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Purpose - 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. Design/methodology/approach - 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. Findings - 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. Originality/value - 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.

Purpose ? In response to the emergence of an enterprise economy, government claims that building an enterprise culture is vital. Correspondingly, provision of entrepreneurship education in higher education has expanded. The paper aims to assess the potential of entrepreneurship education to develop skills, and of whether students perceive them as having value within the modern economy. Design/methodology/approach ? The paper draws from a longitudinal, collaborative study of students of entrepreneurship in four universities. Using a questionnaire-based methodology, the paper is based on responses from a sample of 519 students. Findings ? Results include that any increase in graduate entrepreneurship is most likely to be a long-term. Results also suggest that many students expect to work in new and small firms, and that skills developed by entrepreneurship education are applicable to both waged employment and entrepreneurship. Accordingly, entrepreneurship education seems to have much potential to develop skills appropriate for the enterprise economy. Research limitations/implications ? The research is limited by its quantitative nature. As the primary purpose is to evaluate attitudes to entrepreneurship and perceptions of the economic environment, further research should involve qualitative follow-up, in the form of focus groups and/or longitudinal case studies. Originality/value ? The value of the paper lies in the suggestion that investment in entrepreneurship education is likely to have a positive impact within the economy. The long-term impact of an increase in awareness of entrepreneurship of the ability to start firms and an increase in skills transferable to waged employment within an enterprise-based economy, can not be underestimated.

Examines the characteristics and role of the entrepreneur and the challenges for business schools posed by the need to develop more enterprising individuals. Argues that the traditional education system stultifies rather than develops the requisite attributes and skills to produce entrepreneurs, and proposes that if entrepreneurs are to be developed, considerable changes are required in both the content and process of learning. In particular it suggests that there needs to be a shift in the emphasis from educating ?about? entrepreneurship to educating ?for? it. Stresses equally that entrepreneurship should not be equated with new venture creation or small business management, but with creativity and change. In this context proposes that educational institutions need to change the process of learning to enable their students to develop their right brain entrepreneurial capabilities as well as their left-brain analytical skills. As Chia argues, business schools need to weaken the thought processes so as to encourage and stimulate the entrepreneurial imagination.

Explores how entrepreneurial capability and identity are learned in the creative and media industries. This sector is of growing social and economic importance, and the majority of its employment and commercial activity takes place within small businesses. However, entrepreneurship in the creative industries and the related development of entrepreneurial skills are not well understood, and ?mainstream? approaches cannot be assumed to be effective, therefore the development of a learning model is potentially valuable. Proposes a conceptual framework of entrepreneurial learning in the creative and media sector, based on a social learning perspective. This highlights the processes of entrepreneurial learning and identity formation, and features a triadic model with three major themes. Proposes a group of related sub-themes and provides a set of reflective questions to assist in practical application of the model by educationalists, students and emerging entrepreneurs. Outlines the potential applications of the model in education and entrepreneurship development within and beyond the creative industries.

Provides a review of the gap between students entrepreneurial needs and aspirations and the entrepreneurship education offerings within higher education institutions HEIs in Leicestershire, UK. Utilises data from three surveys of university fresher students, held in 2001. Uses the findings as the basis to assess the gap between fresher students entrepreneurial needs and aspirations and the capability of HEIs to meet them. Draws on multiple surveys from universities in Leicestershire and so will be of relevance to other HEIs with similar student demographics. Fulfils a need to take a strategic review of how HEIs can develop the capability to meet the entrepreneurial needs of new students in supporting their future aspirations.

Entrepreneurial learning has recently become a topic of significant interest, with academics and economists alike recognising that the success of any new business venture is closely linked to the learning and knowledge of the entrepreneur. To date, research into entrepreneurial learning and the specific ways in which entrepreneurs learn is severally limited. By way of extending research in this area, this study examines the role of multinational companies MNCs as an important source of learning for entrepreneurs, and as a catalyst for new business creation and growth. Based on a small-scale qualitative study of a group of indigenous entrepreneurs in the information technology sector in Ireland, this paper presents evidence consistent with the argument that multinational enterprises provide an important source of learning for mall to medium-sized enterprise entrepreneurs. The evidence suggests that MNCs have a positive impact at the firm level, both at the formation and growth stage of development.

Entrepreneurial education is the process of providing individuals with the ability to recognise commercial opportunities and the insight, self-esteem, knowledge and skills to act on them. It includes instruction in opportunity recognition, commercialising a concept, marshalling resources in the face of risk, and initiating a business venture. It also includes instruction in traditional business disciplines such as management, marketing, information systems and finance. The purpose of this paper is to describe the design and introduction of a new programme in entrepreneurship at the University of Tasmania. Within this programme the process and responsibility of learning has largely been reversed through the process of student centred learning. This method of learning represents a challenging departure from traditional mainstream teaching practices. In considering the benefits achievable from this teaching method, this paper also considers the difficulties in transferring increased responsibility to students to manage their futures.

