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This article aims at the understanding of specific spaces where entrepreneurship education (EE) happens – inside and outside the classroom.

Building on frameworks such as formal versus non-formal entrepreneurial education and institutional versus non-institutional actors, this research applies structural equation modeling (SEM) to explore which spaces entrepreneurs attended as undergraduate students. Going beyond intentionality, the authors collected data from 175 respondents in Brazil, all of the respondents are entrepreneurs whose companies are at least one year old.

Results demonstrate that student-led activities are as important as institutional ones when training future entrepreneurs, while specific in-classroom activities feature the lowest impact among the institutional ones.

Sample size and characteristics could impact the generalization power, but, since the results fit within research criteria, researchers can benefit by reflecting over new research horizons, going beyond classroom studies and understanding the university as an ecosystem of learning interventions.

Results can be useful to university managers when designing institutional policies, fostering a diverse set of undergraduate experiences towards entrepreneurship training.

Although current literature has focused on classroom education, researchers have been pointing out the need of stepping out of the classroom, analyzing other spaces such as student-led movements, co-curricular programs and more.

The study aims to examine the development of student venture creation in a co-curricular business model lab initiative with collaboration between students, researchers, technology transfer offices (TTO) and industry. It presents a fresh approach to the study of student venture creation by discussing a unique co-curricular case, its embeddedness in a network and drawing on the concept of tension.

A qualitative, case-based research design is applied containing data from interviews, observations and active participation.

The findings point to the inherent difficulties in managing and organizing student venture creation and networks surrounding the student venture creation in a co-curricular setting that can lead to several different types of tensions. Episodes where task-, role-, process-, affective- and value-related tensions arise are identified. Furthermore, the findings highlight that affective-related tension is often an outcome of other types of tensions.

Our theoretical implications point to the importance of the context of student venture creation, but not only regarding curricular and co-curricular initiatives; depending on the context, such as if student surrogate entrepreneurship is used, different types of support structure might also be needed to enable student venture creation.

Research on the entrepreneurial university has mainly focused on entrepreneurship education and ventures created by researchers. This study responds to recent calls for research on the venture creation of students. The limited research conducted on student venture creation can be divided between curricular and co-curricular initiatives. Our research points out that many other contextual factors are of importance, such as the origin of ideas, student surrogate entrepreneurship, industry collaboration, team formation and expectations.

This chapter explores the concept of an entrepreneurship education ecosystem. The concept of ecosystem comes from the natural sciences, but is increasingly applied to regional development, or clusters, which focus on firm inter-organizational relationships. Building on the idea of the university is a key player in a local entrepreneurship ecosystem, this chapter provides a framework for examining a school’s role in this process. A typology is presented that articulates roles that schools may pursue in developing their own internal entrepreneurship education ecosystem.

Leadership educators seek to understand how they can better develop leadership among their students through formal and informal course experiences. The purpose of this study was to understand how undergraduate students perceive reasons for changes in their leadership practices, after completing a personal leadership education course. The course focused on the five exemplary practices of college students. As part of the course, students completed the Student Leadership Practices Inventory (S-LPI) as a pre and post assessment. A qualitative content analysis of 107 undergraduate student reflections from multiple sections of a leadership course was conducted to examine students’ perceptions of what influenced their change in scores on the S-LPI assessment. Students perceived that the curricular, co-curricular, and extracurricular activities of the course (including the high-impact service-learning project) affected their change in score for the leadership behavior(s) they intended to focus on throughout the semester. Students whose scores did not increase for the leadership behavior they chose to focus on still experienced leadership growth and development but attributed their growth to different items: their growth was in a different leadership behavior than intended or they developed a greater understanding of the five practices which affected their self-assessed score.

The purpose of this paper is to improve the current knowledge of the effects of a higher education program for entrepreneurs, integrated in an entrepreneurial ecosystem, in the entrepreneurial intention of the students.

For this, group dynamics have been carried out with the students to know the process of entrepreneurial learning, the acquisition of competences, the mentoring received and the influence of the program in its entrepreneurial intention in the short and medium term.

