This article explains how collective environmental entrepreneurship can ensure the sustainable exploitation of opportunities based on natural resources. We discuss the major threats entrepreneurial ventures face in pursuing potential nature-based opportunities and the collective action they take to preserve the associated natural resources while also providing access to them. This analysis adds to our understanding of environmental entrepreneurship by detailing the possible problems associated with exploiting potential nature-based opportunities, the ways ventures can come together to collectively address these exploitation challenges, and the benefits of such collective action (for both ventures and nature).

Previous studies discuss how regulatory, technological and market drivers increasingly challenge manufacturing industries to adopt eco-innovations. However, the understanding of the process by which eco-innovations are developed and commercialized as a result of these drivers is not yet well established, in particular because these drivers are perceived differently by the end-users and their suppliers. In this paper, we address the following research question: How do eco-innovation drivers shape processes in value-creating networks? To answer this question, we carried out a case study purposely selected to understand how eco-innovation drivers, such as regulation, market pull and technology, interact and affect the eco-innovation decisions in a given industry. We analyzed the processes in an eco-innovation initiative about retrofitting old ships, contextualized in the maritime equipment and supply industry. The paper makes two novel contributions: First, we develop a framework that can support supply-network eco-innovation initiatives to deal with changes at the regulatory, market and technology levels. The framework includes elements, such as value co-creation to explore technological opportunities emerging from the interaction of the drivers or value proposition development to align multiple actors’ interests in the network and agree on shared expectations to exploit the opportunities. Second, we contribute to the emerging research area on eco-innovation processes by highlighting the lesser-known role of value-creating network dynamics. Value-creating networks can be a platform for the development of more radical eco-innovations if actors in the networks can align their value creation and capture objectives.

Purpose: Having a varied set of skills is essential for becoming and succeeding in entrepreneurship, and developing students’ entrepreneurial skills is a key objective of entrepreneurship education programs at universities worldwide. Moreover, measuring the learning outcomes of education is essential for designing effective training. This review provides a framework of the variety of skills measured in the entrepreneurship education literature.Design/methodology/approach: We reviewed the entrepreneurship education literature and identified 79 studies that used skill-related measures. We identified, grouped, and operationalized entrepreneurial skills related to the entrepreneurial tasks of sensing, acting, and mobilizing under uncertain conditions.Findings: We synthesized the current knowledge related to developing various entrepreneurial skills and provided a framework of ten types of entrepreneurship-related skills measured in prior studies of entrepreneurship education initiatives. We showed that entrepreneurship education develops various skills relevant to entrepreneurship and other concepts, indicating the value of entrepreneurship education for increasing students’ general skill level.Originality/value: Our framework provides a valuable tool for discussing what skills-related training should be included in entrepreneurship education curricula and how the learning outcomes from entrepreneurship education can be measured. Focusing on students’ entrepreneurial skills is closer to entrepreneurial action than intentions or mindsets, and skills are a more realis-tic and inclusive outcome of entrepreneurship education than start-up rates and self-employment. Thus, entrepreneurial skills are a useful concept for clarifying and measuring the specific learning outcomes of entrepreneurship education.

Sustainable management of nature-based tourism sites is a pertinent issue in vulnerable Arctic environments. Arctic tourism operators often act collectively to protect their common interests of ensuring the sustainability of tourism sites. Nowadays, information and communication technology (ICT) is increasingly used to support these collaborative efforts, but the remoteness and risks associated with Arctic tourism operations challenge the success of such collective action. This study explores the use of ICT as a management tool for Arctic tourism sites to ensure their sustained quality. Drawing on a case study of an expedition cruise operators’ network in Svalbard, we explore how the use of ICT affects collective action and sustainable management of tourism sites. Our findings show that, through increased noticeability, the creation of artificial proximity and the development of new management practices, ICT can help to overcome the challenges for collective action that are posed by the Arctic environment. The use of ICT results in changes in a network’s relational and normative structures, which can as much add to as detract from the success of collective action. Our study indicates that the successful application of ICT depends on a high level of social capital, in particular norms, to guide interactions between ICT and network actors.

Entrepreneurship education (EE) includes the processes of learning and teaching entrepreneurship. Studies on EE have traditionally focused on the outcome and its variances, while process studies have the potential to capture processual understanding. This study explores how processes are examined in EE research, and its insights provide a foundation for future directions for process studies in EE research. The study includes a systematic literature review of process studies in EE research and the subsequent mapping of 101 process studies. The identified process studies are grouped into those focusing on students’ learning, module design, study program evaluation, and the development of entrepreneurial universities and ecosystems. For enhanced clarity on how learning takes place and how processes unfold in EE, this paper details the process content, mechanism, and sequence, as well as the methods applied to study these processes. Moreover, the paper offers a research agenda on how to use the potential of process studies in EE. Improved use of process studies implies better answers to how learning takes place and how processes unfold in EE, thus improving educational practices and enabling the more efficient use of public funding for education.