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Internationalization in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves creating multicultural teams to develop a specific learning project. Although this methodology is expanding, its use in physiology is still scarce. This paper aims to show an example of applying COIL methodology in physiology topics to enhance higher-education students' innovation and business skills. Our example project developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master students. Over 7 weeks, these teams, mentored by professors and researchers, engaged in workshops covering COIL methodology, business model design, executive summary planning, economic analyses, and communication techniques. Key outcomes included learning new concepts, developing soft skills, building confidence in innovative solution proposals, and experiencing diverse cultures. Challenges faced were language barriers, scheduling, task complexity, and logistical issues. This experience confirms the effectiveness of incorporating programs using COIL methodology into educational curriculums. Doing so exposes physiology students to innovation, entrepreneurship, and business creation while strengthening their professional connections and opening up postgraduation opportunities.

Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing.

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.

Learning skills and developing competencies at early ages augment its benefits later in life, and therefore, can be effective in the long run. Starting from this point, the paper argues the need for and importance of enterprise education in preschool education. The paper aims to explore preservice preschool teachers' entrepreneurship features and make suggestions for implementing enterprise education in teacher education programmes. "The Entrepreneurship for Teacher Candidates Scale" was employed with 184 preservice preschool teachers, followed by interviews with four of their lecturers. Descriptive statistics and two-way ANOVA was used to analyse the quantitative data, and thematic analysis was used for the qualitative data. Overall, the results showed that preservice preschool teachers' perception of their level of entrepreneurship features was high, which was not agreed by lecturers except for self-confidence. The results of two-way ANOVA did not indicate any significant difference (p>0.05) for any of the factors investigated (i.e., gender, year of study, taking entrepreneurship courses previously, and/or having an entrepreneur in the family). This means that participants had similar scores and have similar levels of entrepreneurship features. Having no impact of the year of study and entrepreneurship courses attended previously on participants' entrepreneurial features may suggest the revision of preschool teacher education programmes and the content development targeting such features. Finally, practice-based, active, and collaborative teaching is suggested rather than theory-based teaching for enterprise education in preschool teacher education programmes. Teacher-academics meetings, seminars and workshops about enterprise education are suggested for professional development of preschool teachers.

With the growing importance of entrepreneurship education, entrepreneurship programs established within higher education institutions are thriving hard to achieve entrepreneurship educational outcomes in recent years. Several studies reported the role of higher education institutions in promoting entrepreneurship education and enhancing students' skill sets in various ways. To extend this knowledge, this paper aims to analyse the role of higher education institutions in promoting innovativeness and passion among students pursuing entrepreneurship education. A meta-analytic review is conducted by combining the results from empirical analysis of 24 related studies. The influence of higher education institutions on entrepreneurship educational outcomes and individual transformations is examined and their relationships are exposed. The results of the review show that various components of higher education institutions are positively related to individual transformations (r[subscript c] = 0.579) and entrepreneurship educational outcomes (r[subscript c] = 0.331). It is also found that the passion (r[subscript c] = 0.31) and innovativeness (r[subscript c] = 0.2771) are positively correlated with entrepreneurship educational outcome. Moreover, institutional environment has a greater impact on passion (r[subscript c] = 0.531). Thus, the results indicate that higher education institutions play an important role in promoting passion and innovativeness among students.

Both the transformation from innovation systems to innovation ecosystems and university reforms in such a context require a renewed understanding of the nature of universities and their roles in society. While the recent flourishing concepts about new models of universities suggest that the notion of an entrepreneurial university needs to be replaced by a more suitable concept to capture the unprecedented changes in universities in the societal transformation, the features of a new model of university described by these concepts can hardly fit into a consistent framework. This paper responds to this research gap by integrating both conceptual and empirical literature about the transformations or reforms of universities, mainly in the European context. Our major research findings are as follows. First, we identified characteristics of an ideal-type university in innovation ecosystems, named a sustainable entrepreneurial university (SEU), in comparison with those of an entrepreneurial university. Second, we elaborated on three emerging roles of the SEU in innovation ecosystems. Third, we found that while a transition from entrepreneurial universities to SEUs can be seen in European university reforms, the paces of the transformations vary. At the end of the paper, we discuss the scholarly and policy implications of our research findings.

