This paper theorizes conditions accelerating experiential learning within venture creation programs (VCPs). Traditionally, experiential learning theory views learning as a slow and self-directed process. In contrast, VCPs offer time-compressed, enterprise- oriented training structured around predetermined plans and schedules. Our theo- rizing shifts the primary focus from cyclical movements (“loops”) to the speed and magnitude (“leaps”) of experiential learning. We propose a conceptual framework that identifies catalysts situating VCP students in a favorable position to make significant and rapid progress toward intended learning outcomes. Additionally, we exemplify and discuss how teaching exercises can enable educators to arrange and coordinate ac- tivities to exert force and direction in the learning process. By doing so, we explicate the theoretical mechanisms that accelerate experiential learning within VCPs, providing actionable insights for enhancing best practices in entrepreneurship education and pedagogy. © The Author(s) 2025

Following scholarly discussions informed by the experience economy model, this chapter aims to systematically review and synthesise the scholarly conversation on innovations that differentiate offerings through the design of memorable experiences in the dining-out sector. To direct and focus our efforts, we address the following research question: What are the key themes and trends in academic literature regarding innovations in dining experiences? Our systematic review, conducted using the Scopus database, identified 140 articles in 89 journals. We combine bibliometric analyses and inductive coding of themes to synthesise and report publication trends, main outlets, core topics, and theoretical and methodological approaches in published research. The results suggest that research on innovations in dining experiences is interdisciplinary, encompassing various focal points such as service innovation, culinary aspects, business innovation, and consumer attitudes and behaviours. © 2026 The Author(s), under exclusive license to Springer Nature Switzerland AG

This panel symposium brings together prominent scholars who are experts on the topic of entrepreneurial ecosystems and entrepreneurial behaviour to discuss and explore how the two literatures can be integrated for conceptual and empirical contributions and advances in the study of entrepreneurship. Although both literatures of entrepreneurial ecosystems and entrepreneurial behaviour have advanced considerably in the last decades, they have done that quite separately from each other. We argue that a discussion is necessary and timely to better understand how to incorporate the entrepreneur’s behavioural and decision-making processes within the ecosystem approach to further advance the field. The discussion will cover potential theoretical/conceptual approaches to integrate entrepreneurial cognition, decision making, orientation and behaviour into entrepreneurial ecosystem frameworks and pros and cons of qualitative and quantitative methods in empirical conducting of amalgamation of entrepreneurial ecosystem and behaviour literatures. The symposium will be in the form of a scientific debate with panellists exchanging opinions in a heated and entertaining setting, speaking ‘for’ and ‘against’ a Motion and the session audience opposing or supporting their standpoints with a lively discussion and a vote by the audience in the end of the symposium to support or reject the Motion. Motion: " This House believes that a conceptualisation of entrepreneurial ecosystem without entrepreneurial cognition, behaviour, orientation, identity and decision making of agency is flawed.”

In this study we focus on how mini-company projects in secondary school develop the individual's preparation and entry into a labour market that increasingly emphasizes entrepreneurial skills and abilities. We pose the following research question: How do upper secondary school mini-company projects impact skill-building and competence dynamics in entrepreneurial ecosystems by influencing the entrepreneurial career development of adolescents? Theoretically, our study bridges research on EE and entrepreneurial ecosystems by taking a career development view on mini-company projects in secondary schools. Methodologically, we employ an inductive, informant-centric research design. The interviews are ongoing, and we have interviewed four informants so far. The preliminary findings highlight several key insights, including: 1) Passion and perseverance are crucial for driving mini-company projects, while time management and task delegation are significant challenges. 2) Skill development in areas such as financial management, planning, and networking is invaluable. The experience primarily develops entrepreneurial competencies in a broader sense rather than a narrow skill set. 3) The inclusive nature of mini-company projects promotes equitable development of entrepreneurial competencies across diverse groups. Our study bridges the gap between EE and its system-wide effects on entrepreneurial ecosystems by demonstrating how educational initiatives for young people can foster sustainable and inclusive entrepreneurship. The findings advocate for integrating mini-company projects into the educational curriculum to enhance the entrepreneurial competencies and career prospects of adolescents. The originality of the study lies in its focus on the impact of upper secondary school enterprising projects on skill-building and competence dynamics in the entrepreneurial ecosystem. The findings collectively underscore the multifaceted effects of mini-company projects on adolescents by shaping career development trajectories.

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.

This timely Handbook provides a comprehensive overview of the latest research, empirical advances and insights in the field of entrepreneurial learning. It identifies critical gaps and avenues for future scholarly inquiry and presents a comprehensive, well-informed overview of the field to guide academic discourse and real-world entrepreneurial development initiatives. © Diamanto Politis, Lise Aaboen and Jonas Gabrielsson 2025. All rights reserved.

In this chapter, we introduce the Handbook of Research on Entrepreneurial Learning. The chapter provides a brief review of how entrepreneurial learning emerged as a research field during the 1990s and early 2000s, coupled with an overview of the research field based on a bibliometric analysis of published research in the past fifteen years. We use this analysis to depict the evolution of articles over time, top journals for entrepreneurial learning research, standard references on which the research is based, and joint research themes in the field. After this, in the concluding section, we introduce the chapters comprising the core contributions of the Handbook by discussing their content and contributions to the advancement and accumulation of knowledge on the learning and developmental process of entrepreneurship.

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)

In this chapter, we explore the integration of sustainable entrepreneurship education in the context of circular entrepreneurship ecosystems, highlighting the necessity of shifting from traditional profit-centric models towards ones that emphasize sustainability and circular economy principles. We critique current educational practices for overlooking environmental and ethical considerations and advocate for curricula that nurture a sustainability mindset in entrepreneurs. This mindset, characterized by its holistic perspective, future orientation, and social awareness, is crucial for devising innovative solutions that benefit both the economy and society. We argue that universities are pivotal in fostering sustainable economic models through entrepreneurship education, thus contributing to vibrant entrepreneurial communities and sustainable urban development. We call for a transformative approach to entrepreneurship education that prepares graduates to effectively engage with and exploit the opportunities presented by a circular economy, ultimately enhancing the well-being of society and the environment. © The Editors and Contributing Authors Severally 2025. All rights reserved.

The growing amount of waste worldwide has led to policies requiring cost-effective waste management. Consequently, municipalities responsible for providing waste services are under greater pressure to do so efficiently for their residents. Using data from 225 Swedish and Norwegian municipalities, we investigate how the waste bin structure and population affect the cost of MSW management. Results indicate that 4-compartment bins are the most expensive (+13 %), while using the same bin types in detached and multi-family dwellings leads to coordination savings (−18 %). The cost-minimising population is slightly above 600,000 inhabitants, and the cost per inhabitant can be reduced by up to 30 % in several locations through collaborations with larger neighbours. © 2025 The Authors.