian context, which the authors believe is a novel approach to this research stream. The authors also use career preparedness as a control variable to examine this relationship.

Data were collected from 368 undergraduate students across four Indian universities (one exclusively for female students) through a standard structured questionnaire. Additionally, rather than examining, EI has been treated as a monolithic construct; however, the authors conceptualize it as comprising three different dimensions that include grand vision and risk-taking ability; opportunity exploitation; and ability to persevere. An additional analysis was conducted for the students who reported higher scores for “being well prepared for their careers” through their institutes’ academic programs and communities of entrepreneurs. The authors also interviewed some entrepreneurship instructors, who confirmed the present findings through their observations.

The findings indicate that, essentially, there is a positive relationship between EE and EI. The authors find that male students scored higher for the first two dimensions of EI but not the third. Additionally, the authors used career preparedness as a control variable for additional analysis. The authors observed that students with higher “career preparedness” reported a positive relationship between EE and EI, independent of gender, for all three dimensions of EI. Thus, it may be assumed that if a community of entrepreneurs needs to be developed in India, a focus on career preparedness is critical.

First, given that the present survey reflected a single moment in linking EE to EI (which may be considered a limitation of the study), future researchers might focus on a longitudinal approach. Second, all the respondents are attending urban universities (and, as such, very likely belong to the upper middle class of Indian society). The financial divide between urban and rural India is well known; as such, the results might be different if the sample was drawn from rural and poor India.

The salience/value of this study lies in the conceptualization of EI comprising three sub-constructs to understand the impact of formal EE (with three sub-constructs) on EI. The focus on career preparedness for a female student is a new direction of inquiry with respect to entrepreneurial intention.