While innovation commonly stems from the Entrepreneurial Mindset (EM), its integration within chemical engineering curricula has been notably limited. However, a shift is occurring as both private and public initiatives are now directing resources and attention toward equipping students for prosperous careers. This paper delineates the successful incorporation of EM modules into the curricula across two distinct institutions and various course levels, presenting a potential blueprint for assessing EM's efficacy within diverse academic settings.

Purpose: This study aims to explore the contribution of Enactus sustainability initiatives to youth empowerment and community development, thus analysing how South African higher education institutions can increase student involvement in Enactus projects across all faculties. Design/methodology/approach: Using a systematic literature review approach, the authors searched the Web of Science database for 47 relevant studies, which were found and filtered using the search parameters, and then 33 articles that are strictly relevant to the main topic were chosen as the final corpus. Findings: The authors found that Enactus facilitates community progress through transformative innovations and students gain valuable skills that increase their employability regardless of their field of study. Research limitations/implications: The focus of this study is confined to scholarly evidence acquired from peer-reviewed journals, hence empirical studies could be conducted by using literature from books, theses, bulletins, government white papers and gazettes. Practical implications: These findings highlight several merits of Enactus skill-based training such as learning-by-doing, learning from failures and learning from entrepreneurs. Social implications: The study findings offer compelling evidence that student transformational innovations could facilitate sustainable development within communities. Originality/value: Despite the crucial contribution of Enactus projects to nation-building worldwide, literature on this phenomenon in the context of South Africa is limited.

This paper explores the current state of university-based business incubators (UBIs) in Canada by utilizing both secondary and primary data obtained through desk-based secondary research and semi-structured interviews with UBI managers, academics, and support staff. These data informed the development of nine cases of UBIs in Canada. The data were collected from VoIP (Voice-Over-Internet-Protocol) based semi-structured interviews with 32 participants during the COVID-19 pandemic (March 2021-February 2022), from which 9 cases were developed during the pandemic. The key themes derived from the findings were the development of communication skills, curriculum development, extra-curricular activities, industry engagement, innovation, research skills and strategic thinking. The originality of this study lies in its identification of the current state of UBI activities as well as its assessment of the broad range of activities and provisions among Canadian UBIs. The empirical development of showcasing these initiatives is also novel for the efficacy of UBIs concerning institutional and managerial decision-making and operational planning. There are implications for academics, senior management in higher education, entrepreneurs, policymakers and other stakeholders in the entrepreneurship ecosystem.

In this paper, an attempt was made to locate the role of internationalisation in African Higher Education Institutions (HEIs). It is argued that comprehensive international, intercultural, and global dimensions in the affairs of African tertiary institutions provide for a more nuanced and diversified higher education landscape. Through a desk study approach, dwelling mainly on existing literature, the paper examines the issues of internationalisation from the perspectives of diversity and inclusion, as well as the roles of the relevant key players within those institutions to practically deliver internationalisation strategies that will put the institution on a global pedestal while remaining locally and regionally relevant. More importantly, strategies for achieving comprehensive internationalisation are discussed drawing inferences from literature and documentary sources. The interrogation of these sources in relation to the expectations of the current and future HEIs to remain socially relevant and sustainable is carried out. HEIs in Africa must contribute to socio-economic change and engage with their quad-helix and eco-system partners to ensure that high end skills training, knowledge production, entrepreneurship and innovation are accelerated. In so doing, African HEIs must embrace diversity in its fullness including welcoming differences in gender, race, culture, nationality and providing platforms of engagement that allow for inclusion, and breaking silos to allow for a nuanced agenda of internationalisation.

Purpose of this paper: This paper examines the past and present of the university spin-off (USO) phenomenon by identifying research findings and synthesizing different spin-off practices from around the globe. The evolution and future of this phenomenon are then discussed, alongside potential new lines of research. Design/methodology/approach: This study adopts a systematic literature review approach, combined with a Multiple Correspondence Analysis. This approach allows for the creation of a robust and reliable synthesis of the research carried out over the past 35 years (1986-2020), offering a fine-grained depiction of the USOs' underlying relationships through multiple correspondence analysis (MCA). Findings: This paper contributes to scholarly literature on academic entrepreneurship by providing insights into the analytical trends of the past, current evidence on the configuration of USOs, and discussions of the future of USO research. Several implications for improving performance, productivity, and reinforcing capabilities emerge to assist spin-off CEOs, university managers, and policymakers. Originality/Contribution: This paper fulfils an identified need by revealing the trajectory of the USO research field. Additionally, it presents an up-to-date reflection of USO antecedents, decisions, and outcomes, outlining an agenda for future research.

