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Academic innovation strives to benefit from an ample talent pool, and entrepreneurship and research competitions constitute an integral part of the effort. This prompts discussions about how to optimize the impact of interdisciplinary learning, especially for less-traditional participants. The main purpose of this article is to describe how synergies between research and business plan competitions can facilitate inclusive engagement and enhanced development of transferable skills.

A case illustration addresses the following questions: (1) what skills can be enhanced through a single project toward parallel participation in research and business plan competitions? (2) How can synergies between research and business plan competitions support more inclusive student development? The case illustration outlines the process and outcomes of an initiative with three first-gen business students, two female and two international.

The case illustration describes how synergies and alignments of deadliness between research and business plan competitions enhanced the learning process by facilitating more opportunities to showcase learning and receive feedback. In addition, the parallel preparation facilitated student inclusion by providing purposeful authentic practice in a project envisioned by the students. As a result of the 2019 learning experience, students and their employers continue to value in 2021 the effective development of transferable skills.

Previous studies examine independently entrepreneurship initiatives, science technology engineering arts and mathematics (STEAM) initiatives, transferable skills and pedagogy that support inclusive education. This manuscript describes the option of synergies between research and entrepreneurship competitions to support more inclusive student development. In addition, it provides recommendations for impact when scaling-up synergies.

Academic inquiry into entrepreneurial phenomena has had a rich history over several decades and continues to evolve. This editorial draws attention to the classics: seminal articles that make profound contributions to the development of an academic field in entrepreneurship studies. We focus on the formative years of entrepreneurship research, specifically the 1970s and 1980s, to identify classics using a key informant approach that surveys members of the journal editorial board. Each nominated classic is introduced and discussed by an editorial board member, with particular focus on research opportunities that may be pursued going forward. Analyzing classics allows for the recognition of substantive advances in entrepreneurship research and provides an opportunity to delve into the academic progress achieved in understanding entrepreneurial phenomena.

This paper analyses whether the entrepreneurship education centres introduced by the Italian Ministry of Higher Education and Research in 2012 (the Italian Contamination Labs – CLabs) are effectively adopting the emergent digital technologies for nurturing their entrepreneurship education activities and dissemination of knowledge contamination practices among university students.

An in-depth analysis of italian entrepreneurship education centres provides evidence about the direct role played by digital technologies in supporting and enhancing the entrepreneurial processes, as well as on their indirect role in stimulating entrepreneurship activities of nascent student entrepreneurs.

Findings provide some insights into the strategic role of some categories of digital technologies inside the CLabs. The main results show still a weak use of digital technologies in CLabs except for social media and digital platforms, mainly used for promotion scope and communication of the entrepreneurial outputs achieved by the students.

Limitations of the study consist of the need to expand the study to all the other CLabs belonging to the CLabs Italian Network and to derive a set of “invariance” among the cases in terms of digital technologies support for student entrepreneurship.

New ways of managing entrepreneurship centres will involve a more massive adoption of digital technologies to support and transform some processes realized inside the CLabs, even if the governance of such centres must develop new digital skills.

The originality of the work regards the contribution to the emerging role of digital technologies on the student's entrepreneurship.

In this study, the authors develop knowledge and insights on how the perception of interestingness influences the structure and focus of conversations in entrepreneurial education (EE) research. In particular, the authors elaborate on what is perceived as interesting among different subgroups of EE researchers, and not least, how EE researchers can identify and engage in scholarly conversation within the field.

The study is based on a unique database with web-based responses from 465 EE researchers from around the world. The authors conduct analyses of both open-ended and closed questions. The open-ended questions are analyzed by inductive categorization. The closed questions are subject to factor and cluster analyses.

The findings suggest that EE research is a topic-oriented field, characterized by a strong focus on novel and challenging research issues. In addition, the field is individualistic and fragmented, and the perception of interestingness differs between five subgroups of EE researchers, whose members have a somewhat different perception of interestingness. Accordingly, the authors also find different core conversations going on within the field. Obviously, these conversations tend to be triggered by the field's obsession with novelty and challenging research, but several conversations are related to practically relevant research, as well as methodological and theoretical discussions.

