To understand better students' preferences for enrollment in distance education over face-to-face courses, the individual difference variables of sex, age category, class level, work status, number of distance education courses taken, frequency of computing technology usage, comfort with course management software, and comfort with computing technology were examined. Analysis indicated that older students, women, and those who work full time were more likely to enroll in distance education courses. Those who had taken the most distance education courses in the past and women were more likely to express a stated preference for distance education over face-to-face classes.

Traditional economic development efforts have been unable to address the nuances of rural communities. Entrepreneurship can be an important process and a vital component for building rural resiliency. As part of RISE29, a grant funded program, regional advisory councils have been established an act as a crucial extension tool for East Carolina University. The goal of these councils is to incorporate the narrative and discourse of the importance of entrepreneurship as a part of inclusive rural economic development strategies.

This study is the continuation of a decade long project to gather data on the entrepreneurial attitudes, intentions, and experiences of young adults from around the world. Examining the attitudes of individuals from various cultural backgrounds provides insight into both entrepreneurial attitudes and actions. In addition, knowledge gained from the entrepreneurial attitudes and intentions of young adults can provide a foundation for future entrepreneurial education programs and predictions for future entrepreneurial growth. Individual level data on the entrepreneurial attitudes of people in transition economies such as the Czech Republic is limited. Some of the findings include that Czech students are not significantly different from EAO (Entrepreneurial Attitudes Orientation) validation samples of U.S. students characterized as entrepreneurial on their EAO scores in achievement, and actually exhibited significantly higher scores on innovation and personal control. Only self-esteem was significantly lower.

Rural communities face persistent economic challenges, and universities increasingly serve as catalysts for regional entrepreneurial development. This study evaluates the RISE29 program, a consulting-based internship initiative placing interdisciplinary undergraduate teams as paid interns with small businesses in economically distressed counties of Eastern North Carolina, examining what students across disciplines learned. Drawing on Cope’s entrepreneurial learning framework as a sensitizing theoretical lens, the study asks: (1) What themes characterize the entrepreneurial learning experiences described by RISE29 interns across cohorts and disciplines? (2) How do reflective depth, student agency, and program satisfaction vary across cohort periods, disciplinary affiliations, and program structures? A multi-layered qualitative analysis of 158 written reflection papers submitted across ten cohorts (Spring 2019–Summer 2022) was integrated with deductive qualitative analysis guided by Cope’s entrepreneurial learning framework, constructivist grounded theory coding, reflexive thematic analysis, reflective depth coding, sentiment and tone analysis, and cross-group comparison. Seven themes emerged: communication as the central axis of learning; collaborative identity development; leadership identity formation; encounter with Eastern North Carolina’s rural communities; professional identity and career clarity; real-world learning and classroom transfer; and program satisfaction with constructive critique. All four dimensions of Cope’s framework were present across disciplines, and non-Business students, in several cases, demonstrated a high degree of analytical depth warranting further investigation. Reflective depth increased in cohorts using an expanded prompt, though overlapping structural changes across the study period preclude single-factor attribution. Place-based, consulting-driven experiential programs generate substantive entrepreneurial learning across disciplinary lines, though findings reflect students’ perceived learning rather than verified competency acquisition. These results support investment in client vetting, structured reflection, cross-disciplinary teaming, and in-person community engagement.