Purpose: The aim of this paper is to discuss the importance of multidisciplinary training in the perceived development of social entrepreneurship competence. By means of a sample of an ethics class, this study seeks to argue the relevance of new social entrepreneurs having a broad training, beyond the knowledge they receive from the business area. Design/methodology/approach: This paper is based on a quantitative analysis methodology. Based on the application of a validated questionnaire measuring the perceived development of social entrepreneurship competence, a longitudinal measurement was carried out at two points in time, at the beginning and at the end of an ethics course, in a sample population of 132 undergraduate students. Based on these results, a multifactorial diagnosis was made using a Z-test. Findings: Overall, the sample results did not show a significant improvement in their level of perception of students' development of the social entrepreneurship competence. However, the individual results of the perceived development of sub-competences that make up this competence did reflect some development, especially the sub-competence of social innovation. Thus, this study demonstrates that there is a measurable impact of the contribution of other disciplines, in this case the ethical education, in the training of new entrepreneurs, arguing the importance of multidisciplinary training. Practical implications: The results of this study contribute to the work of universities in developing social entrepreneurship competence. Based on its findings, institutions will be able to recognize the relevance of multidisciplinary training in the generation of new social entrepreneurs, valuing other disciplinary areas, such as humanities and social sciences, beyond training based exclusively on business knowledge. A key point to capitalize on in training practices for social entrepreneurship is "social innovation", due to the sense of transcendence and impact that universities should seek, precisely because of their social responsibility to create value. Originality/value: This research provides empirical evidence of the impact of ethics education on social entrepreneurship education. It argues the importance of reflecting on multidisciplinary education as a complementary element in the perceived development of social entrepreneurship competence in students.

Purpose: The purpose of this practitioner paper is to explore whether the principles of Design Thinking and the Lean Startup could be employed in developing a disruptive model for delivering educational programs within higher education in a way that attempts to eliminate the multitude of problems facing this industry, while simultaneously adhering to the principles of frugal innovation and meeting relevant sustainability goals. Design/methodology/approach: The authors followed a design thinking approach, employing tools such as empathy mapping, customer journey, value proposition and semi-structured interviews to obtain a deep level of understanding of the problems educators and students within the context of entrepreneurship education are facing. Throughout the process they drew on the practice of emergent inquiry and customer co-creation to help guide decision making. Findings: The authors successfully derived a conceptual solution in the form of a Minimum Viable Product of which the features were tested against the multitude of user needs and requirements. It was possible to demonstrate how the solution meets all nine of the requirements for frugal innovations while simultaneously adhering to applicable sustainability principles. Practical implications: The proposed solution offers a potential opportunity to first-movers in chosen academic disciplines to become leaders in online education. Originality/value: Even in an industry such as higher education there is a dire need for frugality and finding sustainable solutions for educators and students in both developed and developing markets. With this paper the authors succeed in presenting innovative combinations of digital artefacts, platforms and infrastructure to arrive at a novel crowd-sourced solution that is unique in its design.

Universities of applied sciences (UAS) have a strong mandate to carry out research, development and innovation (RDI) activities in collaboration with local stakeholders. Geographical proximity is one of the key factors for the creation and success of RDI activities because of the positive balance between costs and benefits of local knowledge transfer, but they also depend on the networks of individual staff members. This paper aims to explore how maintaining and developing purpose-built and individual RDI partnerships during the COVID-19 pandemic has been managed. An enhanced conceptual framework for assessing contextual dimensions of the RDI activities beyond academic entrepreneurship as business ventures has been developed. The paper focuses on a single case study drawing on semi-structured research interviews investigating how the swap to remote working have affected RDI activities at Tampere University of Applied Sciences, one of the biggest UAS in Finland with intense regional linkages. The contribution of the study is twofold; firstly, the paper introduces an expanded theoretical approach for assessing the external and internal factors having an impact on the RDI activities beyond academic entrepreneurship. Secondly, by testing the proposed framework, it shares insights and good practices derived from empirical evidence, namely binary data and semi-structured interviews revealing experiences of RDI personnel and project managers involved with different phases of RDI process, for optimising high-quality innovation support, knowledge transfer activities and co-creation of new knowledge in exceptional circumstances.

