ECSB aims to strengthen the cooperation with internationally recognized journals and to offer members information on publishing opportunities. This page lists ongoing special issues and call for papers. Members are invited to send information on open calls related to entrepreneurship to our secretariat email@example.com.
Call for chapters: Entrepreneurial Financial Resilience and Financial Innovation in a Turbulent Era (Edward Elgar Publishing) - DL for abstracts 30 June 2021
Professor Javed Hussain (Birmingham City University, UK)
Dr Samuel Salia (De Montfort University, UK)
Dr Jonathan M. Scott (Waikato Management School, University of Waikato, New Zealand)
We are seeking contributions to the book on Entrepreneurial Financial Resilience and Financial Innovation in a Turbulent Era. The coronavirus (COVID-19) crisis continues in 2021 to have profound implications for human lives, entrepreneurial ventures and societies across the globe, giving rise to new economic, social and political challenges. In the current turbulent era, in all economies, whether developed or emerging, and all firms – especially small and medium-sized enterprises (SMEs) – have been severely affected by the economic shock of the pandemic. And yet, many SMEs have also ‘bounced back’ resiliently. However, two underexplored and lucrative domains are: (a) the impact of the financial crunch felt by SMEs; and (b) their innovative and resilient coping strategies.
The primary aim of the book is to provide cutting-edge research that examines contemporary entrepreneurial issues emerging since the pandemic and to consider innovative approaches used to re-position SMEs, and manage financial change. The book targets both established and emergent researchers, as well as undergraduate and postgraduate students (as supplementary reading), policy-makers and practitioners. The book aspires to be the “go to” text for policymakers, financial institutions, managers, and academics.
Due to relatively tight deadlines, we anticipate that authors build on work in progress and data that has already been collected. We plan to include chapters authored by a mix of senior and junior scholars. We will invite various highly respected authors across the world, including institutions in Europe and the US, to complement the other perspectives.
For the first step, we ask potential Contributors to supply a tentative title, an abstract of up to 500 words and a list of up to 6 key words/terms for their intended chapter. The abstract should include the objectives of the chapter, the methods used, and the potential findings and implications of your work for research and practice.
Please feel free to contact the editors below if you need any further information.
Professor Javed G. Hussain firstname.lastname@example.org
Dr Jonathan M. Scott email@example.com
Dr Samuel Salia firstname.lastname@example.org
Please submit an abstract of 500 words to Dr Samuel Salia (email@example.com) by 30 June 2021.
Visit the project website for more information.
"The futures of Business Schools: Identity, strategies, and imagined futures in a pandemic / post-pandemic world" Special issue in Futures - DL 15 July (extended) 2021
Kathleen Randerson, Audencia Business School
The purpose of this special issue is to trigger and attract research that envisions the futures of business schools on several levels. Cross or multi-disciplinary work, epistemological variety, critical approaches, and Futures methodologies would be particularly appreciated. Relevant questions include, but are not restricted to:
- Through which mechanisms can business schools fulfil their role of agency-orientation to shape the futures of society?
- Future business models of HEIMs and how can schools pivot to get there?
- Business Schools and the ‘Greta Generation’
- Envision and formulate future value propositions to the wide variety of stakeholders of business schools
- Teaching and learning for business and society in the 21st century: complexity, technology, the future of work
- Performance re-invented: vocabulary and metrics to consider economic, ecological and societal outcomes of organizations
- How can the business school(s) of the future prepare students for the future(s) of work?
- Business education for the private sector, the public sector, and the third sector: continuum, typology, or other?
- Education for entrepreneurship, education for management, education for sustainability: tools and methods for business and society in a pandemic and post-pandemic world
- The history and futures of the influence of HEIMs on society/ societies
- Redefining “research with impact”, and associated metrics, for business and society
- And what about teachers? Program designers?
