This book provides a critical review of the internationalization process among higher education institutions (HEIs), taking a closer look at the case of business schools. The first part offers a novel definition of this phenomenon and examines the forces that drive international initiatives. It then examines and explains the “internationalization paradox”: the observation that despite evidence that many international initiatives fail to deliver what they promise, for the heads of HEIs they nevertheless remain at the top of the agenda. In turn, the second part of the book develops a unifying framework that identifies alternative models of internationalization and explains how they relate to one another. Based on this framework, the book presents a model of the truly global HEI, whose mission is to learn from the world rather than teach the world what it knows. The book’s central thesis is that it is unlikely that HEIs will be able to transform themselves into truly global HEIs because of historical and organizational barriers rather than a shortage of resources or a lack of visionary leadership. The book concludes that most HEIs should refrain from claiming that their aim is to become global institutions, and should instead focus on the successful implementation of an import-export model of internationalization that calls for initiatives such as the internationalization of the curriculum, the creation of student and faculty exchange programs, and the participation in international academic and research partnerships. Any attempt to transform themselves into truly global institutions is unlikely to succeed and may distract them from their fundamental mission: to educate their home-based students and help them become effective global citizens.

Entrepreneurship Education and Internationalisation: Cases, Collaborations and Contexts provides a wide-ranging overview of entrepreneurship education today from a global perspective. Comprising three parts that address teaching and learning, support and outcomes, and strategic themes, international educators and researchers present examples of entrepreneurship education in action within many contexts. Chapters discuss across many academic fields and taught disciplines, involving many industry stakeholders concerning enterprise and business creation and development, and acknowledge policy and policymakers within local, national, and international government or educational forums. Chapters showcased within this edited book range from collaborative teaching case studies, course teaching styles and assessment strategies, and display links with national or international industry partners. Furthermore, incubation opportunities, examples of accelerator and university start-ups or spinouts, cross-continent partnerships for entrepreneurship, and other relevant enterprising activity between universities and industry or societal groups are also examined and appreciated.

Over the past years, businesses have had to tackle the issues caused by numerous forces from political, technological and societal environment. The changes in the global market and increasing uncertainty require us to focus on disruptive innovations and to investigate this phenomenon from different perspectives. The benefits of innovations are related to lower costs, improved efficiency, reduced risk, and better response to the customers’ needs due to new products, services or processes. On the other hand, new business models expose various risks, such as cyber risks, operational risks, regulatory risks, and others. Therefore, we believe that the entrepreneurial behavior and global mindset of decision-makers significantly contribute to the development of innovations, which benefit by closing the prevailing gap between developed and developing countries. Thus, this Special Issue contributes to closing the research gap in the literature by providing a platform for a scientific debate on innovation, internationalization and entrepreneurship, which would facilitate improving the resilience of businesses to future disruptions.

This book argues that international higher education has to be competitive, sustainable and contribute to educational development both locally and internationally. It shows that higher education institutions (HEIs) are seen as being driven by an economic or an educational agenda. For example, internationalization can be influenced by the university ranking system, which is based on the international reputation of universities, the competitive quality of programmes offered in a market-oriented education environment, generation of income from the enrolment of international students, and employment of high-profile researchers. Likewise, the book contributes to the production of knowledge by positing that an international profile for HEIs is fundamental to building their international excellence, outstanding academic standards, and strengthening their competitiveness and economic growth. Although virtual internationalization can be used as an effective vehicle for students to gain international exposure, the majority of students have remained in their local environment. This book provides a detailed array of new needs, attitudes and demands that teaching and learning pedagogy has to consider with a view to fostering the internationalisation of higher education. In addition, this book also argues that HEIs must ethically and pedagogically respond to the needs of international students and other stakeholders across various modes of internationalization of higher education. The book argues that any rationale to internationalise higher education must ensure that inequitable and unethical ideologies and practices are addressed. In the same vein, this book also places emphasis on the importance of institutional quality assurance mechanisms, accreditation, learning outcomes, and multicultural connectivity through an inclusive curriculum. Lastly, in providing thorough strategies for comprehensive internationalisation of higher education, this book provides pertinent discussions on the sustainable funding models for the HEIs, repositioning the higher education sector as a vibrant export sector, reforms in higher education, governance in HEIs, entrepreneurship in higher education and competition in higher education.

Policymakers consider enterprise education, and the skills it develops, as increasing student’s employability skills. This book delivers further insight to validate this. Authors provide evidence to inform the entrepreneurial education discipline in terms of best practice, success stories and identify its future direction for key stakeholders.

Universities are becoming more entrepreneurial, and for local communities and companies, this has increased their economic standings tenfold. However, the competitiveness of developing economies thanks to these financially focused institutions has likewise increased. Examining the Role of Entrepreneurial Universities in Regional Development provides emerging research exploring how universities foster and support entrepreneurship and the development of a more entrepreneurial organization and highlights the importance of this process for local communities and companies. Featuring coverage on a broad range of topics such as institutional entrepreneurship, public management, and economic contribution, this book is ideally designed for university presidents, provosts, rectors, chancellors, board members, managers, business professionals, policymakers, academicians, students, and researchers.

The education of future entrepreneurs shapes how we will live in the future, and proper entrepreneurship education is thus of utmost importance. Entrepreneurship educators and researchers constantly renew tools, interventions, and training programs for entrepreneurship education and adapt them to the specific needs of entrepreneurs and developments in the entrepreneurship ecosystem. This open-access book is based on this background and offers expert insights that highlight context-specificity and discuss training methods and tools that are impact-oriented. The authors represent multiple institutional and cultural backgrounds, to provide a useful resource with new ideas for the community of entrepreneurship educators, facilitators, and scholars. Based on the chapters, the editors of the volume also offer several propositions and critical insights important for the current state of entrepreneurship education and its future development. This book will be a valuable resource for entrepreneurship educators and education policymakers alike.