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Entrepreneurship is not only seen as an important factor for economic growth and welfare but also as a vehicle of societal development and change, both at the regional, national and international level. Thus, entrepreneurship education at schools plays an increasingly important role, linking policy, businesses, education and science. However, research on entrepreneurship education programmes, especially on mini-companies which rely on an experiential learning setting, is still a young field and shared frameworks concerning entrepreneurial competences and longitudinal research designs are missing. This paper addresses to this research gap by analysing whether students who participate in a mini-company develop entrepreneurial competences.

The study is conducted in a quasi-experimental design, building upon a validated and psychometrically sound research instrument that is based on a newly designed entrepreneurial competence framework. In total, 100 pupils from grammar schools in Baden-Wuerttemberg, Germany, participated in the experimental and control group at both time points.

The results show that students expand their entrepreneurial competences on an economic level. In comparison, they show only limited developments on the personal and team level. The findings have important implications for the further development of entrepreneurship education programmes as well as on the interaction between schools and (regional) entrepreneurs, business partners and enterprises.

This study examines pupils' development of entrepreneurial competences in a quasi-experimental design. It highlights that participating pupils develop economic competences when participating in mini-companies in comparison to pupils participating in regular economics classes. This study sheds further light on the effects of mini-companies, and thus contributes to the discussion of entrepreneurship education at schools.

The concept of positioning is fundamental to how a company approaches and succeeds in a market. Despite a growing body of literature on positioning, existing research has focused mainly on larger companies and brands. This paper aims to apply the concept of positioning to small- and medium-sized enterprises (SME) companies to explore how SME entrepreneurs understand and approach the positioning of their company, and what differences exist compared to large companies and brands.

Using a qualitative research approach, this study is based on focus groups involving 13 SME entrepreneurs. The data were analyzed using a qualitative structuring content analysis, which resulted in a newly developed and empirically based typology of SME positioning strategies.

The results indicate that SME entrepreneurs view positioning as highly relevant but differ from larger companies in terms of market and brand orientation. Building on the interviews, an empirical matrix of four positioning strategies was developed which SME entrepreneurs typically use: specialization, differentiation, conviction and opposition.

Based on the developed positioning typology, this study proposes a two-step approach for SME entrepreneurs: gaining clarity on the basic positioning dimensions and exploring four strategic fields of action.

Overall, the findings contribute to a better understanding of SME entrepreneurs' positioning strategies as important building blocks for market and brand success. The new positioning typology provides a conceptual contribution for further research in the marketing/entrepreneurship interface.

Research testing a complex process model, incorporating moderating and mediating mechanisms associated with virtual team (VT) performance, remains rare. This paper aims to introduce trust climate as a crucial boundary condition for high performance in VTs. It also aims to propose a moderated‐indirect model such that the relationship between team goals and task performance is mediated by task cohesion and the relationship between team goals and task cohesion is moderated by trust.

Hypotheses are tested using a longitudinal design with a sample of 50 teams.

The proposed moderated‐indirect model is confirmed. The model explains the indirect relationship between team goal setting and performance transmitted through task cohesion, which is dependent on the level of trust climate.

Although hypotheses were tested in a longitudinal setting, common source bias might be a potential problem for some of the observed relationships. Future research could build on this model for further investigations on more complex theoretical models for VT performance.

This research suggests that managers should emphasize the development of team trust at early stages of collaboration in a VT to reach high performance outcomes.

For VTs, trustful working environments should become even more important in the future, supporting team members' satisfaction in working in VTs.

Through this study, a complex process model for VTs was developed and trust climate established as a prominent context factor for VT success.