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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.

Entrepreneurship education is being taught to undergraduates in tertiary institutions and fresh graduates in youth programmes to encourage start-ups and create employment as a strategy to stem youth unemployment. As such, entrepreneurship education programmes are expected to include rigorous processes of programme design, implementation and evaluation so as to achieve changes in behaviour, attitude and action of participants measureable in terms of start-up and jobs created. Two entrepreneurship education programmes implemented in Nigeria are evaluated to ascertain the level of effectiveness in design, implementation and evaluation and the outcomes in terms of start-ups and employment created. Research methods adopted in the two programmes combine observation techniques with content analyses, action research in case study and focus group interviews. In addition, test-retest techniques in a quasi-experimental design, with a structured questionnaire is adopted in programme number two only. The findings are that while it is suspected that the design stage is jumped in programme number one, in programme two, the design is poorly done. Implementation is ineffective in the two programmes because objectives did not arise from programme design as they ought to and evaluation methods are inappropriate and so ineffective. The recommendations include review of the design of the two programmes to generate appropriate and measurable objectives; adopting implementation strategies that will achieve the measurable objectives generated from revised programme designs and adopting appropriate evaluation techniques that has capacity to measure outcomes and impact in addition to outputs.

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 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.

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.

The purpose of this paper is to analyse a European doctoral programme in entrepreneurship. The specific objectives are the following: to illustrate the process to design and launch the doctoral programme; to describe its main characteristics; and to explore the conditioning factors to its success.

The methodology is based upon a systematic application of a longitudinal case‐study approach. Multiple sources of evidence were gathered. These included interviews with key informants and documentary data. Additionally, a participant observation approach was adopted. Concerning the theoretical approach, the related literature in entrepreneurship education was reviewed.

The analysis supports the notions that the launching of a doctoral programme is similar to the process of creating a new business. The results emphasise the importance of the founder's personality, the network ties among universities and the strategic vision in order to achieve success in an entrepreneurship doctoral programme.

The interpretation of findings represents the authors' perceptions about a single case study. In terms of theory building, as a future research line, a multi‐case study approach would allow for the developmental history of several doctoral programmes to be studied and compared.

This paper provides a very useful source of information for universities that are planning to offer a doctoral programme in entrepreneurship.

This study aims to understand how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business ventures.

The study included a questionnaire distributed to 103 EETP participants. The data were processed using SmartPLS software to construct a structural equation model.

The results show, first, that the respondents’ motivations have a positive impact on participation in entrepreneurship education programmes and company creation. Second, participation in these programmes positively influences individual entrepreneurial orientation and entrepreneurial skills. The findings also include that the entrepreneurship education programme under study has strengthened its participants’ capacities and competencies, making these people more autonomous and facilitating their creation of new businesses.

This study sought to contribute to a fuller empirical understanding of how EETPs affect their participants’ individual entrepreneurship orientation and capacities (human resource development), thereby fostering company formation and regional development. Theoretical and practical implications are presented, with an emphasis on what needs to be done to improve EETPs.

The purpose of this paper is to evaluate an entrepreneurship training and education programme, which has already had five editions in the Sabor region of Portugal’s northern interior. This evaluation was conducted in order to propose new guidelines to improve the Sabor Entrepreneurship Programme (SEP).

The research included primary data collection using mixed methods (i.e. quantitative and qualitative). Questionnaires were distributed to 103 entrepreneurs who participated in the SEP, and interviews were conducted with entities involved in developing this programme. The data were processed using cross-sectional content analysis of the interviews and descriptive analysis of the completed questionnaires in order to ascertain the opinions of all the parties involved in the SEP.

The results show that the SEP has been modified throughout the five editions, which has contributed to better performance. Based on the findings, new guidelines were proposed for the programme, such as the implementation of new phases and improvement of various methods used. The proposed phases include the validation and full development of business ideas, management decision training for entrepreneurs, help with financing solutions and support during new companies’ first three years. The results also indicate that the SEP needs to create an entrepreneurial ecosystem that includes public policies and the involvement of other local entities that are active in the region and that have the skills entrepreneurs need.

This study’s findings have theoretical and practical implications, which provide empirical evidence of how evaluating entrepreneurship education and training programmes can make them more effective and efficient. In addition, the results contribute to the evolution of the existing knowledge about entrepreneurial ecosystems.

The purpose of this paper is to review the progress made by UK higher education institutions (HEIs) to deliver the enterprise education agenda. The key areas for research included the type, content and delivery methods of graduate enterprise education being offered in the UK.

A questionnaire was e‐mailed to 123 HEIs in the UK, together with a brief introduction stating the purpose of the research. These were followed up by telephone calls to request responses.

The paper finds that provision of entrepreneurship education is varied, with both entrepreneurship and innovation courses on offer. Entrepreneurship education is most often offered at postgraduate level and on a part time basis. Overall, delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. There were differences between pre‐ and post‐1992 HEIs, and little attention was given to topic areas evident in relevant UK policy initiatives.

Supports entrepreneurship education, key capacities need to be addressed within HEIs, at senior and other levels, so that graduate enterprise embodies the entrepreneurial spirit and delivers the expected results of governmental focus and intervention.

This is one of the first surveys to explore how enterprise education is delivered within UK HEIs.

The purpose of this paper is to investigate the identity work of postgraduate students participating in an entrepreneurship training programme for life sciences. The paper aims to analyse what kind of entrepreneurial identities are constructed and in what ways in the context of the programme.

The paper relies on learning diaries and other written materials harvested from seven participants. Drawing on a social constructivist analysis, the materials were analysed by drawing attention to the kind of identities created, the contradictions that surfaced and how those were resolved in the written materials.

Two distinct entrepreneurial identities were constructed by the participants: the heroic and the humane. The first is the stereotypical role prototype that the participants experiment with. For the male participants this seems acceptable and normal. If they were in possession of more information, knowledge and skills they could identify with this heroic entrepreneurial identity. However, the female participants constructed an alternative identity; the humane entrepreneur running a low-tech firm with modest business goals or acting as an intrapreneur in an existing organisation.

Future research should consider entrepreneurship programmes as arenas for (gendered) identity work.

Entrepreneurship training should not only provide the participants with business knowledge and skills but facilitate their entrepreneurial identity work.

The paper contributes to understanding entrepreneurship education as a context for entrepreneurial identity construction and extends the understanding of the expected outcomes of entrepreneurship education programmes. The study demonstrates how entrepreneurial identity construction processes in the context of entrepreneurship training are gendered.