- Stakeholder engagement and co-creation of value
Agenda Special Issue “The futures of Business Schools: Identity, strategies, and imagined futures in a pandemic / post-pandemic world”
Submissions open from January 1st 2021
Online paper development workshop spring 2021 (date TBA, see contact below)
Deadline for submission: July 15th, 2021
Feedback on submission: August 1st, 2021
Revised papers due for October 31st
Final decision to authors: April 15th, 2022
Expected date of Virtual Special Issue: April 2022
For any informal inquiries, please email: firstname.lastname@example.org
Call for Chapters: Progress in Entrepreneurship Education and Training: New Methods, Tools, and Lessons Learned from Practice - DL for chapter proposals 1 August 2021
Jörn Block, Trier University
Jantje Halberstadt, Vechta University
Nils Högsdal, Hochschule der Medien Stuttgart
Helle Neergaard, Aarhus University
Andreas Kuckertz, Hohenheim University
The Springer series “FGF Studies in Small Business and Entrepreneurship” is open for chapter proposal submissions for the open access edited volume “Progress in Entrepreneurship Education and Training: New Methods, Tools, and Lessons Learned from Practice”. We happily invite you to publish your current research findings or best practices with us. The edited volume aims to collect new ideas and make them available to the community of entrepreneurship educators, facilitators, and scholars.
(Informal) inquiries and submissions can be forwarded electronically (Word document) to: email@example.com
You can find the detailed call for chapters under the following link:
Call for chapter: Research on Entrepreneurship Education-Evolution and Future - DL 31 August 2021
Volume 23 of Advances in Entrepreneurship, Firm Emergence and Growth
Advances in Entrepreneurship, Firm Emergence and Growth provides an annual examination of the current research, theoretical, and methodological efforts in the field of entrepreneurship, and its related disciplines. Volume 23 of AEFEG will focus on expanding our knowledge about entrepreneurship education research. Both theoretical and empirical manuscripts that consider important aspects of entrepreneurship education will be considered. We also encourage practice-based research and manuscripts that tie concepts to cutting-edge pedagogical approaches.
Some broad questions of interest are noted in the preceding paragraph (see the call). Additionally, a representative, but by no means exhaustive, listing of relevant questions include:
- What are we teaching?
- What should we be teaching?
- How should we be teaching?
- What practice and design constitute effective entrepreneurship education?
- With more experiential approaches, should we move away from theories of pedagogy and toward andragogy and heutagogy?
- What implications for learning arise if educators move from a primary role of lecturer to one of coach and facilitator?
- How can we measure our entrepreneurship education methods to show their effectiveness?
- What knowledge and skills do we need as educators to move toward more advanced teaching approaches?
- What approaches might be used to enable students to understand what the life of an entrepreneur is truly like?
- Can we truly simulate the “entrepreneurial experience” in our classrooms? And if not, does that matter?
- Can the entrepreneurial mindset be defined?
- What elements are encompassed in the entrepreneurial mindset?
- Can the entrepreneurial mindset be taught? If so, how?
- What intentions and behaviors can be linked to actual outcomes?
- Why do some individuals with high intentions start businesses but others with the same intentions do not?
- What skills and practice lead to effective educational outcomes?
- What is the role of the (university) ecosystem for student entrepreneurship in entrepreneurship education?
- What is the role of extra-curricular entrepreneurship activities for entrepreneurship education
The papers in Advances reflect many state-of-the-art topics and approaches, and are written by leading researchers in the field, making each volume an important source of information for virtually all entrepreneurship researchers. One of the distinctive competencies of research volumes such as Advances is that the chapters can be published without page restrictions allowing for greater detail in the background, development, and implementation of ideas than is possible in journal articles. This provides authors with the opportunity to fully express their key ideas, provide much more complete support, and include relevant multi-page appendices. In effect, the Advances series provides authors the opportunity to publish an “article of record” of their major theoretical or empirical ideas, and see it disseminated to a wide audience. We hope you will identify a contribution to submit for consideration.
Today, the series is in the libraries of virtually all of the schools with active Ph.D. programs in entrepreneurship, as well as the majority of AACSB accredited schools with MBA concentrations in entrepreneurship and related fields.