This study examined the output quality of a US microenterprise training program created to help entrepreneurs develop business plans for their ventures. The program concludes with the entrepreneurs' plans being scored by a panel of experts. Hypotheses were developed and tested to determine the importance of feedback, key components of business plan scores, and differences between teams and solo entrepreneurs. Timely feedback on business plan homework was the most significant driver of business plan quality, contributing to higher scores on the written plan and on the plans presentation to the expert panel. Plans developed by teams also scored higher than those prepared by solo entrepreneurs.

According to Woolcock, social capital can be defined as the "norms and networks facilitating collective action for mutual benefit". Furthermore, Gabbay and Leenders suggest that social capital offers some potential for integrating the proliferation of network research that has been developed over the last 30 years. Examines an innovatory partnership between Manchester Metropolitan University Business School MMUBS and a number of agencies including the Princes Trust to provide skills to entrepreneurs from socially disadvantaged backgrounds. The New Entrepreneur Scholarship Scheme NESS was the result of an initiative by the Chancellor Gordon Brown to encourage higher education institutes to make a larger contribution to the UKs entrepreneurial culture. MMUBS piloted the first NESS programme for 18 nascent entrepreneurs. It was decided to adopt an "action-learning" approach concentrating on the development of a realistic business idea as well as creating a supportive environment within the group. This intervention has aided NESS participants by building and strengthening networks that become the basis of their social capital.

Across the European Union there has been an increase in the number of programmes and initiatives aiming to promote small business and entrepreneurship. In line with this general trend, enterprise creation and entrepreneurship are increasingly recognised as vital for French post-industrial society, yet France is lagging behind Spain, the UK, Italy and the USA in terms of enterprise creation. This article discusses entrepreneurship education and the role of the Grandes Ecoles. Draws on primary research into student attitudes to entrepreneurs and entrepreneurship and concludes that both societal and educational aspects as well as the creation of entrepreneurial environment at a management school are key to promoting an entrepreneurial student population.

This issue on developing enterprise within higher education includes six articles on universities' partnerships, barriers to start-up and their effect on aspiring entrepreneurs, issues in marketing enterprise initiatives within a university, entrepreneurial summer school as a model for teaching, video as a teaching aid, and the role of personality traits in entrepreneurial psychology. (JOW)

Describes providers of entrepreneurship education in Canada: universities, small business centers, banks, nongovernmental organizations, and federal and provincial governments. Presents a conceptual model for entrepreneurship education and training that identifies traits and skills of entrepreneurs, addresses whether these are predictable, and suggests appropriate methods for developing management skills. (Contains 42 references.) (SK)

Students (n=210) and alumni (n=1,933) who took entrepreneurship electives indicated that 75% of students intended to start businesses; 9.3% of alumni were business owners and 2.9% were starting businesses. Over one-third of alumni were business majors, over one-quarter engineering majors. The student sample included a higher proportion of engineering and science majors. (Contains 24 references.) (SK)

British policies urge universities to develop entrepreneurs because of small businesses' role in the economy. To meet their developmental needs, appropriate subject matter and learning methods must be identified. A university consortium has developed a Master of Enterprise program benchmarked to business and management subjects identified by the Quality Assurance Agency for Higher Education. (Contains 22 references.) (SK)

Provides a survey of education and training of entrepreneurs in different contexts across Asia--India, Indonesia, Malaysia, the Philippines, and Singapore. Concludes that there are vast differences in definitions and approaches to entrepreneurship and that vocational education and training must be adapted to each context. (Contains 41 references.) (JOW)

A longitudinal study focused on the training needs of 6,000 small and medium-sized businesses in 6 formerly communist countries. Results showed owner/managers had positive attitudes to training, but the vast majority had provided no training in the past year. Difficulties included economic conditions and availability of relevant training. (Contains 20 references.) (JOW)

A study of participants in Britain's Young Enterprise program (practical business experience for ages 15-19) showed that it can enhance learning about business and be effectively integrated into the Advanced Vocational Certificate of Education. It offers a holistic approach to vocational programs in business. (Contains 24 references.) (SK)

A study of 50 entrepreneurs in small businesses (fashion design, entertainment, new media) identified factors that helped them learn and develop their business, especially situated learning, networking, and mentoring. Similar naturalistic approaches are recommended for further and higher education focused on entrepreneurship. (SK)

Describes development and marketing of a Welsh business school's diploma in entrepreneurial practice, an action learning-based program. Discusses problems encountered in dealing with the concept of business ambiguity, program flexibility, and measurement of outcomes. (SK)

A survey of 117 British undergraduates, 10 master's in entrepreneurship students, and 11 bank trainees found they had positive images of entrepreneurship but its selection as a career is hampered by lack of identifiable role models, poor media images, and lack of encouragement from teachers, counselors, and other influences. (SK)

To sustain growth requires changes in the Chinese economy and society. The Asian financial crisis shows that independent institutions and individual freedoms are necessary to stimulate entrepreneurship and innovation. Conservative social values often promoted by the education and training system could hinder economic growth. (SK)

