Previous studies investigating the “why” of entrepreneurial internationalization have focused on firm-level motivations, overlooking the relationships between firm-level and individual-level motivations and why entrepreneurs differ in the goals they intend to achieve. We investigate the role of personal values as desirable end states that motivate international entrepreneurship by functioning as superordinate cognitive structures that underlie the practical internationalization goals set by entrepreneurs. By adopting an idiographic approach based on a laddering methodology in a sample of 140 new domestic technology-based firms located in Northern Italy, we uncover and map the hierarchies of goals that motivate entrepreneurs’ internationalization intentions, which are anchored in five personal values: achievement, power, self-direction, benevolence, and security. We discuss our theoretical and methodological contributions and the policy implications of our findings.

Purpose: While the number of entrepreneurship education programmes offered around the world is on the rise, research into the assessment of entrepreneurship education programmes is still lacking. The purpose of this paper is to take the stance that entrepreneurship education has to focus on a set of transversal competences aimed at teaching individuals to become more enterprising, and develop a framework and practical proposal for the teaching and assessment of entrepreneurial competences.Design/methodology/approach: The authors followed a three-pronged research design. First, the authors reviewed the literature and practices on the definition of entrepreneurial competences and measures for their assessment and identified a rubric of competences and a set of assessment tools. Second, the authors tested the identified tools to assess entrepreneurial competences through the development of an intensive extra-curricular initiative on entrepreneurship based on a business model challenge. Third, the authors evaluated the outcomes of this experience based on 72 student pre-test and post-test survey responses.Findings: The authors assessed the impact of participation in a business model challenge with regard to five competence areas: positive attitude and initiative; communication and interaction; team-work and collaboration; critical and analytical thinking or problem solving, including risk assessment; creativity and innovation. The authors found no relevant changes across these dimensions, concluding that the mere exposure to the business challenge was not a sufficient condition for stimulating the development of entrepreneurial competences in our sample.Originality/value: This work provides a relevant contribution to researchers, educators and policymakers by taking an interdisciplinary approach to reviewing previous literature and proposing ways of assessing transversal competences in the context of entrepreneurship education.

Despite increasing numbers of vacancies for highly skilled jobs in innovative sectors of the economy, highly skilled migrants are often discriminated against despite their qualifications. This discrimination represents a relevant issue, especially for women with a background in male‐dominated and highly regulated fields, such as science, technology, engineering, mathematics, and medicine (STEMM). We draw on qualitative data collected in Northern Italy from in‐depth interviews and focus groups with women from different countries and STEMM qualifications. Adopting an intersectionality approach, we illuminate the macro‐, organizational‐, and individual‐level barriers that prevent highly skilled migrant women from finding a job that measures up to their qualification level and sector, and we highlight the resources available to them to overcome these barriers. By emphasizing the intersectional ties of being a woman, a migrant, and a STEMM professional, we identify relevant areas for policy intervention to valorize migration in support of innovation and labor outcomes in Italy and in other countries.

Entrepreneurial support organizations (ESOs), such as pre-incubators, incubators, and accelerators, have gained significant attention for their role in fostering entrepreneurship. Among their key functions is bridging theoretical and practical knowledge, making them important settings for entrepreneurial education and training. This research provides a comprehensive overview of the current state of knowledge regarding entrepreneurial education and training offered by ESOs. Through a systematic literature review of 64 peer-reviewed articles, we examine the factors that motivate and influence the variety of entrepreneurship teaching and learning initiatives within ESOs, as well as their outcomes. The key findings of this study are as follows: organizational and institutional factors are the primary “antecedents” of entrepreneurial education and training in ESOs. These factors influence the “variety” of initiatives within ESOs (e.g., selection practices, program duration, teaching and evaluation methods) and the “outcomes” at both the individual and organizational levels. Based on these findings, we develop a taxonomy of educational ideotypes for ESOs. This work contributes to the literature on entrepreneurial education and entrepreneurial ecosystems, providing valuable policy and practice recommendations.