This is the first study to elaborate on the perception of interestingness among EE researchers and the conversations going on within the field. In the study the authors have explored the characteristics of EE research based on the perception of interestingness among the researchers within the field. In this respect, this study contributes insights on how current and aspiring EE researchers can find and build scholarly conversations embedded in passionate interest, while concurrently disseminating and accumulating knowledge on EE together with like-minded peers.

As nowadays the knowledge economy puts a strong emphasis on the universities’ role in the present economy, the recent challenge focuses on the interrelations between entrepreneurship culture and academic engagement. This study aims to investigate the new role that universities are assuming as entrepreneurial entities and gather information taking place internal university stakeholders and students’ perception on entrepreneurship education. The research hypothesis stands entrepreneurship is mainly supposed as being professionally and educationally active rather than setting up a company.

The present study carries out a study on the perception of entrepreneurship education conducted among students of the University of Economics in Krakow in the winter semester of the academic year 2017/2018. The selected target group meets the criteria of the different national country origin of the respondents. Another criterion for selecting the target group was diversity in the field of students’ academic interests.

The results of the study give a clear view of the still valid confirmation of the growing academic role in terms of entrepreneurship culture development that appears necessary to address the demand for global competitiveness. In particular, it is possible to categorize two groups of people, moderate and strong supporters of recognition that entrepreneurship is not only about starting a company but also at the same time that it is an expression of its own dynamic and entrepreneurial attitudes.

As the importance of entrepreneurship in the context of an entrepreneurial university is rising and the definition of entrepreneurship goes beyond its understanding of starting a business, universities and academic engagement can and have to better address and focus their planning of the courses and their contents.

The study sheds some light and gives some interesting perspectives on the issue of different levels of entrepreneurship education expectations against different levels at which this education should be provided. In addition, it is in line with the EU entrepreneurship competence framework (EntreComp) aimed at defining tools to improve the entrepreneurial capacity and culture of EU citizens and organizations by means of consensus among stakeholders and by establishing a bond between education and study.

Levels of unemployment and environmental challenges make social entrepreneurship and social enterprise very important for the sustainability of society. Higher education has played a fundamental role in driving entrepreneurship and innovation in local, national, regional, and global contexts. The authors of this article explore the state of the legislative framework in Ghana, as well as social enterprise education, stakeholder engagement, models and challenges. The methodology applied for this paper is concept mapping, enabling the critical exploration of the relevance of social enterprise in the context of higher education, and demonstrating how it could practically serve as a panacea to rising youth unemployment. This research concludes by making a case for including social enterprise in the higher education curriculum.

This study aims to examine the mediating role of entrepreneurial skills developed by undergraduates (ESDU) in the relationship between entrepreneurship education (EE) and the core values of sustainable development (CVSD).

This is a correlational study that used a structured questionnaire for quantitative data collection from 399 purposively selected Nigerian university undergraduates.

The results confirmed the statistically significant and positive mediating role of ESDU on the relationship between EE and the CVSD.

This study has contributed to the mediating role of ESDU in the relationship between EE and the CVSD. This interrelationship can further provide a better understanding or insights into how ESDU can help mediate the relationship between EE and the CVSD.

The literature includes several studies that define different critical success factors (CSF) which have to be considered to support the implementation of technology-enhanced learning (TEL) approaches. An analysis of such studies revealed that (1) regional differences seem to determine the CSF for TEL approaches, (2) certain CSF are relevant for TEL approaches in general, and (3) professionals in higher education determine which influential factors they consider when implementing TEL approaches. Thus, the question arises: in general, which influential factors do professionals in Austrian and German institutions of higher education actually consider when implementing TEL approaches?

The study is a quantitative research approach based on survey data.

The results show that certain influential factors seem to be generally important, such as the factors of respecting learning success or motivation. However, the outcome of the study also indicated that different moderating variables like experiences and personal relevance affect the professionals’ choices.

The originality and value are in the approach to identify generally important influential factors for the implementation of TEL approaches in Austrian and German institutions of higher education.