Part-time business students employed by small/medium-sized enterprises (n=22) generally considered course content relevant to small businesses, but thought guest speakers and case studies could improve courses. The students had problems finding enough time to assimilate learning. More flexibility in scheduling was desired. (SK)

Discusses the importance of marketing to entrepreneurs. Describes five elements that should be covered in an introductory training session: market research, customer needs, profitability, training, and self-sufficiency. (JOW)

Purpose: 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. Design/methodology/approach: Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students. Findings: 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. Originality/value: 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. [ABSTRACT FROM AUTHOR]

Purpose: Entrepreneurial competence plays a decisive role in entrepreneurship success. To promote the employment of college students and accelerate economic growth through entrepreneurial activities, the Chinese government and universities encourage the use of multiple inputs to boost holistic entrepreneurship education and training. This study aims to assesses the entrepreneurial competence of college students by analysing the effects of entrepreneurship education and policy implementation in China. Design/methodology/approach: The quantitative approach considered a large sample of 12,269 students, who participated in entrepreneurship education in Chinese "double-first-class" universities, to construct a theoretical model of their entrepreneurial competence. Entrepreneurship competition was introduced as a mediating variable in this model. Findings: This study revealed that college students develop entrepreneurial competence by participating in entrepreneurship competitions unlike students who participate in regular entrepreneurship education. Additionally, there was a significant difference in the measured impact of entrepreneurship policy between students who participated in entrepreneurship competitions and those who did not. Originality/value: The effects of the implementation of entrepreneurship education and policy were studied using a quantitative design. Additionally, this study highlights the effect of entrepreneurship competitions with empirical evidence from China, and contributes to the discussion of entrepreneurship education at schools and entrepreneurship policy for policymakers. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research is to determine the impact of getting a higher education degree in a developed country on entrepreneurial intentions of individuals in developing countries by using the social cognitive career choice theory. Design/methodology/approach: A quantitative methodology was utilised through the application of a questionnaire in a sample located in Northern Cyprus. Findings: This research found that for the students who study abroad, the effects of entrepreneurial self-efficacy, outcome expectations and entrepreneurial interest on entrepreneurial career choices are different than for students who study in their homeland. This finding indicates that the location of the university differentiates the antecedents of entrepreneurial career choice of university students. Research limitations/implications: This research has similar limitations to any cross-sectional research. Conversion of these intentions to behaviour should be explored further. Moreover, different models, such as the theory of planned behaviour, should be incorporated to determine if there are significant, meaningful differences between both groups. Originality/value: The authors did not come across any other research combining the social cognitive career theory and the study abroad subject relating to entrepreneurial career choice. Thus, this research makes a unique contribution to the entrepreneurial career choice theory by showing the moderating role of studying abroad. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates the different environments in which high school students go through in their formative years and whether these environments affect their intention to study entrepreneurship as a career choice. Bronfenbrenner's social-ecological theory has been used as a backdrop to capture these environments. Four variables chosen are family support, school environment, self-efficacy and global awareness. Design/methodology/approach: A sample of 1770 high school students were chosen through simple random sampling within Gujarat state. Structural equation modeling (SEM) was used to predict the overall effect of all the environments on Entrepreneurship Education Intention (EEI) of these students. Findings: Findings reveal that self-efficacy has the most substantial influence on intentions. Family support and global awareness have a combined significant effect on self-efficacy, which further translates to a significant impact on high school students' intentions. School environment has an effect on global awareness, which in turn has a negative effect on students' willingness to study entrepreneurship in India. Research limitations/implications: The study has implications in curriculum design and theory development. The study also provides schools with a framework to understand how to orient their students toward entrepreneurship. Originality/value: This paper uses a novel theory that has not been applied in studies related to entrepreneurship education and proposes a model for the same. This novelty also reflects in our findings which have subsequent implications for theory and practice. [ABSTRACT FROM AUTHOR]

Purpose: The present study predicts attitude towards entrepreneurship among the students of Thailand through the entrepreneurial attitude orientation (EAO) model. Design/methodology/approach: A quantitative approach is used, based on cross-sectional data from public sector universities of Thailand. The respondents are bachelor's and master's students who are acquiring entrepreneurship education. A random sampling technique was used to approach students to participate in the survey. A total of 392 useable questionnaires were returned, providing data for analysis. Findings: Using structural equation modeling, the results show a positive and significant impact of achievement, personal control and innovation on attitudes towards entrepreneurship. Self-esteem, however, has a non-significant impact on attitudes towards entrepreneurship. Practical implications: This study may be helpful for university policymakers wishing to know more about students' entrepreneurial attitudes, as there is a strong need to divert more students towards entrepreneurship. This study may contribute to the entrepreneurship literature and the EAO scale, particularly in developing and Asian contexts. Originality/value: This study offers evidence of the development of entrepreneurial attitudes among the students of Thailand, which ensures the further validation of the EAO scale in a developing country. [ABSTRACT FROM AUTHOR]