Contemporary Issues in Entrepreneurship Research
Editor: Paul Jones
Subject: Enterprise and Innovation (view other series in this subject area)
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About the Series
Contemporary Issues in Entrepreneurship Research is an official book series of the Institute for Small Business and Entrepreneurship (ISBE) and is published in collaboration with ISBE and Emerald: www.isbe.org.uk
Volumes comprise of specially selected papers submitted to the ISBE annual conference in addition to invited external expert contributions. Each volume is designed around a specific theme of importance to the entrepreneurship and small business community. Articles collectively explore and develop theory and practice in the field of entrepreneurship and small business, while the emphasis of the research is on quality, currency and relevance.
Key research areas from which specific volume themes are derived include:
- Entrepreneurship education and training
- Gender, entrepreneurship and family business
- Creative industries entrepreneurship
- Small business creation and development
- Social, community and ethnic entrepreneurship
- E-entrepreneurship & E-business
- Innovation, incubation and networks
- Management – skills development and growth issues
- Supporting small business
- SME finance and venture capital
- Sustainability, environmental issues and entrepreneurship
Call for Chapter
University and Entrepreneurship: Meeting the Educational and Social Challenges
Professor Paul Jones, Swansea University, UK
Dr Nikolaos Apostolopoulos, University of Plymouth, UK
Dr Alexandros Kakouris, Hellenic Open University, Greece
Dr Christopher Moon, Middlesex University, UK
Dr Vanessa Ratten, La Trobe University, Australia
Dr Andreas Walmsley, University of Plymouth, UK
The modern demand for entrepreneurship and the vast efforts deployed in delivering entrepreneurship education (Nabi et al., 2017; Rideout and Gray, 2013), can be said to represent a social need in knowledge-driven societies (Romer, 1994). These developments present a challenge for educators and traditional academic teaching. Thus, despite its rapid growth (e.g., Kakouris & Georgiadis, 2016; Katz, 2003; Kuratko, 2005; Neck and Corbett; 2018), entrepreneurship education has not achieved its own methods, objectives and, arguably, legitimacy in academia. Too frequently, it is still thought of as an optional extra for alumni’s career development, or answering a social trend imposed by external policies and the media (Fayolle, 2013; Palalić, Ramadani, Ðilović, Dizdarević and Ratten, 2017).
Besides, sustainability has to be consistently integrated into the university’s core values though entrepreneurship (Apostolopoulos et al, 2018b). For instance, the United Nations Sustainable Development Goals and the Higher Education Sustainability Initiative can form a new scene in higher education and entrepreneurship can play a crucial role in achieving this (Wyness and Jones,2019; Moon et al, 2018; Apostolopoulos et al, 2018b; Wyness et al, 2015). Today, innovative entrepreneurship also concerns policies and Triple Helix Innovation Ecosystems revealing new roles for universities as agents for stimulating economic growth and development (Etzkowitz & Leydesdorff,, 2000; Etzkowitz, 2004; Ferreira et al., 2018; Kakouris, Liargovas & Sousa, 2018; Ratten, 2017) and new tools for evaluating the learning environment have to be created (Apostolopoulos et al, 2018a). Under this perspective, the volume aims at gathering recent developments in the field of entrepreneurship education and universities covering subjects from everyday instructional and practical approaches to support graduate entrepreneurship and theoretical connections with modern worldwide educational and socioeconomic policies.
Emerging questions to be addressed concern how universities nurture entrepreneurship and how this leads to their transformation into entrepreneurial universities? Besides, what are intrinsic demands for entrepreneurship rooted to innovation in the 21st century? What are conducive environments for entrepreneurial learning in both academic and non-academic settings? And, do these attempts demonstrate differential impact across students from different disciplines, and more generally amongst the youth population? We also anticipate the title will make a valuable contribution at the intersection of sustainability/responsibility and entrepreneurship. In acknowledging the varied and somewhat piecemeal approach taken to address these issues to date, this text will provide a more systematic and integrated perspective with relevance for students of entrepreneurship, educators and policy makers.
More specifically, issues to be covered in the book may concern:
• Innovations in entrepreneurship teaching. Building conducive learning environments and innovative experiential exercises for entrepreneurial teaching. Development of good practices.
• Evaluation of entrepreneurship education. Building assessment tools that are pedagogically sound and reflect the goals of enterprise policies. The tools have to capture the outcomes of entrepreneurial programmes either to students or to the whole organization (university). They are expected to contribute in systematic and strategic provision of entrepreneurship education and in its legitimacy.
• Comparison of entrepreneurial education outcomes and the fostering of the entrepreneurial mindset and associated constructs (e.g. entrepreneurial effectiveness, entrepreneurial capability) in different cultures or contexts.
• Discussing the transformational potential of entrepreneurship education, i.e. the confrontation of beliefs and stereotypes, critical reflection on propagating ‘myths’ and biases, axiological issues, etc.
• Entrepreneurship pedagogy suited to demands of the 21st Century for flexible, innovative and creative graduates.
• Innovations in teaching social and/or responsible entrepreneurship. How do socially aware curricula discern themselves from standard educational provision and what are their outcomes or expectations? How to develop responsible entrepreneurs?
