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The purpose of this paper is to identify entrepreneur mentor benefits and challenges as a result of entrepreneurship mentoring in higher education (HE).

An entrepreneurship mentoring scheme was developed at a UK university to support prospective student entrepreneurs, with mentors being entrepreneurs drawn from the local business community. A mentor-outcomes framework was developed and applied to guide semi-structured interviews.

Results supported the broader applicability of our framework, with a revised framework developed to better represent the entrepreneur mentor context. Alongside psychosocial and personal developmental outcomes, mentors benefitted from entrepreneurial learning, renewed commitment to their own ventures and the development of additional skills sets. Enhanced business performance also manifested itself for some mentors. A range of challenges are presented, some generic to the entrepreneur setting and others more specific to the higher education (HE) setting.

The framework offered serves as a starting point for further researchers to explore and refine the outcomes of entrepreneur mentoring.

The findings serve to support those considering developing a mentor programme or including mentoring as part of a formal entrepreneurship education offer, specifically in a university setting but also beyond.

The vast majority of entrepreneurship mentoring studies focus on the benefits to the mentee. By focusing on benefits and challenges for the entrepreneur mentor, this study extends our knowledge of the benefit of entrepreneurship mentoring. It offers an empirically derived entrepreneur mentor outcomes framework, as well as offering insights into challenges for the entrepreneur mentor within an HE setting.

Building on authoritative studies on inspiration in the field of psychology (e.g. Thrash and Elliot, 2013, 2014), this study aims to clarify how entrepreneurial inspiration – an emotional state of personal attraction toward entrepreneurship – is created and how it affects entrepreneurial intentions. First, receptiveness to inspiration is introduced as a potential entrepreneurial feeling trait that constitutes a universal enabler of entrepreneurial inspiration alongside typically idiosyncratic inspirational triggers. Second, this study proposes to reinforce the theoretical base of the relation between entrepreneurial inspiration and entrepreneurial intentions by applying the affect infusion model (AIM) and empirically testing its explanatory power.

Hypotheses are tested through independent and dependent sample t-tests and hierarchical regression analyses with an interaction effect. Data originate from a pre-post course survey among 342 entrepreneurship students from various countries and institutions.

The results confirm a positive relation between receptiveness to inspiration and entrepreneurial inspiration. Receptiveness to inspiration precedes and increases with entrepreneurial experience, suggesting that it can be both inborn and cultivated. In line with the AIM, entrepreneurial inspiration stimulates only the entrepreneurial aspirations of participants without entrepreneurial experience. Experienced individuals, on the other hand, derived more entrepreneurial inspiration from their courses, but this was not translated to higher entrepreneurial intentions. Instead, they could benefit from this inspiration in other ways proposed in the literature, such as enhanced opportunity recognition.

This study provides much needed, theory-informed, insight into the formation of entrepreneurial inspiration. Furthermore, it is the first research to propose and test a specific theoretical underpinning of the relation between entrepreneurial inspiration and entrepreneurial intentions, which also accounts for the moderating role of entrepreneurial experience. Finally, the rare multi-country, multi-institution nature of the sample reinforces the external validity of the findings.

This study aims to examine the impact of boardroom diversity on the financial stability of Chinese financial listed firms. Boardroom diversity is quantified in the following aspects: relation-oriented diversity and task-oriented diversity.

Panel data on Chinese financial listed firms between 1998 and 2017 are used in this study. Panel regression is used to analyze the firm data for fixed effects and robust standard errors.

Task-oriented diversity of the board increases financial stability. Regarding the impact of boardroom diversity on firm risk, the results reveal that task-oriented diversity of the board reduces firm risk, which supports the predictions of this research. Regarding the moderating effect of state ownership on the relationship between boardroom diversity (task- and relation-oriented diversity) and financial stability, the results show that state ownership enhances the positive impact of the board’s task-oriented diversity on financial stability.

