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Through franchising, individuals can acquire needed business skills and experience, which then could be diffused to nonfranchise sectors of the economy.

Stock volatility has raised some serious questions about the way some investors ascertain the true value of the quality of a venture proposition. Prior signaling theory argues that the amount of personal wealth offered by individual entrepreneurs as initial equity in a new venture, is a fitting indicator of the proposed project's quality. However, it has typically been focused only on the absolute amount of the initial capital invested by the entrepreneur, while this manuscript arguably demonstrates that a more appropriate signal is the actual proportion, since it signifies both the project's value and the entrepreneur's commitment to the project.

Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in entrepreneurship programs in higher education. Yet, studies that review the coverage of textbooks focusing on entrepreneurship are scarce. This study provides an inventory of entrepreneurship textbooks and the topics they cover as well as specific emerging topics they do not cover by analyzing the content of 57 textbooks. Our results suggest that most textbooks provide significant coverage of such topics as the nature of entrepreneurship, business plans, financing, marketing, and cases. Among emerging concepts, social media has been relatively well covered with increasing coverage in more recent textbooks, while business canvas, as an example of alternatives to conventional business plans, is rarely covered. Most textbooks have provided little coverage of such topics as sales, family business, women and minorities, as well as ethics and sustainability. This study not only reveals areas that are covered by existing textbooks but also themes that future textbooks and research could cover to address the challenges of future entrepreneurship education.

We examine the various components of entrepreneurial self-efficacy within the entrepreneurship literature from a measurement perspective. Two published entrepreneurial self-efficacy instruments are tested and compared. Additionally, we study how self-efficacy relates with many of the tasks and roles identified within the entrepreneurial new venture life-cycle. Our study suggests relationships between self-efficacy, perceived skills, and abilities to manage a new venture, and entrepreneurial intentions to start a new venture. We discuss relationships between entrepreneurship research and university teaching and make specific suggestions on how further work on improving measurement in entrepreneurship will benefit both research and teaching effectiveness.

Entrepreneurship is often seen as a journey filled with emotions. However, the literature lacks an empirical framework for how emotions relate to entrepreneurial intention. Drawing upon an extended view of the theory of planned behavior (TPB) that emotions may have a direct and/or indirect effect on intention, this study investigates how positive and negative emotions influence entrepreneurial intention.

Applying the partial least squares structural equation model in SmartPLS 4, the hypothesized relationships were examined with a sample of 553 survey respondents from Bangladesh during and after the COVID-19 pandemic. All respondents were Bangladeshi nationals.

This study found that positive emotions have both significant direct and indirect effects, whereas negative emotions only have a significant indirect effect on entrepreneurial intention through personal attitudes and perceived behavioral control. Contrary to the extant understanding, this study found no significant relationship between subjective norms and entrepreneurial intention. Notably, the results did not vary between the during- and post-COVID-19 periods.

This study adds valuable insights into the relatively unexplored field of entrepreneurial intention by extending the TPB and demonstrating how emotions relate to entrepreneurial intention.

Academic inquiry into entrepreneurial phenomena has had a rich history over several decades and continues to evolve. This editorial draws attention to the classics: seminal articles that make profound contributions to the development of an academic field in entrepreneurship studies. We focus on the formative years of entrepreneurship research, specifically the 1970s and 1980s, to identify classics using a key informant approach that surveys members of the journal editorial board. Each nominated classic is introduced and discussed by an editorial board member, with particular focus on research opportunities that may be pursued going forward. Analyzing classics allows for the recognition of substantive advances in entrepreneurship research and provides an opportunity to delve into the academic progress achieved in understanding entrepreneurial phenomena.

The purpose of this paper is to examine the mediating role of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education and intention in Ghana, Africa.

In all, 357 questionnaires from final year undergraduate students at a public university in Ghana are analysed using linear multiple regression.

The study reveals that entrepreneurship knowledge acquisition and opportunity recognition as dimensions of entrepreneurship education positively affect entrepreneurial intention (EI) and self-efficacy. Also, ESE increases the development of EI. The results further show that ESE mediated the relationship between the two measures of entrepreneurship education and EI.

The findings imply that when students are exposed to entrepreneurship knowledge and opportunity recognition skills via entrepreneurship education, they can develop high ESE and intention to engage in venture creation. Findings therefore urge stakeholders in the education sector in Africa to formulate policy guidelines for the design and teaching of entrepreneurship education. Such policies and guidelines should emphasise more students’ acquisition of adequate knowledge in venture creation and management, and the development of skills for identifying business opportunities while instilling confidence in their abilities to become successful entrepreneurs.

The mediating role of ESE in the relationship between entrepreneurship education and intention has been under-researched globally not just in Africa. Hence, this first study to the best of the knowledge in a Sub-Saharan African context, contributes further empirical evidence by demonstrating that ESE is a central psychological mechanism that can convert entrepreneurship education into EI. Besides, the study defies some of the findings in advanced economies by indicating that a theoretical entrepreneurship education course in Africa may work differently than in advanced economies and may actually foster the development of EI unlike in advanced economies.

The purpose of this study was to extend current work on corporate entrepreneurship by investigating factors that motivate group entrepreneurial behavior. Specifically, we proposed and tested a theoretical model that examined managers' regulation of emotion (ROE) influences on group entrepreneurial behavior. Data were based on middle managers and their immediate subordinates from traditional organizations. Results using Bayesian path analysis indicated that middle managers' ROE has a significant indirect effect on group entrepreneurial behavior via group-perceived manager's ROE and group job satisfaction. Additionally, evidence was found for the moderating effect of group diversity so that manager's perceived emotion regulation had a greater effect on job satisfaction and entrepreneurship in more diverse teams. We interpreted this as evidence in support of theoretical models that consider creativity at a group level and ultimately affect-laden processes (Zhou & George, 2003). Recommendations for further research are discussed.

The purpose of this paper is to use social cognitive theory to investigate entrepreneurial intent among participants in graduate entrepreneurship programs. Specifically, the authors test whether students' creative potential is related to their intention to engage in entrepreneurship.

Theoretically derived hypotheses are tested using multiple and ordinal regression analyses.

High scores on a creativity test and prior entrepreneurial experiences are positively associated with entrepreneurial intentions, whereas perception of risks has a negative influence.

The authors' theoretical predictors of entrepreneurial intention received strong support, indicating that creativity should be considered in models of entrepreneurial intentions. However, the use of intentions as dependent variable has its own weaknesses in that it may not distinguish between “dreamers” and “doers”.

The findings indicate that exercises in creativity can be used to raise the entrepreneurial intentions of students in entrepreneurship education. Heterogeneity in creative styles among students also points to the problems of a “one‐size‐fits‐all” approach to entrepreneurship education.

The paper is the first to investigate the importance of creativity in entrepreneurship education and theoretical models of entrepreneurial intentions.