The current entrepreneurial pedagogy focuses on enhancing students' ability in discovering opportunities based on an understanding of users' needs. This study challenges this dominant pedagogy by proposing a method to help students generate innovative ideas and create entrepreneurial opportunities by transforming the existing product's meanings, or through a meanings design process, instead of only trying to understand users' needs. The paper draws on social semiotic theories and theoretically proposes that, by transforming three product meanings (i.e., presentational, orientational and organizational), students are able to design a novel product and thus identify an entrepreneurial opportunity. A brief case study along with some students' design projects are provided to illustrate how to use this method in teaching. This study is intended to provide entrepreneurship educators with a fresh tool to nurture students' ability in identifying innovative opportunities and to immerse them in a more creative learning process while shaping their entrepreneurial mindset.

Inherent Simmelian foundations anchor the theoretical base of the Triple Helix model. The Triple Helix model polishes the theoretical lens of Georg Simmel, revealing the empirical basis of intermediating ties in entrepreneurship and innovation. This Viewpoint article takes the path-breaking weak and strong ties approach of Mark Granovetter a step beyond the search for existing jobs into the realm of entrepreneurship and innovation: the task of creating new jobs. Building on Granovetter's counter-intuitive social ties model, the perspicacity of intermediate ties is that they constitute an often invisible category of collegial and friendship ties that may be induced or repressed in varying organizational formats. Such ties are key building blocks, supplying missing dimensions of talent and mediation in entrepreneurial start-ups, often making the difference between success and failure.

A major challenge facing institutions of higher learning is academia-business cooperation. To achieve it, some universities have introduced modest university-industry initiatives and executive education programs that in general have remained strategically inefficient. Meanwhile, in the last 20 years various researchers have called for the development of fully fledged entrepreneurial universities. However, according to many studies in the literature, the guidelines and standards that define these universities remain hard to adopt in conventional institutions as they reshape their whole mission and vision, organizational structure, leadership, culture, academic programs, type of research, incentives and rewards, and influence within the ecosystem. This paper argues that, given the inefficiencies in executive education programs and the difficulties and challenges in transforming conventional universities into entrepreneurial universities, a special efficient entity for executive education adopting an entrepreneurial approach should be developed in higher learning institutions to improve academia-business cooperation and to provide a potential pathway for a gradual transformation into an entrepreneurial university. Thus, the authors develop an innovative executive education strategic plan for universities to consider, coining the 10 Cs of the executive education alphabet--Commitment, Command, Collaboration, Capacity, Content, Cohesiveness, Competition, Cost, Cognizance and Communication--with the broad goal of building an efficient link between universities and the industrial and corporate sectors.

Neoliberalism as it emerged from the West, has been localised when it entered China along with the global market. In the 2010s, a series of neoliberal policies under the mass entrepreneurship and mass innovation (MEMI) initiative were launched to support an entrepreneurial environment for Chinese theatres. To understand how the state applied neoliberalism with Chinese characteristics to Chinese (applied) theatre via the practice of MEMI policies, this paper acknowledges Althusser's theories of ideological state apparatuses (ISAs) and interpellation to demonstrate the construction of the ideological relationship between Chinese theatre artists and China's government.

Purpose: This paper aims to propose a performance measurement system to evaluate the key aspects of entrepreneurial activities in Brazilian universities. Design/methodology/approach: This study was developed in two phases. Both phases consisted of a survey sent to Brazilian universities (public, private and not-for-profit) whose technology transfer offices (TTO) had contributed to the annual report by the Ministry of Science, Technology and Innovation (MCTI, 2015), which evaluates the implementation of the Innovation Law. Multiple correspondence analysis was used to analyze the answers. Findings: A set of 13 indicators and 13 characteristics of the organizational structure of the institutions was identified for the purpose of evaluating the level of development of the entrepreneurship activities. Research limitations/implications: The main limitation of this study relates to the low quality of the survey responses. It was not possible to qualitatively validate all the selected indicators. This is because universities are still not internally organized, because the higher authorities do not enforce the collection and treatment of data based on the existing legislation. Originality/value: The results of this study, with the definition of indicators, can be used to inform public policy for the stimulation of entrepreneurship in other countries and regions.