Problems addressed by each author who supported the research
| Author/Year* | Subject/problem discussed |
|---|---|
| Monllor and Soto-Simeone (2019) | Exposure to digital fabrication technology can increase students' business self-efficacy and raise their entrepreneurial intentions |
| Secundo et al. (2020a, b) | Understanding how digital technology can support the entrepreneurial process, stimulating entrepreneurial activity among students |
| Secundo et al. (2021) | Understanding how the COVID-19 crisis can reconfigure traditional education programs and how the pandemic created threats and opportunities for improvement in the educational system |
| Secundo et al. (2020a, b) | Review of the literature on Academic Entrepreneurship according to the perception of the use of digital technology |
| Toniolo et al. (2020) | Study how digital academic entrepreneurship is developed, exploring its evolution |
| Secundo et al. (2020a, b) | Understanding how digital technology can support the entrepreneurial process, stimulating entrepreneurial activity among students |
| Tomy and Pardede (2020) | Proposing a practical digital application for higher education to raise students' entrepreneurial intention |
| Rippa and Secundo (2019) | Contribute to building the emerging concept of Digital Academic Entrepreneurship |
| Linzalone, Schiuma, and Ammirato (2020) | Analyze the role of digital learning platforms to connect Universities and Firms effectively |
| Goncharov, Sekerin, and Elman (2020a), Goncharov, Sekerin, and Akhyadov (2020b) | Analyze the digital academic opportunities provided to students |
| Kaminsky, Yereshko, Kyrychenko, and Tulchinskiy (2021) | Understand the real impact of digital technology and intellectual capital in entrepreneurship education |
| Garcez et al. (2022) | Propose a technical framework showing the structural pillars of the link between digital transformation (DT) and academic entrepreneurship |
| Armuña, Ramos, Juan, Feijóo, and Arenal (2020) | Explore business competencies and their link with entrepreneurial intention concerning joining a business education and an incubation program |
| Costin, O'Brien, and Hynes (2019) | Present the role and influence of games simulation in the development of cognitive (knowledge and skills) and non-cognitive (attitudes) business competencies |
| Manning (2018) | Develop a conceptual framework and a set of hypotheses that reflect the dynamic relationships operating within an entrepreneurial land-based university and then conduct empirical research |
| CharrónVías and Rivera-Cruz (2020) | Propose a framework for the conception of business education programs, combining behavioral and business competencies, through experimental learning |
| Bischoff, Volkmann, and Audretsch (2018) | Examine business ecosystem stakeholders' collaboration in the business education in European higher education institutions (HEIs) |
| Butz, Hanson, Schultz, and Warzynski (2018) | Explore the relationship between grit and entrepreneurial intent |
| Hsieh and Kelley (2019) | Identify the elements of university-based business ecosystems |
| Miles et al. (2017) | Address the role of accelerators as authentic business training programs based on learning |
| Ndou, Secundo, Schiuma, and Passiante (2018) | Understand the “how, when, why and what” of the entrepreneurial mentality and competencies in technological entrepreneurship as learned in the Entrepreneurship Centers |
| Donaldson, Villagrasa, and Sánchez (2021) | Study the variable of student motivation – in entrepreneurial education |
| Gifford (2021) | Detail Customer Development, as a tool for entrepreneurial education |
| Hägg and Kurczewska (2020) | Develop discussion about the need for and role of orientation in learning and teaching for entrepreneurship education |
| Mets, Holbrook, and Läänelaid (2021) | Propose a conceptual model to apply Education for Entrepreneurship and Green Transformation Competencies |
| Peschl, Deng, and Larson (2021) | Outline a pedagogical approach to business education, focusing specifically on students who do not necessarily see themselves as entrepreneurs |
| Ayob (2021) | Examine the effect of entrepreneurial education on the student entrepreneurship rates |
| Stenholm, Ramström, Franzén, and Nieminen (2021) | Study how the teaching methods of lecturers and non-entrepreneurs in the management schools adapt unconsciously to the known framework of entrepreneurial competencies |
| Schou, Bucher, and Waldkirch (2022) | Understand how entrepreneurs grasp the new opportunities of digital learning |
| Sansone, Ughetto, and Landoni (2021) | Explore the impact of extra-curricular business activities on students' business intentions |
| Ratten (2020) | Highlight that entrepreneurship education must change based on digital transformation and the recent COVID-19 crisis |
| Samwel Mwasalwiba (2010) | Make a survey of publications on entrepreneurship education and assess the alignment of perceptions |
| Author/Year* | Subject/problem discussed |
|---|---|
| Exposure to digital fabrication technology can increase students' business self-efficacy and raise their entrepreneurial intentions | |
| Understanding how digital technology can support the entrepreneurial process, stimulating entrepreneurial activity among students | |
| Understanding how the COVID-19 crisis can reconfigure traditional education programs and how the pandemic created threats and opportunities for improvement in the educational system | |
| Review of the literature on Academic Entrepreneurship according to the perception of the use of digital technology | |
| Study how digital academic entrepreneurship is developed, exploring its evolution | |
| Understanding how digital technology can support the entrepreneurial process, stimulating entrepreneurial activity among students | |
| Proposing a practical digital application for higher education to raise students' entrepreneurial intention | |
| Contribute to building the emerging concept of Digital Academic Entrepreneurship | |
| Analyze the role of digital learning platforms to connect Universities and Firms effectively | |
| Analyze the digital academic opportunities provided to students | |
| Understand the real impact of digital technology and intellectual capital in entrepreneurship education | |
| Propose a technical framework showing the structural pillars of the link between digital transformation (DT) and academic entrepreneurship | |
| Explore business competencies and their link with entrepreneurial intention concerning joining a business education and an incubation program | |
| Present the role and influence of games simulation in the development of cognitive (knowledge and skills) and non-cognitive (attitudes) business competencies | |
| Develop a conceptual framework and a set of hypotheses that reflect the dynamic relationships operating within an entrepreneurial land-based university and then conduct empirical research | |
| Propose a framework for the conception of business education programs, combining behavioral and business competencies, through experimental learning | |
| Examine business ecosystem stakeholders' collaboration in the business education in European higher education institutions (HEIs) | |
| Explore the relationship between grit and entrepreneurial intent | |
| Identify the elements of university-based business ecosystems | |
| Address the role of accelerators as authentic business training programs based on learning | |
| Understand the “how, when, why and what” of the entrepreneurial mentality and competencies in technological entrepreneurship as learned in the Entrepreneurship Centers | |
| Study the variable of student motivation – in entrepreneurial education | |
| Detail Customer Development, as a tool for entrepreneurial education | |
| Develop discussion about the need for and role of orientation in learning and teaching for entrepreneurship education | |
| Propose a conceptual model to apply Education for Entrepreneurship and Green Transformation Competencies | |
| Outline a pedagogical approach to business education, focusing specifically on students who do not necessarily see themselves as entrepreneurs | |
| Examine the effect of entrepreneurial education on the student entrepreneurship rates | |
| Study how the teaching methods of lecturers and non-entrepreneurs in the management schools adapt unconsciously to the known framework of entrepreneurial competencies | |
| Understand how entrepreneurs grasp the new opportunities of digital learning | |
| Explore the impact of extra-curricular business activities on students' business intentions | |
| Highlight that entrepreneurship education must change based on digital transformation and the recent COVID-19 crisis | |
| Make a survey of publications on entrepreneurship education and assess the alignment of perceptions |
Note(s): * Check full details in References section
Source(s): Research Data
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