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Reshoring implies the reconfiguration of supply networks. Focusing on the specific case of a born-offshored firm that engaged in reshoring of outsourced activities, this study aims to analyse how initial key suppliers in the home country can help the reshoring firm to organize a new supply network.

The research is qualitative and based on a single exploratory case study. The data was collected from multiple primary and secondary sources, and using different techniques, such as in-depth interviews, direct observation and network pictures.

The study provides insights on how an initial key supplier can enable its customers’ reshoring in the home country. Specifically, the authors identify 10 roles played by a key supplier. The results also identify supply network formation as an essential component of the reshoring process.

This paper provides unique contributions. Firstly, it presents the specific and under-explored case of a born-offshored firm engaged in outsourced reshoring; secondly, it sheds light on the roles that key suppliers may play for the reshoring process; thirdly, it explores the formation of business relationships in the context of reshoring. In essence, the paper contributes to the reshoring literature, by stressing the importance of supply network formation in the reshoring process and by identifying the multiplicity of roles that key suppliers can play when implementing reshoring, and to the industrial marketing and purchasing (IMP) literature, by showing how relationships and networks develop during reshoring, a phenomenon so far understudied by IMP scholars.

The chapter presents recent development in the field of entrepreneurship education of several European universities – partners within Erasmus+ project on blended learning entrepreneurship course development, covering subjects from everyday instructional and practical approaches to support (under)graduate entrepreneurship and theoretical connections with modern worldwide educational and socioeconomic policies. Theoretical overview of the subject of entrepreneurship education is presented in the first part, and in the second part, good practice of BLUES Entrepreneurship course is discussed (BLUES Erasmus+ Programme of the European Union: Blended-learning international entrepreneurship skills programme; European Entrepreneurship Experience project). The chapter discusses the needs of universities and university professors and entrepreneurship instructors by highlighting how blended learning addresses some challenges of entrepreneurship education implementation while also brings some new challenges in managing such a course. Blended learning is suggested as a conducive environment for entrepreneurial learning in both academic and nonacademic settings. Based on the presented methodology entrepreneurship professors are able to implement and/or adjust the BLUES methodology within their own course, parts of it or the whole course that is provided through online massive open online courses (MOOCs) and toolkit for face-to-face exercises in class. Chapter provides a systematic and integrated perspective with relevance for business students, educators and policymakers.