The results suggest that the program positively influences students’ entrepreneurial intention, especially in the medium term. In particular, they point out that working personal skills in the program contribute to the development of their entrepreneurial project. On the other hand, mentoring requires a more methodical accompaniment and a greater degree of specialization of the mentors.

This research represents an excellent first step toward a better understanding of the factors that influence entrepreneurial intention. In addition, they lead to improve existing knowledge about the impact of entrepreneurial higher education. The only limitation of the paper is given by its nature as a case study.

The case study aims to provide the results of the practical experience of a higher education program in entrepreneurship and serve as a basis for future lines of research that address the research gap based on the need of identification of best practices in entrepreneurship education and entrepreneurial behavior.

This work brings practical experience that inspires diverse social actors as managers of higher education programs, managers of ecosystems entrepreneurs and public institutions.

Our findings respond to previous concerns on the results of programs aimed at training future entrepreneurs. Besides, this work describes an interesting case study based on a postgraduate program, while most of the previous studies have been limited to undergraduate programs.

The first objective of this study is to review the mechanism of conducting extra-curricular activities (ECAs) in the open and distance learning (ODL) setting. To achieve this objective, the procedure of ECAs at the Virtual University of Pakistan has been studied. The second objective of this study is to find the impact of ECAs on student engagement.

This is a cross-sectional quantitative study. The questionnaire has been used to collect the data. The purposive sampling technique has been used, while this study's sample size is 970. An independent sample t-test has been used to find the difference between the groups.

This study shows a significant difference between the engagement levels of students who have been part of any ECA at university compared to the students who never participated in any ECA.

The results have been derived from the data gathered from one university only that might hinder the generalizability of the findings. The same study can be conducted in other ODL institutions to authenticate the findings.

This study will help in realizing the policymakers of ODL about the importance of ECCAs. This study has also discussed an existing system of conducting ECCAs in an ODL setting that can be generalized and implemented across all the ODL universities to enhance student engagement.

This study has highlighted the importance of ECAs in ODL institutions that have been neglected since forever. This study is novel because it has highlighted the importance of social interaction of students in ODL and its relation with student engagement that has not been highlighted by any study so far.

This study aims to identify the key indicators for quality enhancement in an educational institute which affect student’s outcome in terms of employability and entrepreneurship. These indicators can be used for improving the quality of engineering institutions imparting technical education.

Review of conceptual and empirical literature has been done to establish a linkage between institutional factors and quality output. The paper further identifies existing quality gaps in engineering education that make their students misfit to the requirements of market.

The relevant literature reviewed suggests that quality of technical institutions can be viewed form two perspectives: first, students’ achievement in the form of placements, entrepreneurial output, enrollment in higher studies and university ranks. Second, faculty research output in the form of publication in refereed journals, consultancy projects and patents. The study concludes by stating that when these two important stakeholders are provided with the infrastructural support and environment to showcase their skill, the quality of technical institutions improves automatically.

The study is conducted on technical institutions engaged in providing engineering education. This research can be extended to other disciplines.

The framework proposed in the study will help technical institutions in evaluating their service quality levels which will further help them in improving the same.

The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills.

Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically.

All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum.

The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents.

Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.

The purpose of this paper is to explore the moderating role of social media usage in the relationship among multicultural experiences, cultural intelligence, and creativity.

This study conducted a questionnaire survey in three public universities in China and obtained 310 useful responses from international students.

The authors categorized social media usage into informational and socializing usage. Findings show that socializing social media usage strengthens the relationship between multicultural experiences and cultural intelligence, whereas informational social media usage does not strengthen such relationship.

The findings suggest that practitioners, such as managers or university administrators, should focus on well-designed multicultural activities in the development of individual creativity. They should also acknowledge the enabling role of cultural intelligence in developing individual creativity and realize that social media usage should be differentiated from the outcomes of its usage.

This study contributes to the knowledge on the moderating role of social media usage in the relationship between multicultural experiences and creativity based on experiential learning theory. The study presents the relationship among multicultural experiences, cultural intelligence, and creativity. Moreover, by investigating the moderating roles of informational and socializing social media usage, the authors presented that an IT contingent view of multicultural experiences is helpful in understanding the relationship between multicultural experiences and cultural intelligence.