This study adopts a configurational approach to discover conditions common to graduates from venture creation programs who take a particular learning pathway to high entrepreneurial passion. Our theoretical framework identifies two primary sources of experiential learning (direct and vicarious experience) and three temporal vantage points (pre-, peri-, and post-education) conducive to such conditions. Employing fuzzy-set qualitative comparative analysis (fsQCA) on a sample of graduates from a Swedish university yields four configurations of present or absent conditions that are sufficient for producing high entrepreneurial passion. A uniting feature across all four configurations is the interplay between direct and vicarious experiences with core conditions closer rather than farther away in time. The identified configurations resulting from fsQCA thus imply intricate interdependencies of time-specific direct and vicarious experiences attributed to high entrepreneurial passion. © 2024 The Author(s)

Objectives: In this paper, we explore the use of reflective diaries (RD) as a learning tool for students in a Swedish business school. The question we ask is: How can diaries be used to aid students in setting learning goals and directing their learning process? 

Approach: First, drawing on entrepreneurship education (EE) and management education (ME) literature, we justify the fitness of employing RD to support students in cultivating self-regulated learning. Next, we present our format of RD and explain how it was incorporated into one of the core courses within a one-year MSc program in business administration. Further, based on our analysis of available RD, we identify various approaches used by students for setting their learning goals and directing their learning processes. Finally, we discuss the implications of our findings for ME. 

Results: The results suggest multiple effects of RD on student learning. Two learner types emerged from the analysis: guided (seeking explicit external guidance) and autonomous (preferring independent reflection and analysis for devising their own learning strategies), which can be shifted over time. Transitions from guided to autonomous learning seems to be attributed to the internalisation of performance feedback received while learning from and through others. In contrast, transitions from autonomous to guided learning seems to be linked to the increasing complexity of objectives and tasks autonomous learners are engaged in while progressing in their learning journey. 

Implications: Our study offers implications for ME regarding the design of supportive and scaffolded learning environments that provide performance feedback to students with various learning needs and approaches. In this regard, the study highlights the importance of recognizing and accommodating different learner types and their preferred learning approaches. By tailoring learning experiences and providing opportunities for gradual transitions, business schools can enhance student engagement, learning outcomes, and the development of critical skills needed for navigating competitive challenges in the global landscape.  

Value/Originality: Our study examines the use of reflective diaries as a learning tool for business school students. By exploring the specific role of reflective diaries in promoting goal setting and directing the learning process, our study offers a unique perspective on how reflective diaries can be tailored to individual student needs that provide a nuanced understanding of their impact on student learning outcomes.

In this study, we contribute to research on the history of entrepreneurship education scholarship in the 1990s and early 2000s by focusing on the Internationalizing Entrepreneurship Education and Training Conference (IntEnt conference). Acknowledging the pioneering initiative of the IntEnt conference in a formative phase of the development of entrepreneurship as a teaching subject, our study delves into the scholarly field’s early collaborative endeavors and knowledge expansion. We collected descriptive data on the conference’s evolution by reaching out to conference hosts and key delegates. Additionally, we identified edited proceedings for content and bibliometric analyses of annual conference papers. The findings illuminate the role of the IntEnt conference in fostering an emerging academic infrastructure for international collaborations and knowledge exchange on entrepreneurship education. In this regard, the study provides a deeper understanding of the field’s evolutionary trajectory. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

To what extent do STEM founders benefit from having founded an incorporated business upon returning to employment? Addressing this question would indicate the career value of engaging in entrepreneurship for STEM founders—but an answer remains elusive in the current literature. Drawing on human capital theory, we investigate the earnings consequences for STEM founders who return to employment post-founding a business and whether the earnings are contingent on their rank (managerial versus non-managerial) in the returning organization. Comparing founders to employees with similar characteristics in the STEM labor force in Sweden between 1990 and 2015, we find that founders, on average, earn marginally more (about 1.5%) on returning to employment. However, the earnings are likely to vary significantly depending on rank in the returning organization, as well as other factors such as founders’ age, previous earnings in wage employment, and the size of their employer on return. We discuss the implications for research and practice. © 2024 The Authors

We employ bibliometric methods to provide insights and quantitative data about academic publications on sustainable entrepreneurship education in field-specific entrepreneurship journals. We identify 147 publications in journals acknowledged as Entrepreneurship and small business management outlets in the Academic Journal Guide (AJG) 2021. The analysis reveals that field-specific entrepreneurship journals play a significant role in driving conversations on sustainable entrepreneurship education. However, there are selective citation practices that concentrate attention on a few high-impact journals. The analysis also identifies four conceptual themes prevalent in the field, focusing on entrepreneurial intention, small business success factors, social entrepreneurship, and institutional aspects of sustainable entrepreneurship education. Additionally, the analysis highlights influential works and research themes within sustainable entrepreneurship education. Overall, our review and analysis emphasize the need for a multidimensional approach that combines bibliometric analysis with qualitative assessments for a comprehensive evaluation of the field.

Alumni engagement plays a crucial role in driving innovation in university-based entrepreneurship ecosystems. We employ an inductive, informant-centric research design to explore the processual dynamics surrounding the early alumni engagement of entrepreneurship graduates and how these translate into enterprising behaviors that foster technology transfer and knowledge-intensive entrepreneurship. Our inductive analysis advances the theoretical understanding of the beginning phases of the alumni engagement process among entrepreneurship graduates, the key drivers that make them gravitate toward different forms of alumni engagement, and the role and impact of their engagement in the surrounding ecosystem. © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.

Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.

Sustainability has become a key concern for SMEs whose board members recognize the need to consider not only the financial bottom line but also the environmental and social performance of the business. Sustainability is about ethics because it calls on board members to consider the condition of current stakeholders as well as the potential condition of future people who are at the mercy of contemporary unsustainable production and consumption patterns. In this chapter, we build on recent developments of the extended team production theory to discuss the characteristics and behavior of value-creating boards in SMEs. We present an integrated value chain framework that may be used for developing the value-creating potential of boards to achieve the long-term sustainability goals of the business. © Till Talaulicar 2023.

This study theoretically and practically contributes to show how boards in SMEs can contribute to value-creation. Furthermore, a value-creating conceptual framework is developed integrating an extended team production theory. Team production theory has its roots in law and economics, and it is an alternative to agency theory (Blair & Stout, 2001). The extended team production theory has a focus on leadership and managerial behavior, and it integrates core strategy perspectives from both industrial organization and resource approaches. We were honored that an extended version of this article recently accepted for publication in the Handbook of Research in Corporate Governance and Business Ethics (Gabrielsson & Huse, 2023). In this present article, we specifically showcase to what degree boards in practice may create or destroy values within the organization and we apply a novel lens of extended team production theory to do this.© 2013 by International Doctoral Research Centre