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Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

In the final chapters, Simply Strategy helps to put all the elements of the puzzle together, and develop a simple, succinct strategy that is understood by everyone in your business. After all, your employees are the ones to carry out your carefully crafted vision. Finally, your strategy is immediately used to make some short‐term profit improvements. With Simply Strategy there are no years of waiting to see the fruits of your labor.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.Originality/valueThe briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

A growing body of academic research has examined the effectiveness of entrepreneurship training and support initiatives, with recent studies focusing on the provision of training and other skills development opportunities. An important theme that has emerged from this work is the failure of many programmes and initiatives to take on board the particular needs of the entrepreneurs in developing training and support systems. By extending research in this area, this article considers the importance of education and training to the economy and focuses on the particular value of entrepreneurship education and training. Some of the fundamental themes in the literature are reviewed, including the difficulties involved in categorising entrepreneurship education and training; the issue of whether or not entrepreneurship can be taught; the content of entrepreneurship programmes and the cultural and evaluative considerations. The article discusses and compares training and support provision for entrepreneurs in Ireland and The Netherlands.

Increasingly, academics, practitioners and governments recognise the need to examine the role and effectiveness of entrepreneurship training and support. Studies to date have examined the importance of training and other skill development opportunities in promoting entrepreneurship in the context of different sectors, regions and countries. An important theme to emerge from the research is the failure of some programmes to take on board the cultural, educational and social background of the “entrepreneurs”, leading to ineffective training and support. This paper investigates the effectiveness of training and support initiatives for entrepreneurs in Ireland and The Netherlands, examining the experiences of 57 entrepreneurs from the services, manufacturing and high technology sectors in Ireland and The Netherlands. The results highlight the value of non‐formal support structures, such as mentoring and networking, and question the value of traditional formal business education and training strategies.

Despite a growing body of literature in the field, there is still considerable uncertainty as to whether entrepreneurs are born or made, which has led to an ongoing debate in the entrepreneurship academy about whether we can actually teach individuals to be entrepreneurs. With this in mind, this two‐part paper aims to address the question of whether or not entrepreneurship can be taught.

In part I the importance of entrepreneurship in a modern, constantly changing environment is outlined, and the various ways in which entrepreneurship programmes can be categorised are considered. Attention is given to the various difficulties associated with the design of programmes, as well as their objectives, content and delivery methods. Part II of the paper focuses on the difficulties associated with programme evaluation and the various approaches adopted to determining and measuring effectiveness. This leads to a discussion on whether or not entrepreneurship can be successfully taught.

Despite the growth in entrepreneurship education and training programmes, the paper reports that little uniformity can be found. Attention is drawn to the art and the science of entrepreneurship, with the consensus that at least some aspects of entrepreneurship can successfully be taught.

The authors highlight the need for evaluating programmes and for educators and trainers to have a fuller understanding of what they wish to achieve from their programme from the outset in order to ensure a more accurate assessment of the outcomes.

In recent years, entrepreneurship education has become increasingly popular to promote economic development and encourage entrepreneurship. This chapter aims to review the effectiveness of entrepreneurship education and the mode of delivery. This review will help understand the effectiveness of entrepreneurship education (entrepreneurial skills, entrepreneurial intention, enhanced entrepreneurial mindset and greater business success). It will also help understand the mode of delivery (classroom instruction, experiential learning, mentoring and coaching and online learning) Using the traditional review methodology, the chapter focusses on the outcomes of entrepreneurship education on students and their attitudes, intentions and behaviours towards entrepreneurship. The chapter also evaluates the various modes of delivery, including traditional classroom-based instruction, experiential learning and online education. The review compared the United States of America and South African points of view on entrepreneurship education to posit significant directions on how to effectuate entrepreneurship education. The chapter further reviews the sustainable development goals that are aligned with entrepreneurship. Overall, the chapter concludes that entrepreneurship education is effective in promoting entrepreneurial attitudes, intentions and behaviours, and its mode of delivery significantly influences its impact. The chapter recommends the integration of active and experiential learning methods into entrepreneurship education, and the development of innovative modes of delivery to reach a wider audience. Policymakers should also support the integration of entrepreneurship education into the formal education system to promote economic development.

This research examined the effects of entrepreneurial networking, operationalised as network isomorphism and network social capital, on the sustainable growth of small enterprises and the role of innovation in the hypothesised relationship.

The study employed a survey design and the questionnaire method to collect data from 319 small enterprises which were selected via quota sampling from the membership lists of the Association of Ghana Industries and the Ghana Enterprises Agency. Data were analysed using the covariance-based structural equation modelling (CV SEM-Amos) technique.

The study found that most small enterprises participate in business networks, followed by social and political networks. Entrepreneurial networking has a significant positive influence on the sustainable growth of small enterprises, and the influence is strongly mediated by innovation. Compared with network isomorphism, the value derived from social networks has a higher significant effect on sustainable enterprise growth.

Small enterprises that tap into valuable network resources to drive internal innovation should experience sustainable growth, whereas those that do not leverage the power of entrepreneurial networking miss the opportunity to access critical resources for innovation and sustainable enterprise growth.

The paper extends beyond the resource-based view by integrating institutional and network-based theories to offer a unique “entrepreneurial network model.” By testing the model, the empirical findings provide unique comprehensive insights into network isomorphism and network social capital as entrepreneurial mechanisms which facilitate access to network resources for innovations and sustainable growth of small enterprises.