Considering rapid digital transformation and recent changes in the macro-level “rules of the game” in entrepreneurship, we aim to problematize and understand the progressive encounter and new relationship between opportunity-driven and necessity-driven entrepreneurs within the context of the gig economy. In such a setting, both traditional entrepreneurial roles and the very division between them are brought into question. Their encounter implies a deviation from the basic assumptions of what entrepreneurship entails: being the bearer of risk, taking on uncertainty and individual responsibility, and pursuing unlimited profit potential. This deviation results in a change in the rules of the game. Consequently, we learn more about how the context of moving from a pre-gig economy toward the gig economy has implications for our societal understanding of entrepreneurship as a phenomenon.

Objective: The article aims to develop conceptual clarity around the three distinct terms emanating from the growing platform economy, i.e., the sharing, gig, and on-demand economies and link them to entrepreneurship. Research Design & Methods: We applied the aggregative systematic review methodology. We did it to clarify and operationalise the differences among the on-demand, gig, and sharing economies, as well as seek to address implications for how each specific type of platform economy concept influences entrepreneur-ship and impacts our understanding of it. Findings: The article sets out to define and increase understanding of what is behind the on-demand, gig, and sharing economies. We argue that the lack of consistent definitions of all three phenomena has resulted in several misconceptions and perhaps reduced potential progress with further studies, which now require more knowledge structuring and organisation regarding the three concepts. Implications & Recommendations: The article provides important nuances to concretise fundamental distinctions among the three concepts and their implications for platform entrepreneurship. Although, at first glance, the differences might seem subtle, they are essential to address a rising complexity related to entrepreneurship. Contribution & Value Added: Through its findings, the article presents criteria for enhancing conceptual clarity among the sharing, gig, and on-demand economies as well as links these three concepts to entrepreneur-ship. By doing so, the article also identifies some intersections with different entrepreneurship forms.

Purpose Entrepreneurial education (EE) has grown rapidly and become important for how we prepare future generations for work. However, a less addressed piece of the puzzle is: who is the entrepreneurial educator? In this paper, our aim draws upon Palmer's (1998) idea of wholeness, where we seek to connect the two problem spaces of the role diversity of entrepreneurial educators and how the educator is closely tied to the evolutionary development of the domain in constructing signature pedagogies that could cater for the issue of a low capitalization rate.Design/methodology/approach We problematize on a conceptual level the entry-level personas that have been addressed in prior literature by using the processes of transferability and evolutionary theory to tease out how variability among educators could create antecedents to form a signature pedagogy.Findings We recognize four archetypes: the experienced entrepreneur, the entrepreneurship scholar, the academic scholar and the pedagogical expert. Our problematization on the variance of the four archetypes provides a fertile ground to engage in addressing "the elephants in the room" in EE, the capitalization rate of graduates and the importance of developing a signature pedagogy, acknowledged in other domains, to enhance legitimacy.Originality/value The paper provides a nuanced outlook on who is teaching in the entrepreneurial classroom and problematizes from an evolutionary perspective the potential future paths to continue staying relevant for society as well as justifying our presence as a legit domain in academia.

Entrepreneurs have been promoted as a main engine of progress. However, recent scandals and questionable behavior have led to increased discussion of entrepreneurs' ethics. The purpose of this paper is to conceptualize entrepreneurial responsibility throughout the entrepreneurial process from an ethical viewpoint. We model entrepreneurial responsibility based on normative ethics (deontology and teleology), enabling us to better understand entrepreneurs' active and conscious responses to their ethical duties and the consequences thereof. Our theorizing opens new avenues for scholarly research related to the ethical nature of opportunities, the interconnection of entrepreneurial intentions and outcomes from a moral perspective, and potential societal impact.

Purpose

To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

Design/methodology/approach

Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

Findings

The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

Research limitations/implications

Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

Originality/value

This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

Purpose In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process. Design/methodology/approach Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework. Findings In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process. Practical implications The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program. Originality/value Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

This short essay does not seek to provide clear answers, but instead to further address the importance of building legitimacy in an educational domain. I do so by pondering the role of how we build academic progression of the domain in higher education and the potential that capitalization rate might have as a food for thought vis-à-vis building the sought-after legitimacy. 

Pourquoi la construction de la légitimité du champ de l’éducation entrepreneuriale est-elle si peu abordée? Une réflexion sur la progressivité et la conversion.

Ce court essai ne cherche pas à fournir des réponses arrêtées, mais plutôt à aborder l’importance d’un renforcement de la légitimité de notre champ dans le domaine de l’éducation. Je le fais en questionnant le rôle que peuvent jouer, d’une part, la manière dont nous construisons la progression académique des apprenants dans l’enseignement supérieur et, d’autre part, la possible augmentation du taux de conversion entendu comme le passage à l’acte. Ces deux éléments seraient une matière à réflexion dans l’optique de renforcer la légitimité de notre champ.  

This chapter addresses a recent argumentation in entrepreneurship education for the term odigogy, meaning to guide. The role of guidance has so far been discussed in relation to the balance between pedagogy and andragogy as well as between teacher- and student-led learning. The purpose of this chapter is to further develop odigogy, conceptualise a map for how to reason when facing first-year student entrepreneurs and discuss the challenges they encounter when entering higher education. Hence, it aims to contribute to the discussion on how to synthesise knowledge from different educational theories when developing our understanding of how to create conducive and progressive learning environments in entrepreneurship education.

The chapter of Gustav Hägg introduces the idea of the prudent entrepreneurial graduate. Drawing on the past work of Commenius and Dewey, Hägg is concerned with the underlying student capability which must be developed prior to action. Positioning his student's development around the notion of intelligent moral action, Hägg outlines the proactive use of student reflection to develop critical thinkers.