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Purpose: This paper addresses the significance of training students in entrepreneurship to enable sustained national and international competitiveness in the knowledge-based global marketplace. Entrepreneurial education is varied, ranging from basic to in-depth courses, including customer-focused programs, such as the National Science Foundation (NSF) sponsored Innovation Corps (I-Corps) program. This program is nationally-renowned with strong academic roots. A full site was launched at the University of Central Florida (UCF) in January 2015 and was the first I-Corps program in the state of Florida. Design/methodology/approach: This paper addresses the importance of entrepreneurship education, reviews the available national training programs in entrepreneurship, presents the design methodology of the NSF I-Corps program, and analyzes the results of the teams who have participated in the NSF I-Corps program. Findings: The results are categorized into innovative areas and show the percentage of teams who participated in the I-Corps program in each area. It also identifies the percentage of teams who engaged in actual startup activities following I-Corps participation. Practical implications: Educators, students, and trainers can use the findings to benchmark the outcomes of training programs in entrepreneurship. Students and innovators interested in participating in I-Corps can use this paper to obtain insights and a broader understanding of what was done in terms of results and implications. Originality/value: This paper contributes a unique analysis of the I-Corps program approach and its outcomes since its launch in 2015 and can be used as a reference for any training program in entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore: student perceptions of threshold concepts and capabilities in postgraduate business education, and the potential impacts of intensive modes of teaching on student understanding of threshold concepts and development of threshold capabilities. Design/methodology/approach – The student experience of learning was studied in two business units: strategic management, and accounting. The method involved two phases. In the first, students and unit coordinators identified and justified potential threshold concepts and capabilities. In the second, themes were rationalized. Findings – Significantly more so in intensive mode, the opportunity to ask questions was reported by student participants to support their development of the nominated threshold capabilities. This and other factors reported by students to support their learning in intensive mode are consistent with supporting students to traverse the liminal space within the limited time available in intensive mode. Research limitations/implications – Respondents from future cohorts will address the small participant numbers. Studies in only two units are reported. Studies in other disciplines are presented elsewhere. Practical implications – The findings will be important to educators using intensive mode teaching in business, and researchers working within the framework. Originality/value – This is the first study to explore the potential impacts of intensive modes of teaching on student understanding of threshold concepts and development of threshold capabilities. [ABSTRACT FROM AUTHOR]