Few studies have examined the dynamic capabilities perspective in the context of international new ventures (INVs) and, in particular, toward their marketing activities. Using a cross-country case approach, this article explores the role of stakeholders in the marketing capability–building processes of INVs in Ireland, Sweden, and Denmark. The study reveals that different stakeholders play a critical role in influencing how INVs build their marketing capabilities to respond effectively to the dynamic nature of international markets in which they operate. The results show that different stakeholder groups (allied, cooperative, neutral, and entrepreneur) can influence the learning processes (single-, double-, and triple-loop) of the firm and can determine the nature of dynamic marketing capabilities (incremental, renewing, and regenerative) needed to create and sustain international competitive advantage. Furthermore, “effectuation logic” can explain how entrepreneurs manage and leverage stakeholder relationships in marketing capability processes to cocreate value for the firm. By incorporating dynamic capabilities, stakeholder, and learning theories, this study offers a dynamic, process-oriented model for INV research and provides much-needed qualitative insights into the dynamic capabilities theory of the firm.

High hopes are invested in a rapid institutionalization of an enterprise culture in Higher Education (HE). This has heightened the importance of entrepreneurship education (EE) in most Western societies; however, how values and beliefs about entrepreneurship are institutionalized in EE remains relatively unchallenged. This study applies the lens of the cult, in particular three elements Rituals, Deities and the Promise of Salvation, to reflect on the production and reproduction of entrepreneurship in EE. In doing so, the paper addresses uncontested values and beliefs that form a hidden curriculum prevalent in EE. We argue for greater appreciation of reflexive practices to challenge normative promotions of beliefs and values that compare with forms of evangelizing, detrimental to objectives of HE. Consequently, we call for a more critical pedagogy to counteract a ‘cultification’ of entrepreneurship in EE.