Search

We utilized cross tabulation statistics, word frequency counts, and content analysis of research output to conduct a bibliometric study, and used CiteSpace software to depict a knowledge map for research on entrepreneurship education in China from 2004 to 2013. The study shows that, in this duration, the study of Chinese entrepreneurship education experienced a progression through three stages, an "exploratory stage of learning from foreign models," a "developmental stage geared toward employment problems," and a "transformative stage promoting cultivation of student abilities," and featured three primary characteristics, "multidisciplinary fusion," "imbalanced regional distribution," and "policy orientation." In the future, popular fields in the study of entrepreneurship education are to be concentrated in the three areas, namely "entrepreneurship education and talent cultivation," "entrepreneurship education and entrepreneurial environments," and "entrepreneurship education and innovation education."

This paper sets out the importance of teaching contextualized understandings of value within different disciplinary contexts in order to enhance employability and to foster greater levels of engagement with enterprise and entrepreneurship education. Key research has recognised the broader benefits of enterprise and entrepreneurship education, including that of developing graduate employability. Yet enterprise and entrepreneurship may not feel comfortable or relevant to students (Enterprise Educators UK (EEUK), 2012; Henry, 2013). It has been identified that students can better relate to enterprise and entrepreneurship when it is contextualised in professions, sectors and communities of practice, moving away from a focus on venture creation and start up (Gibb, 2005). We argue that taking an approach which is explicitly based on value creation is a crucial driver of student engagement with enterprise and entrepreneurship education. This needs to be based in students' individual values, embedded in their disciplines, and related to the communities of practice which as graduates they will go on to be part of. When grounded in the creation of value at an individual, disciplinary, and societal level, enterprise and entrepreneurship education can appeal to a wider constituency of students. In this paper, we discuss how value creation is understood in three diverse academic disciplines, Business, Biomedical Science and Music. Building on key research and drawing on our extensive practice as educators, we argue that explicitly foregrounding understandings of value within our different disciplinary contexts and developing appropriately contextualized, experiential forms of value creation-based pedagogy, is key to student engagement and enhances graduate employability. [Note: The page range (1-20) shown on the PDF is incorrect. The correct page range is 1-15, 17-20.]

The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism.

Higher Education Institutions are expected to stimulate the innovation system and to contribute to the development of societies in a global perspective. Within this context, there is an increasing focus on internationalization. HEIs are developing institutional mechanisms to support internationalization while academics are expected to carry specific practices that allow them to improve the internationalization of knowledge production. At the same time, they are encouraged to engage with non-academic partners to co-produce and transfer knowledge, contributing, in this way, to economic and social development. Although there is some research on the impact of internationalization on academic entrepreneurship, studies on the effects in other dimensions of academic engagement with society are almost absent. This paper aims to fill this gap by analyzing the relationship between academics' internationalization practices and perceptions and the development of different types of academic engagement. Our analysis draws on quantitative analysis with data provided by an international survey (APIKS) and explores the Portuguese context. Findings show that the different practices and perspectives on internationalization impact differently on the way scientists engage. While there are positive effects of internationalization of research on engagement, the time academics stay abroad and the high focus on publishing in internationally high-rated journals may negatively affect academics' orientation towards the local community. This paper contributes to the debate on the role of the internationalization in the context of a knowledge-based society, considering different dimensions and a broad spectrum of knowledge-based engagement activities.

Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial and economic literacy, motivation and perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.

Purpose: This paper highlights important lessons for co-innovation drawn from three ex-post case study innovation projects implemented within three sub-sectors of the primary industry sector in New Zealand. Design/methodology/approach: The characteristics that fostered co-innovation in each innovation project case study were identified from semi-structured interviews conducted with key stakeholders in each project, iterative discussions to confirm the findings and secondary document analysis. Common themes from the three cases are examined in relation to innovation system structure and function analysis and agricultural innovation system (AIS) literature. This study builds on the literature attempting to overcome methodological challenges in the applied AIS research space. Findings: The findings have implications for co-innovation in practice; that there needs to be network-level capability and legitimacy, an understanding of priorities between actors, and adequate resources, to ensure proposed outcomes are likely to be attained. Practical implications: Practically, project leaders need to ensure they embed an appropriate mix of actors in the research program and they also need to create and encourage room for open and honest dialogue between these actors to develop a shared vision of the future. Theoretical implications: A conceptual model is developed to highlight and simplify lessons that can inform future projects involving co-innovation approaches to create value in the primary industries and AIS more generally. This model is unique to the applied AIS research space and provides new insights on enhancing the potential value of a co-innovation approach. Originality/value: The paper adds to current scholarly debates and provides insight to key actions stakeholders need to take to foster co-innovation processes for successful outcomes in extension.