• The evolution and innovative practices of entrepreneurial universities. How do these institutions emerge and what is the transformational process they pursue?
The previous topics are indicative, but not exhaustive, to recent developments in entrepreneurship education and universities. Authors are expected to suggest subjects relevant to the previous ones and in accordance with the book’s spirit and objectives.
Guidelines to authors
Authors who are keen to contribute in submitting chapters for the book are invited to submit up to 6000 word manuscripts until 30.03.2020. Submitted chapters should address one or more of the previous topics and can be conceptual, meta-analytic or empirical. They are expected to address the background literature in their field and provide original, state of the art developments. Critical perspectives and insightful reflections are also welcomed. Submitted chapters must follow the Author Guidelines for Emerald Series and Books.
Submissions, queries and expressions of interest should be addressed to Dr Nikolaos Apostolopoulos at the following email address created for the needs of the book: [email protected]
Abstracts deadline 30.11.2019
Full chapters deadline 30.03.2020
Reviewer comments returned to authors 30.5.2020
Revised chapters deadline 01.08.2020
Final decision 1.10.2020
Apostolopoulos, N., Kakouris, A., Liargovas, P., Dermatis, Z., & Komninos, D. (2018a). Evaluating the learning environment of a cross-institutional postgraduate programme in entrepreneurship. Entrepreneurship Education, 1(1-4), 105-123.
Apostolopoulos, N., Moon, C., & Walmsley, A. (2018b). The entrepreneurial university as an engine for sustainable development. International Journal of Innovation and Regional Development, 8(4), 358-372.
Etzkowitz, H. & Leydesdorff, L. (2000). The dynamics of innovation: from national systems and ‘mode 2’ to a triple helix of university–industry–government relations. Research Policy, 29(2), 109-123.
Etzkowitz, H. (2004). The evolution of the entrepreneurial university. International Journal of Technology and Globalisation, 1(1), 64-77.
Fayolle, A. (2013). Personal views on the future of entrepreneurship education. Entrepreneurship & Regional Development, 25(7-8), 692-701.
Ferreira, J. J., Fayolle, A., Ratten, V., & Raposo, M. (Eds.). (2018). Entrepreneurial Universities. Edward Elgar Publishing.
Kakouris, A., & Georgiadis, P. (2016). Analysing entrepreneurship education: a bibliometric survey pattern. Journal of Global Entrepreneurship Research, 6(1), 6.
Kakouris, A., Liargovas, P., & Sousa, C. (2018). Editorial: The entrepreneurial university across regions. International Journal of Innovation and Regional Development, 8(4), 281-285.
Katz, J.A. (2003). The chronology and intellectual trajectory of American entrepreneurship education: 1876–1999. Journal of Business Venturing, 18(2), 283-300.
Kuratko, D.F. (2005). The emergence of entrepreneurship education: Development, trends, and challenges. Entrepreneurship Theory and Practice, 29(5), 577-597.
Moon, C. J., Walmsley, A., & Apostolopoulos, N. (2018). Governance implications of the UN higher education sustainability initiative. Corporate Governance: The international journal of business in society, 18(4), 624-634.
Nabi, G., Liñan, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning and Education, 16(2), 277-299.
Neck, H., & Corbett, A. 2018. The Scholarship of Teaching and Learning Entrepreneurship. Entrepreneurship Education and Pedagogy, 1(1): 8-41.
Palalić, R., Ramadani, V., Ðilović, A., Dizdarević, A., & Ratten, V. (2017). Entrepreneurial intentions of university students: a case-based study. Journal of Enterprising Communities: People and Places in the Global Economy, 11(03), 393-413.
Ratten, V. (2017). Entrepreneurial universities: the role of communities, people and places. Journal of Enterprising Communities: People and Places in the Global Economy, 11(03), 310-315.
Rideout, E., & Gray, D. 2013. Does Entrepreneurship Education Really Work? A Review and Methodological Critique of the Empirical Literature on the Effects of University-Based Entrepreneurship Education. . Journal of Small Business Management, 51(3): 329-351.
Romer, P.M. (1994). The origins of endogenous growth. Journal of Economic Perspectives, 8(1), 3-22.
Wyness, L., & Jones, P. (2019). Boundary crossing ahead: perspectives of entrepreneurship by sustainability educators in higher education. Journal of Small Business & Entrepreneurship, 31(3), 183-200.
Wyness, L., Jones, P., & Klapper, R. (2015). Sustainability: what the entrepreneurship educators think. Education+ Training, 57(8/9), 834-852.
Contact the Editorial Team
Swansea University, Wales
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Print copy & more information
For more information about any of the volumes listed below, or to purchase a print copy, please click on the relevant volume title:
- New Perspectives on Entrepreneurship Education, Volume 7
- New Perspectives on Research, Policy & Practice in Public Entrepreneurship, Volume 6
- Exploring Criminal and Illegal Enterprise: New Perspectives on Research, Policy & Practice, Volume 5
- Exploring Rural Enterprise: New Perspectives on Research, Policy & Practice, Volume 4
- Enterprising Places: Leadership and Governance Networks, Volume 3
- Social and Sustainable Enterprise: Changing the Nature of Business, Volume 2
- Innovating Women: Contributions to Technological Advancement, Volume 1