We welcome the opportunity to discuss paper ideas with interested researchers. Please contact the editors: Andrew Corbett, firstname.lastname@example.org, Lou Marino, email@example.com, or Gry Alsos, firstname.lastname@example.org
“The Interplay of Context and Entrepreneurship: The New Frontier for Contextualization Research” Special Issue in Small Business Economics - DL for full papers 1 October 2021
Cyrine Ben-Hafaïedh, IESEG School of Management (LEM-CNRS), France
Mirela Xheneti, University of Sussex Business School, UK
Pekka Stenholm, University of Turku, Turku School of Economics, Finland
Robert Blackburn, University of Liverpool Management School, UK
Friederike Welter, Institut für Mittelstandsforschung (IfM) Bonn, Germany
David Urbano, Universitat Autònoma de Barcelona (CREIS), Spain
Contextualization in entrepreneurship research has received special scholarly attention with studies over the years challenging the mainstream Silicon Valley model of entrepreneurship, and acknowledging and researching both, the diversity of entrepreneurship and the entrepreneurial efforts in constructing and enacting contexts (see Welter, 2011; Welter, Baker, Audretsch, & Gartner, 2017; Welter & Gartner, 2016; Zahra, 2007; Zahra & Wright, 2011). After an initial focus on the economic (Nakara, Messeghem, & Ramaroson, 2019) and technological, other facets of context have been examined, including the historical (Wadhwani, Kirsch, Welter, Gartner, & Jones, 2020), spatial (Müller & Korsgaard, 2018), temporal (Lippmann & Aldrich, 2016), cultural (Morales, Holtschlag, Masuda, & Marquina, 2019; Shaw, Wilson, & Pret, 2017), social (Thornton, Ribeiro-Soriano, & Urbano, 2011; Welter & Xheneti, 2015) and institutional (Urbano & Alvarez, 2014; Urbano, Aparicio, & Audretsch, 2019). Emerging as well as more mature areas in entrepreneurship and small business research are examined with a contextualization framework to show the role these areas have in the field (Belitski, Caiazza, & Lehmann, 2019; Wright, Chrisman, Chua, & Steier, 2014; Zahra, Wright, & Abdelgawad, 2014).
In parallel of the rise of contextualization in entrepreneurship research, concerns are also voiced. On the one hand, contextualization in entrepreneurship research brings with it ramifications for research methods and approaches (Zahra et al., 2014). On the other hand, contextualization could lead to an overly fragmented field and its possible disintegration (McMullen, Ingram, & Adams, 2020). Welter, Baker, and Wirsching (2019, p. 327) argue that contextualization would actually allow a better understanding of the bigger picture and call for “the emergence of sensible approaches to contextualization that provide guidance in balancing its benefits and costs”. In this Special Issue, we wish to contribute to tackling this challenge. More specifically, we argue that an investigation of the construction and enactment of contexts provides a path to leverage the identified tension. The aim of this Special Issue ties in with increasing calls in the entrepreneurship literature for going beyond agent centric views towards accounts that theorise the interconnections between agency and structure. For example, Garud, Gehman, and Giuliani (2014) when examining entrepreneurial innovation suggest a movement towards constitutive approaches. Likewise, Baker and Welter (2020) perceive a similar shift in the progress of contextualization in entrepreneurship research and emphasize the importance of “doing contexts”: the making, unmaking, and remaking of sites for entrepreneurial action. Context and entrepreneurship are interconnected pointing out the need to research the temporal and processual aspects of such interplay.
Shifting the focus of contextualization in entrepreneurship and small business research as suggested in this Call has important implications. First, it will provide stronger grounding for entrepreneurship theories and concepts. For example, the entrepreneurial ecosystem is a strongly emergent concept (Stam & van de Ven, 2019; Theodoraki & Catanzaro, 2021) where entrepreneurship is considered to be both enabled and constrained by its context (Acs, Stam, Audretsch, & O’Connor, 2017). Whilst paying close attention to the features of particular locations including their institutional, economical socio-cultural and political characteristics, this approach increasingly recognises the role that various actors in the ecosystem play in developing the ecosystem (Stam & van de Ven, 2019). Audretsch and Belitski (2021) find close support for the role that entrepreneurial ecosystems play in the nature and contributions of entrepreneurship pointing out the close relationship between the regional ecosystem and entrepreneurial agency. Similarly, Stam & Welter (2020) have recently proposed that an ecosystem approach could highlight the geography of entrepreneurship and the role of entrepreneurial agency in place making. Notwithstanding this progress in understanding the interplay of context and entrepreneurship, the ecosystem approach still remains at the macro level when the importance of microdynamics is increasingly recognized in the light of movements such as digitalization (Sussan & Acs, 2017) and transnationalism of entrepreneurship (Drori, Honig, & Wright, 2009) which show how entrepreneurs can (more and more) forge their contexts.
Second, considering the interconnections of context and entrepreneurship will also contribute to set off criticism of hypercontextualisation and help progress in theorizing context in a more sensible way (Welter & Baker, 2020) using methods that are more attuned to capturing the processual nature of entrepreneurship. Overall, understanding how and why some agents are more successful at creating and enacting contexts via entrepreneurial action is crucial (McMullen et al., 2020) and would allow for a more balanced conceptualisation of both entrepreneurial agency and context.