Task-oriented diversity of the board enhances the financial stability of Chinese financial listed firms. As existing studies on bank boards in China are limited, the findings of this research can be used when crafting policy initiatives to enhance financial stability.

To the best of the authors’ knowledge, this study is the first to examine the effect of boardroom diversity, particularly task- and relation-oriented diversity, on financial stability. It provides empirical support that boardroom diversity positively affects the financial stability of Chinese financial listed firms. This research also offers empirical evidence that state ownership enhances the positive impact of the board’s task-oriented diversity on financial stability.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/13620439810368619. When citing the article, please cite: Ghulam R. Nabi, David Bagley, (1998), “Graduatesʼ perceptions of transferable personal skills and future career preparation in the UK”, Career Development International, Vol. 3 Iss: 1, pp. 31 - 39.

The paper's purpose is to present an introduction to the special issue is that positions and explores some of issues and challenges in the field of graduate entrepreneurship.

The paper examines a range of issues and themes and introduces papers of six authors/author teams. The introductory paper is divided into three sections: what is graduate entrepreneurship; entrepreneurial intentions; and education and training.

The paper finds that, despite increasing attention on graduate entrepreneurship, there remains a lack of research on entrepreneurial intentions and enterprise/entrepreneurship education and training in varied and multiple contexts. This special issue includes research from a number of countries, including England, Ireland, Australia and the USA.

The paper provides the basis for a more nuanced understanding of entrepreneurial intentions and related education and training – of interest to both researchers and policy makers in terms of the journey from student to start‐up.

The purpose of this paper is to introduce the special issue by positioning and examining some of the key issues, tensions and challenges in graduate entrepreneurship in the developing world.

The paper recognises the complexity and diversity of approaches considered by the different authors, highlighting a range of issues and challenges in their contributions. The paper is divided into the following sections: entrepreneurial intentions, attitudes and motivations; the role of higher education; and contextual cases, opportunities and challenges in graduate entrepreneurship.

The paper suggests that there is a lack of research in the field of graduate entrepreneurship in the developing world, and that further research in developing countries may help to understand and shed light on the issues evolving around graduate entrepreneurial intentions, business start‐up and education. Some preliminary themes emerge from research included in this special issue. First, entrepreneurial intentions seem to be higher in developing countries when compared with developed ones. Second, economic and institutional frameworks tend to be unfavourable to entrepreneurial activity. As in developed countries, entrepreneurship seems to be experiencing an upsurge. This could be a tremendously powerful force to accelerate economic growth and development. In this sense, higher education in general, and entrepreneurship education in particular, may be key instruments to help promote entrepreneurial activity.

The paper provides an insight into entrepreneurial intentions and related education and training in developing countries. This should be of interest to researchers, policy‐makers, and higher education institutions.

This paper aims to address the need for a re‐focused research agenda in relation to graduate entrepreneurship. An important theme for some years has been the effort to monitor attitudes and intentions of students towards starting up their own businesses. It is timely, however, to raise some questions about both the impact of this research and likewise the general approach it has taken in understanding the phenomenon of graduate entrepreneurship.

The paper draws on a large data set (over 8,000 students) from one UK region. Specifically, it presents data from the 2007/2008 Entrepreneurial Intentions (EI) survey within the Yorkshire and Humberside region and reflects back over previous iterations of this research.

The paper identifies three key outcomes. First, it establishes that across all years of the survey a substantial minority of students consistently hold relatively strong start‐up intentions. Second, the paper highlights that, despite considerable efforts to increase the numbers moving to start‐up, little impact is discernible. Third, the paper suggests that, although the EI survey is useful as a stock‐taking exercise, it fails to address critical questions around the impact of higher education on entrepreneurship and the transition from entrepreneurial intent to the act of venture creation.

The paper provides an important positioning perspective on the relationship between higher education and graduate entrepreneurship. While highlighting the importance of the EI research, the paper establishes the need for a re‐focused research agenda; one that is conceptually robust and with a focus on the student journey from higher education to graduate entrepreneur.

