There is limited understanding of how education initiatives geared toward faculty and support staff can foster a capacity for long-term and integrated societal engagement and collaboration within higher education institutions. Using the experiences from a cross-disciplinary pilot course in Sweden, the current study aims to identify features that explicate how skills and academic rigor for engaging in societal collaboration can be developed toward a “reflexive scholarship of societal collaboration.” Based on a case study of the course, we identify the need for (i) theoretical orientation, (ii) collective reflections among diverse participants, and (iii) application of gained knowledge in real-world contexts. Building on the experiences from the pilot course, we explore and discuss the participants’ reflections on how their partaking in the course may support a reflexive scholarship of societal collaboration. Our study is relevant to managers and policymakers interested in nurturing long-term and integrated collaborations between academia and various societal actors. © The Author(s) 2024.

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.

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.

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.

Collaboration between academia and society has become a key priority for many higher education institutions (HEIs). In Sweden, this is partly driven by political calls to secure the long-term provision of knowledge, innovation and competitiveness. At the system and institutional level, responses to this are reflected in governance structures and strategic documents. However, those strategic responses often fall short and attempts to organise for collaboration are often met with scepticism, and, in practice, micro-level changes are slow. This paper asks why that is the case by reflecting on the experiences gained from initiating and anchoring a course on societal collaboration at a Swedish HEI. We analyse the experiences from this bottom-up initiative by building on the notion of reflexivity. Our study contributes to research on managing and organising collaboration at HEIs by highlighting and illustrating the need to adopt a scientific approach – to use scientific knowledge – and engage (more) in reflexivity when organising to ensure societal collaboration. Efforts to produce collaboration cannot be expected to be solved by ‘someother’, but require strategy to be aligned with practice. We conclude our reflexive inquiry with implications for research and practice. Copyright (c) 2023 Anna Jonsson, Eugenia Perez-Vico, Diamanto Politis

Entrepreneurial education as a scientific field can be regarded as an emerging and growing area of research. In this study we pay particular attention to the community of scholars involved in entrepreneurial education. The aim of the paper is to explore how scholars within the field have integrated into larger scholarly communities. Based on a unique database and web-based responses from 313 entrepreneurial education scholars, we demonstrate that scholars within the field exhibit great variety in their scientific outlooks and appreciation of communication systems. However, we find that the field consists of four scholarly communities characterized by a specific combination of scholarly inspirations, favorite meeting places, and publication channels, of which three clusters are anchored in the field of entrepreneurship, and only one cluster shows a strong entrepreneurial education research identity. Finally, the results indicate a low consolidation across the scholarly communities, which highlights the need for reflections on how the field can achieve increased integration and cohesion in the future.

The purpose of the paper is to advance the scholarly understanding of how different combinations of proximities in collaborative R&D projects drive radical innovation. We use fuzzy set Qualitative Comparative Analysis to explore how configurations of geographical, cognitive, social and institutional proximity lead to radical innovations in collaborative R&D projects. The analysis generates three solutions. Each solution includes either cognitive, organizational or geographical distance, and all include social proximity. Thus, our results indicate that social proximity is central but not sufficient for radical innovation in R&D projects as it must be combined with a distance in another dimension. This shows that even though distance is a necessity to achieve radical innovation it seems difficult to cope with distance in more than one dimension at a time. The results contribute to novel insights in an area where previous research has generated contradictory and ambiguous results.

Purpose: The purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core topics and core scholarly works have developed over time.

Design/methodology/approach: The authors combine a systematic literature review technique and bibliometric analysis to depict the development of this stream of research in the period 1995–2018.

Findings: Findings from the analyses suggests that research addressing pedagogy in entrepreneurship education has developed into a coherent research theme over the past decade, with a noticeable cognitive structure in core research topics and core works, as well as a number of core journal outlets for debates and dissemination of findings.

Research limitations/implications: The study is anchored in a bibliometric research tradition and influenced by the strengths and weaknesses of this approach.

Originality/value: The paper provided contributes to the understanding of knowledge accumulation in research addressing pedagogy in entrepreneurial education. © 2020, Emerald Publishing Limited.

We conduct a systematic literature review of research on entrepreneurship education published in the period 1980-2017 to examine how entrepreneurship education research has developed as a scholarly field since the 1980s. Our search enables us to synthesize and analyse 334 articles published in 62 peer-reviewed academic journals. Two major observations emerge. First, entrepreneurship journals are over time playing a decreasing role as primary outlets for communicating and disseminating entrepreneurship education research. Second, entrepreneurship education research has over the past decades continued to be an interesting and highly relevant topic. However, the migration of entrepreneurship education research from “mainstream” entrepreneurship conferences and journals, combined with its closeness to (educational) practice, seems to have produced a practice-oriented research agenda largely guided by empirical descriptions, thus compromising some of its academic legitimacy.