Questions that might be examined in submissions to this Special Issue include, but are not limited to:
- How do entrepreneurs and/or other stakeholders collectively shape and transform their contexts?
- How does the digitalization of entrepreneurship impact the process of “doing contexts”?
- How does transnational entrepreneurship impact the process of “doing contexts”?
- How do entrepreneurship ecosystems reconfigure context and through what mechanisms does entrepreneurial agency affect the spaces and places of entrepreneurial ecosystems?
- How do exogenous shocks (such as crises, pandemics, etc.) impact the context-entrepreneurship relationship, and contribute in building a “new normal”?
- How does the impact of exogenous shocks differ––or not––from that of more progressive changes (such as climate and societal change)?
- How best can the interplay of contexts and the agency of entrepreneurs (dynamics, processes) be studied (research lenses, levels of analysis, etc.)?
Novel theorizations of context using insights from other disciplines such as sociology or geography, or using different methods are particularly welcome.
Full information available HERE
“Resilient Growth and International Entrepreneurship” Special Issue in Small Enterprise Research - DL for full papers 30 December 2021
Dr. Lasse Torkkeli
Associate Professor, LUT University School of Business and Management and Visiting Fellow in the Department of Business Administration, TalTech
Adjunct Professor of International Business, Turku School of Economics
Dr Sharon Loane
Senior Lecturer in International Business
Recently, the COVID-19 pandemic has had a major impact on entrepreneurship worldwide (Shepherd, 2020; Zahra, 2020), as the global foreign direct investments . have decreased over 40% in the last year (UNCTAD, 2021). However, even in recessionary periods, economic development is driven by enterprises that seek fast growth (Greene & Rosiello, 2020). Such risk-taking is complemented by the fact that crises also open up opportunities for strategic renewal, where innovating is an important strategic response to crisis (Wenzel et al. 2020). Enterprises that are proactive and well-networked are those that can strategically reposition in response to uncertain events (Maritz et al. 2020). In sum, firms that are able to engage in proactive, innovative and risk-taking behavior – firms that are entrepreneurially oriented (Lumpkin & Dess, 1996) – should be expected to grow and perform better even in such adverse conditions as the ongoing COVID-19 crisis has introduced.
International entrepreneurship is the combination of innovative, proactive, and risk-seeking behaviour that crosses national borders and is intended to create value in organizations (McDougall & Oviatt, 2000). In the post-Covid world, agile and resilient international new ventures will be able to take advantage of their entrepreneurial orientation and find opportunities in the upheaval that the pandemic has caused globally (Zahra, 2020). In such an environment characterized by high volatility and uncertainty, the importance of the capabilities of firms to integrate resources in recognizing new opportunities is also further heightened (Battisti & Deakins, 2017). The role of such capabilities as well as the role of entrepreneurial resilience (Bullough & Renko, 2013; Bullough et al., 2014) are differentiators between survival and failure of enterprises, and the speed with which international new ventures are able to learn can determine their growth and survival in the long term (Zahra, 2020).
The COVID-19 crisis also presents opportunities to firms for digitalization and business model change (Seetharaman, 2020). Behavior of rapidly internationalizing small enterprises known as born globals (Rennie, 1993; Knight et al., 2004) in particular has been argued to come to depend on their business models (Hennart, 2014), and the role of digitally enabled internationalizing enterprises such as born digitals (Vadana et al., 2019; Monaghan et al., 2020), is expected to grow in importance for international entrepreneurship research and practice during and after the COVID-19 crisis. However, the role of business models and business model innovation (Clauss et al., 2019) in international entrepreneurship and entrepreneurial growth has remained an often-neglected topic of research, as only a few studies (Childs et al., 2017; Asemokha et al., 2019) have shed light on the dynamics of business models and international growth or performance in international entrepreneurship. Thus, there is a need for more clarity in international entrepreneurship research on the role that digitalization, business models and business model change have in international growth and performance of enterprises.
