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The purpose of this paper is to gain insight into the reasons why most Tanzanian graduates do not consider entrepreneurship as an attractive career option despite dire labor market conditions, while a small number of them are able to benefit from local opportunities.

Utilizing insights from capability and social capital perspectives, a qualitative investigation based on interviews, group discussions and document analysis was undertaken to explore how this phenomenon can be explained and remedied.

This study shows that many graduates value entrepreneurship as a potential career but many find their way to be act upon these aspirations blocked. Indeed, actual entrepreneurial capability is only available to a minority of graduates with access to powerful connections who are able to benefit from technological and financial conversion factors. Most graduates cannot benefit from these conversion factors due to the lack of the necessary social capital to break through to the legal, tax, financial and cultural systems. Hence, the authors argue that social capital itself is actually a critical conversion factor toward developing entrepreneurial capability.

The insight formulated in this study are based on a qualitative analysis of the Tanzanian context and formulated specifically for this particular context. At the same time, the country shares many characteristics with other countries in Africa, many of which are struggling to move toward a more entrepreneurial society. Hence, the recommendations may partially be transferable beyond the specific Tanzanian situation. Theoretically, the notion that social capital should be considered as a key conversion factor enabling aspiring entrepreneurs in translating valued functionings into actualized functionings and thus toward enhancing entrepreneurial capability opens up novel avenues for empirical research into how entrepreneurship can be stimulated.

This study searches for conversion factors from the actual “functioning” toward the real “capability” allowing to succeed as a new graduate and find that social capital itself might act as the critical conversion factor. That brings the authors to the recommendations for policy makers, educators and media, argued in such a way that the entrepreneurial capability of young graduates and their ability to tap into relevant social capital can be enhanced.

The combination and integration of the Sen’s capability approach with social capital perspectives offers a novel way to explain difference in responses to the Tanzanian institutions and their ability to act upon a valued functioning such as opportunity-driven entrepreneurship.

This paper aims to take stock of existing publications devoted to entrepreneurship education and assess the alignment existing between its generic objectives, target audience, teaching methods and impact indicators.

A semi‐systematic literature review is applied; using six thematically separated excel data collection spreadsheets. Datasheets were used in order to reduce the author's bias. A total of 108 articles are reviewed in stages and by categorizing in terms of educational objectives, target audiences, community outreach activities, applied teaching methods and impact indicators.

Scholars in this field of study, though differing in a number of definitive issues, are converging towards a single framework of entrepreneurship education. There is a shift from a start‐up view to an attitude‐changing perspective of entrepreneurship education. However, with a diversity of target groups, there is still a non‐alignment between what educators and other stakeholders wish to achieve in educating for entrepreneurship with the applied pedagogical approaches, and success indicators.

The work has some limitations involved with literature reviews. The main noticeable limitation is the inclusion of both empirical and theoretical literature; it would be more appropriate to use a meta‐analysis approach.

Entrepreneurship education is reviewed in its totality. This is beneficial to educators and policy‐makers that are involved in setting or facilitating entrepreneurship educational programmes. The work will, specifically, help to understand problems related to non‐alignment in setting entrepreneurship educational programmes; a common pitfall for most of education designers.

The novelty of the work is in the use of data collection sheets. This has minimized the author's own bias, and brought some logical quantification into drawing meanings and conclusions from the existing literature in entrepreneurship education.

This chapter critically examines the unique challenges and opportunities faced by family-owned startups in emerging economies, a topic that has received limited attention in existing literature. Recognizing the high failure rate of startups, particularly in family firms, this study seeks to understand the factors contributing to their success or failure. Employing a qualitative analysis, the chapter explores various economic, legal, and cultural dimensions that influence these businesses. It provides a comparative perspective, drawing insights from various emerging economies to identify patterns and differences in the experiences of family-owned startups. The chapter aims to fill the knowledge gap by offering a comprehensive view of the success and failure dynamics in family-owned startups, with a focus on strategic, managerial, and operational aspects. This approach offers valuable insights for both academics and practitioners, aiming to guide future research and practical interventions to support the sustainability and growth of family firms in these dynamic markets.

The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE).

A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires.

There was a statistically significant positive relationship between ESE and lecturers’ business experience. Interacting with successful people, personal reading and handout notes, class presentations and imaginary case studies had a statistically significant positive relationship with ESE. There was no statistical significance in the relationship between ESE and some teaching methods. A positively significant correlation was also observed between lectures’ business experience and the choice of teaching method(s).

Further research should explore how various methods are used to teach different aspects of entrepreneurship as well as the attitudes and perceptions of entrepreneurship educators about entrepreneurial experience and its relevancy in entrepreneurship education.

Lecturers should seek opportunities for attaining business experience through practice and business networks. Institutions should orient lecturers through different teaching styles and train them on how to relate learning outcomes to learning environments as well as investing in learning aids.

The study provides insights about the most feasible methods of activating ESE in the most practical and efficient ways. It also informs readers about the state of learning technologies from a developing country’s perspective.