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The development of entrepreneurial intentions by academics remains a relatively unexplored area. This study investigates the transition from intentions to career destinations in a group of early career bioscientists following their participation in a business plan competition. Despite a significant proportion of academics stating entrepreneurial intentions, very few were seen to subsequently create new ventures. Through a longitudinal analysis distinct patterns of changing aspirations are observed as academics attempt to develop ventures within academe or leave to pursue industrial careers. Propositions are developed explaining how the use of social capital influences changing ambitions and destinations. We observe that weak ties are used to reveal the specific skills needed to realise entrepreneurial intentions. By contrast, strong ties are used to either reinforce entrepreneurial intentions or change career aspirations altogether. [ABSTRACT FROM PUBLISHER]

• A short-term, competition-based, entrepreneurship education intervention assists entrepreneurial competence development. • Participants attribute long-term entrepreneurial/commercialisation outcomes to this short-term STEE intervention. • Pedagogical approach, activities and delivery for effective entrepreneurship education, tailored for STEM sector, outlined. This paper explores how early career biotechnology researchers develop entrepreneurial competences through participation in a bespoke entrepreneurship education competition and whether this affects their longer-term entrepreneurial actions. Specifically, we discuss the pedagogy and evaluate the short- and long-term impact of a long-running entrepreneurship competition, where biotechnology doctoral and postdoctoral researchers address societal and environmental challenges through hypothetical new venture creation. We present evidence regarding the efficacy of this experiential education, where online mentoring is blended with a team-based residential competition utilising inspirational speakers, practitioner support and peer learning in encouraging ECRs to consider commercialising their research. We conclude that long-term entrepreneurial career outcomes can be fostered through tailored short-term interventions. [ABSTRACT FROM AUTHOR]