This special issue welcomes contributions in these areas, seeking to shed light on resilient growth and international entrepreneurship during challenging times. The suggested topics of contributions for this special issue include but are not limited to:
- The concept of growth in entrepreneurial internationalization and in international entrepreneurship
- The role of entrepreneurial resilience in business model change and growth in international entrepreneurship
- Resilience of international entrepreneurs during times of crisis
- The role of business models and business model change in growth and performance of international entrepreneurial firms
- The role of capabilities related to growth and business models in international entrepreneurship
- The role of interorganizational partnerships and networks in international business models/growth models
- The influence of digitization and technology in business change and growth in international entrepreneurship.
Articles need to be written in English and submitted via the online system by 30 December 2021
Under the Select Article Type, please choose Special Issue Paper. Once you have uploaded your paper and have reached the section/category page, please select:
Submitted papers will be double blind peer reviewed and published in a special journal issue of Small Enterprise Research in 2022 or early 2023.
All queries about the special issue should be sent to lead Guest Editors.
 Resilience is “an ability to go on with life, or to continue living a purposeful life after hardship or adversity” (Tedeschi & Calhoun, 2004).
“Experimental Designs to Address Current Challenges in Entrepreneurship Education Research” Special Issue in Entrepreneurship Education and Pedagogy - DL 31 March 2022
Sílvia Costa, University of Groningen (member of the ECSB Board)
Susana C. Santos, Rowan University (member of the USASBE Board)
Mark T. Schenkel, Belmont University (Past President of USASBE)
Silke Tegtmeier, University of Southern Denmark (Past President of ECSB)
Ulla Hytti, Turku School of Economics at University of Turku (President Elect of ECSB)
This call is a joint initiative from the two organizations USASBE and ECSB.
For this special issue we welcome studies focusing on, but not limited to, the following topics:
- Studies using experimental designs to test the effects of a course, training program or other specific types of interventions on learning outcomes;
- Studies using quasi-experimental designs to test the effects of a course, training program or other specific types of interventions on specific learning outcomes;
- Studies using a comparison of different stimuli in educational activities and their effects on specific learning outcomes;
- Studies using experiments or quasi experiments to assess the effects of interventions on tangible learning outcomes;
- Studies using experiments or quasi experiments to assess the effects of interventions on subjective learning outcomes;
- Manuscripts focusing on best practices, ethical challenges or practical issues in conducting experiments in entrepreneurship education;
- Manuscripts reviewing the state of the art in experiments as a methodology to test entrepreneurship education interventions;
There will be a series of events tied to this Special Issue with the aim of supporting prospective authors working on their manuscripts towards submission. Participation in the events is optional for authors. During the events, the editorial team will provide feedback and guidance for prospective authors.
- Early feedback at the “Conducting Experiments in Entrepreneurship Research – Second Paper Development Workshop for Early-Career Scholars”, organized by
the University of Groningen, NL: March 2021 (optional)
- Meet the 3E community of entrepreneurship education researchers and get their feedback at the 3E Conference, May 2021, Trondheim, Norway (optional)
- Online Paper Development Workshop “Meet the Guest-editors”: September 2021 (optional)
- Feedback from the guest-editors: RENT Conference Nov. 2021, Turku, Finland (optional)
- Feedback from the guest-editors: USASBE Conference, Jan. 2022, U.S. (optional)
- Submission site will open: February 1, 2022
- Manuscripts due by: March 31, 2022
- Notification to authors (1st round): May 31, 2022
- First revised manuscript due by: August 31, 2022
- Notification to authors (2nd round): October 31, 2022
- Final versions due by: December 31, 2022
“Educational theory driven teaching in entrepreneurship” Special Issue in International Journal of Management Education
Special Issue Guest Editors:
Alexandros Kakouris, University of Peloponnese
Daniele Morselli, Free University of Bozen-Bolzano
Luke Pittaway, Ohio University