This paper aims to identify the differences between African and European students with regard to their entrepreneurial intentions, attitudes towards entrepreneurship, role models and entrepreneurial experience. It also aims to set the scene for future comparative research between developing and developed countries in the area of graduate entrepreneurship.

A quantitative empirical research design was applied, using self‐administered questionnaires. Questionnaires were distributed to first‐year business students at universities in three African countries that are either developing (Uganda and Kenya) or emerging (South Africa) and four European developed nations (Finland, Germany, Ireland, and Portugal).

The results indicate that students from developing/emerging economies are more likely to envisage future careers as entrepreneurs and are more positive towards entrepreneurship than their industrialised European counterparts, even though motivators for employment/self‐employment are similar across the samples. The type of role models used and the extent of entrepreneurial experience varied between individual countries.

Limitations include the use of a convenience sample and its restriction on the use of statistics, a single data collection point and a sample across seven countries on two continents.

The results lead to universal and country‐specific recommendations relating to the improvement of student‐oriented entrepreneurship activities within universities.

The paper extends research on graduate entrepreneurship by providing an international comparison of entrepreneurship intentions, attitudes and experiences between developing/emerging and developed nations, leading to suggestions on how to foster an entrepreneurial spirit and assist new‐venture creations for students.

The purpose of this paper is to explore awareness of social entrepreneurship amongst Egyptian students and to determine what is needed to create more graduate social entrepreneurs.

The theoretical framework is Ajzen's Theory of Planned Behavior. Data collection is a questionnaire survey of 183 of the 2,000 undergraduates at the British University in Egypt, drawn from the University's three faculties.

The paper finds that, although three organizations, Ashoka Arab World, The Schwab Foundation and Yes Egypt, do much to support and promote social enterprise in Egypt, students are confused over what a social entrepreneur is or does and are largely unaware of existing Egyptian social entrepreneurs. The majority want a career in a multi‐national enterprise but a sizeable number are interested in establishing a social enterprise.

The sample is small and limited to one institution but the findings corroborate theory and indicate a need for both greater awareness (information/knowledge), and support/encouragement.

There is a need to change the Egyptian education system to encourage students to think and behave more entrepreneurially, at the same time equipping them with the skills to start their own ventures on graduation.

To promote a more socially aware, sustainable economy, Egyptian support organizations need to work with the country's universities to change the curriculum and the way students are taught.

This research is one of the first academic studies on entrepreneurship in Egypt. It will interest academics, educational policy makers and those concerned with the promotion of entrepreneurship.

This study seeks to examine self‐perceived entrepreneurial problems and prospects in a post‐war scenario. It aims to present a holistic and historical account of Afghan graduates and their ability to transform into educated entrepreneurs. The study further aims to highlight entrepreneurial characteristics of the Afghans and link them to the unique livelihood strategies they adopt.

Given a lack of archival data, this study relies on semi‐structured interviews and historical data from different sources. The findings are mainly based on life narratives of graduate entrepreneurs in different sectors. Descriptive questions about entrepreneurial problems and prospects in the post‐war era were asked.

Long wars and internal turmoil have pushed both educated and uneducated Afghans into entrepreneurship. The study finds that entrepreneurs rank entrepreneurial characteristics as major prospects available while adverse security conditions and widespread corruption are the major problems faced. The problems discourage them from entering a formal business domain. Despite emerging opportunities such as niche markets, entrepreneurial problems outweigh the prospects.

This research has implications for entrepreneurship educationists and policy‐makers. Economic growth can be made possible only when entrepreneurial problems are replaced with prospects. Afghan graduates could then serve as entrepreneurial drivers for real economic growth. Moreover, this strategy of entrepreneurialism may help in reducing extremist tendencies in the long run.

The study provides evidence of the effectiveness of the long entrepreneurial struggle of university graduates in war‐like conditions. Entrepreneurs' motivations suggest developing a viable entrepreneurship‐education program in the future.