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The purpose of this paper is to evaluate the effects of supplier development programs on the short‐term performance of suppliers and the more long‐term development of their capabilities given the relational learning context of the dyad.

Data were collected through a survey of strategic suppliers from original equipment manufacturers of the automotive industry located in Mexico.

Results suggest that basic and widely used forms of supplier development hardly lead to improved operational and financial performance of suppliers. More demanding and less frequently used forms of supplier development may lead to improved supplier performance given the suppliers have sufficient absorptive capacity and the presence of an adequate collaborative and relational learning context.

Only suppliers of firms in the automotive industry were surveyed; participant suppliers were referred by buying firms operating in Mexico.

When designing supplier development activities, buying firms need to take into consideration that high involvement and investment on supplier development activities is required when their goal is to improve the supplier base.

Governments organizing supplier development programs should consider the importance of promoting knowledge transfer activities above evaluation and feedback to assure the success of their efforts to develop the national supply industry.

The value of supplier development programs is explored in this paper, taking into account the efforts of the buying firms to transfer knowledge and the moderating effect of the relational and learning context. Relevant recommendations for the design of such programs to buyers, suppliers and government are discussed.

The purpose of this paper is to discuss the course of entrepreneurship education (EE) research within the framework of entrepreneurship. The study is based on the results of previous research published in the annual double special issues of Education + Training (E+T) journal. In this context, it examines the role of EE at different levels of education; EE interactions and approaches; the effects of the variety of variables on EE; and the grouping of these variables into clusters.

The study uses literature review to categorize 59 papers into clusters based on the associations of different variables to EE which have been extracted from the annual double special issues of E+T journal. These special issues were published during the period of 2011–2018. All the reviewed papers were empirical in nature.

The study has identified 47 variables from 59 empirical papers, which have been grouped into 6 clusters around EE. Based on different levels of studies such as primary, secondary and tertiary levels, the examined papers discuss a variety of variables with reference to their positive, negative, significant or non-significant relationships to EE.

The paper demonstrates the progress of the knowledge produced with regard to EE research in recent years. It is among the very few studies to focus on the discrete collection of special issue papers.