Entrepreneurship has been proven a loamy field for competing learning theories and practices. Following early calls (e.g. Oslo Agenda, 2006) for innovative teaching to ensure impact, educators worldwide have adopted diverse teaching techniques, spanning from traditional business-oriented paradigms (e.g. Fiet, 2001a,b; Honig, 2004) to fully experiential approaches (e.g. Lackéus and Williams Middleton, 2015; Mason and Arshed, 2013; Pittaway and Cope, 2007a; Rasmussen and Sørheim, 2006), gaming (e.g. Fellnhofer, 2018; Mayer et al., 2014) and reflective methods (e.g. Kakouris, 2021; Wraae, Tigerstedt and Walmsley, 2020). These instructional cases are either based on known learning theories or they are self-devised. Overall, entrepreneurship education appears to have impact on participants (Nabi et al., 2017; Pittaway and Cope, 2007b) despite questions of legitimacy in academic domains (Fayolle and Gailly, 2008; Johannisson, 2016; Kuratko, 2005). Due to the post-millennial rearticulation of entrepreneurship (Shane and Venkatamaran, 2000), the emergent individual-opportunity nexus for entrepreneurship (Shane and Eckhardt, 2003) encourages educators to pursue active learning approaches designed to maximize self-directed learning (e.g. Hägg and Kurczewska, 2019; Jones, Penaluna and Penaluna, 2019; Neck and Corbett, 2018). Everyday entrepreneurial teaching balances different forms, such as, about/for/though (or embedded) forms of entrepreneurship education (Kakouris and Liargovas, 2020; Lackéus, 2015), while lacking a standalone and complete knowledge base (i.e. a coherent theory) especially at the individual level of analysis (Bygrave and Hofer, 1992). Entrepreneurship education, therefore, may adopt interwoven contingent knowledge (Fiet, 2001a) to theoretically develop the curriculum and pedagogy (Fiet, 2001b). This theoretical ‘incompleteness’ discriminates entrepreneurship from other academic disciplines making it receptive to educational innovations and, as mentioned, a loamy field for competing learning practices.
However, and independently of the evolution and maturation of entrepreneurship as a field of study, educationalists advocate learning theories. Similar to other lifelong learning subjects, entrepreneurial instruction purports to holistic learning. In his book entitled ‘How we learn’, Illeris (2007) recognizes three dimensions important for learning in a synthetic framework, namely the content, the incentives for learning, and the environment within which learning occurs (e.g. Apostolopoulos et al., 2018). In this nexus, Illeris classifies most of the learning theories focusing on one or more dimensions (p. 257). Within entrepreneurship education, the present call asks what could be gained if a variety of learning theories is coherently pursued in entrepreneurial pedagogy. Scholars in the field have maintained that entrepreneurship can be a pedagogy itself (Kyrö, 2015) or a ‘peculiar’ field of study that needs a tailor-made (entrepreneurship-specific) instructional approach (e.g. Hägg and Kurczewska, 2019; Lackéus, 2020; Neck, Greene and Brush, 2014) devised from scratch. Others suggest pursuing specific learning theories as beneficial for the adoption and evaluation of entrepreneurship education across all educational levels (Kakouris and Morselli, 2020). Certainly, entrepreneurship education undergoes a transitional phase where pedagogy is scrutinized (Hägg and Gabrielsson, 2019) and thus, omni-directional arguments are raised to attain a ‘shift’ in our understanding about how to teach entrepreneurship, to make progress. The present call for papers seeks for theoretical or empirical research along with systematic literature reviews that address specific learning theories pursued in entrepreneurial teaching at primary, secondary, and tertiary levels, including within vocational and business education. Lifelong learning may also be examined as it relates to relevant learning theories applied. Behavioral, cognitive, constructivist or humanist approaches are welcome, along with any learning theory depicted in the Illerian interpretation. Research on in person and online teaching are welcomed, the latter especially considering the COVID-19 pandemic (Liguori and Winkler, 2020). Articles should address the learning theory or theories that are applied and should explain the reasons for adoption in entrepreneurship education. Beyond the widespread pragmatist perspective of learning-by-doing, the call welcomes social constructivism, problem-based and situated learning, transformative learning, communities of practice and social learning, as indicative, but not exhaustive, examples of relevant learning theory. Organizational learning theories are also welcomed. Through collaborations between education and entrepreneurship scholars, the special issue seeks to fill a gap in entrepreneurship education literature concerning the adoption of learning theories in (theory-driven) entrepreneurial teaching.
Indicative, Non-exhaustive Topics and Research Questions
- Learning theories in teaching and learning entrepreneurship
- Pragmatist approaches
- The role of experience in entrepreneurial teaching
- Sociocultural approaches
- Entrepreneurial teaching targeting reflection or critical reflection
- Specific pedagogies for entrepreneurship
- The role of incentives and sentiments in teaching entrepreneurship
- Problem-based learning for entrepreneurship education
- Instrumental versus communicative entrepreneurial teaching and learning
- Technology enriched and pedagogically sound teaching in entrepreneurship
- Gaming in entrepreneurial teaching
Read the full call HERE