The focus of this paper is on the bibliometrics of entrepreneurship program papers issued on the Scopus Preview written by Asian countries' affiliation researchers from 1987 until 2021. The data was collected in February 2022. The findings are (1) the research topics are entrepreneurship, psychology, pedagogy and economics; (2) Malaysian researchers produced most papers in Asian countries; and (3) Chinese authors are the most productive regarding the paper's quality of citation rate. We suggest maximizing the non-partnership strategy and the partnership strategy to produce more papers. Besides this, we suggest choosing the right keywords to produce high-quality papers. [ABSTRACT FROM AUTHOR]

Deploying systems-theoretical conceptuality, this paper improves understanding of the organisational consequences of the intensified societal engagement of a research university. Aligning its work with Luhmannian organisational analysis, it addresses the dynamic interplay between two modes of administrative decision-making communication, namely, the traditional professional administration and the New-Public-Management-oriented (NPM) managerial techniques. Our research observes how the politico-economic conditions of the society translate into the university's decisions concerning an initiative to engage in start-up entrepreneurship. The article contributes to higher education literature by showing that the university's professional administration is a discrete organisational function internally differentiated into specialised administrative branches, each of which operates according to a sense-making regime associated with its primary societal system reference, such as education, science and the economy. The article also demonstrates the structurally conditioned differences in branch-specific temporalisations of the entrepreneurial initiative during decision-making. Inspired by the Luhmannian view on temporality, we demonstrate how administrative decisions synchronise the varied structural time horizons within the university's professional administration. Focus on temporality in decision-making thus allows us to see how the NPM-inspired managerial techniques are operationalised in administrative communication at universities. Consequently, the paper argues that university administration is a complex dynamic entity, which varyingly aligns itself to national policy scripts, and only selectively enacts features of a global trend known as NPM.

The purpose of this conceptual paper is to explore the complexities and connections between women, femme, and nonbinary (WFN) collective social entrepreneurs, social movement learning (SML), and critical participatory action research (CPAR) within the fields of adult education (AE) and human resource development (HRD). WFN collective social entrepreneurship serves as a reaction and solution to system failures, by creating supportive learning environments. We discuss the potential of social movement learning (SML) in these collectives, offering marginalized learners opportunities for skill development, knowledge sharing, and social impact efforts. This paper proposes using CPAR as a research approach to support social movements and amplify marginalized voices. CPAR can illuminate the development and learning networks of WFN social entrepreneur collectives and emphasize the importance of inclusive and intersectional approaches in entrepreneurial education and research within AE/HRD.

This paper examined the available literature on persons with disabilities (PWDs) in Nigeria with respect to empowering them through entrepreneurship. Using the integrative review research method, this paper highlighted some of the barriers faced by PWDs in becoming successful entrepreneurs as well as offered possible solutions/strategies to overcome these barriers. Three databases were searched with search terms carefully coined to generate relevant results. Based on the available literature, the idea of empowerment for the disabled in Nigeria varies across religious and cultural diversity. Empowerment could mean a mandatory religious practice of giving alms ("Zakat") to the most deserving individuals. It could be used as a political tool by people in government offices. Empowerment obliges privileged people to remember the less privileged and disabled in the society. Some of the common barriers faced by PWDs in venturing into entrepreneurship were found to include a lack of entrepreneurial education, discrimination, difficulty in raising start-up capital, and poor enactment/implementation of legislation among others. However, potential solutions to these challenges were found to include the enactment and enforcement of legislation favourable for PWDs to thrive in entrepreneurship, educational investment, provision of accommodating environment, adequate financing, and provision of assistive technology among others. Nigeria still has a long way to go in assisting PWDs to achieve their full potential. Empowerment of PWDs should come in the form of entrepreneurial education with which they can learn to become self-reliant and financially independent.

Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can be aligned more with industry expectations and expected duties. We propose a framework to connect with industry and create student income-generating projects. This proposed income-generating assessments framework recommended industry-based assessments with which students can not only earn marks towards a subject but potentially earn an income based on it. This paper extends the idea of peer learning to expert or industry learning: an approach that did not employ in higher education. Our approach supports educators in keeping the assessment up-to-date, enabling students to add more value to their learning of industry products and procedures. Students can directly contribute to the product and procedures and learn from the strategies actively employed in the workplace.

Employing neoliberal governmentality as a conceptual frame, this paper presents evidence from the mushrooming English language academies from Pakistan to demonstrate that how neoliberal rationality as a normative order of reason governs the minds of learners and teachers without governing. Drawing on the analysis of an open-ended interview protocol and semi-structured interviews, the findings suggest that learning more English is believed to render them competitive in the current linguistic market. The rationality is deeply interwoven with the logic of the market. English is considered instrumental for social survival, a tool that promises all forms of social, cultural, and economic capital. The paper discusses that how the knowledge that neoliberal rationality internalises, apparently governs participants' discourses, actions, and their self-technologies. Self-technologies manifest in their conduct of relentless self-development and self-entrepreneurship. Recurrent neoliberal lexicon embodies their subjectivities. The power of neoliberalism 'inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives' (Foucault [1980]. "Power/Knowledge: Selected Interviews and Other Writings", 1972-1977. New York: Pantheon Books). The study concludes that the transformative potential and promises attached to English learning are facile because English does not exist in some neutral social space; instead, it operates in a polarised society where the roots of socioeconomic inequalities are fundamentally structural than access to English.

This paper examines how superintendents and school principals enact national policy reform expectations and what characterises their local organisational arrangements. Furthermore, the paper investigates how superintendents and school principals deal with tensions as entrepreneurs. The study builds on qualitative interview data from two municipalities in Norway. Analytically, the study draws on institutional theory, more specifically, on entrepreneurship, which to a limited degree has been applied in educational and empirical studies. The superintendents and principals interviewed referred to various local arrangements and resources that were partly adapted and changed through reform work to better fit local needs. Such arrangements included intra and interorganisational dependency and cooperation with several actors and organisational resources. Superintendents and principals seemed to partly break away from existing patterns of interaction. The entrepreneurial work entailed dealing with several tensions emerging within and across institutional boundaries in the process of enacting national reform policies.

This paper proposes a new approach for combining top-down and bottom-up approaches intended to lead to a curriculum for action in the public interest that builds on social entrepreneurship and digital skills for students at community colleges. This integrated approach requires a collaborative, participatory approach and aims to provide relevant content for students with different cultures and backgrounds, personal values, and sense of identity. The objective is for all participants to engage in the learning process, become more confident, and develop contemporary skills that inspire and enable them to take initiatives to tackle global challenges and to thrive in a multicultural world. A relevant curriculum must enable students to understand the global and local situations in different geographies and, with the increasing demand for digital skills, to access and share information over networks, to develop possible solutions, and to make them happen. This paper proposes ideas for stimulating students to think about what they can do for the public good, starting with local issues, and to generate outcomes valued by the community. The ideas proposed for specific local communities in Maryland can be generalized for understanding and addressing problems for different communities in the United States as well.

This paper demonstrates how the innovative application of a Collective Intelligence approach enhanced Local Skills Improvement Planning information for employers, education and skills training organisations and regional economic policy organisations. This took place within a Knowledge Transfer Partnership between a Chamber of Commerce and a University. This aimed to develop and deploy regional business intelligence for enhanced policy and decision-making in enterprise and economic development. The project converged knowledge from several research centres including economics, entrepreneurship and innovation, data science, and Artificial Intelligence. The paper presents a project case study which provides two contributions to applied knowledge. Firstly, it demonstrates how a Collective Intelligence (CI) approach can be applied to achieve rapid results in resolving the real-world problem of local skills information availability. Useful real-time data was gathered from employers in three sectors on skills requirements, supply and training. This was analysed using Artificial Intelligence tools, then shared publicly via an automated Internet portal, providing a scalable model for wider use. Secondly, it explores and evaluates how the knowledge exchange (KE) process can function effectively and quickly in applying CI-based innovation in practical ways which create new value, within a Knowledge Transfer Partnership between a University and Chamber of Commerce.environment.