Despite the worldwide increase in entrepreneurship education offered at universities, there is an ongoing debate whether and under which conditions this type of education contributes to students' entrepreneurial learning. Building on human capital theory, we hypothesize that the exposure to various entrepreneurship education initiatives has an inverted U-shaped relationship with entrepreneurial learning outcomes. We also argue that this relationship is moderated by the entrepreneurial experience of the students, the teaching pedagogy applied in entrepreneurial initiatives offered at the university and the prevalence of opportunity-driven entrepreneurship in the country. A multi-level analysis on a cross-country sample of 87,918 students resulting from GUESSS ('Global University Entrepreneurial Spirit Students' Survey') strongly confirms our hypotheses, and allows us to discuss implications for researchers, educators and policy makers with respect to the nature of entrepreneurial learning, the design of entrepreneurial education programs, as well as the contextual conditions that impact entrepreneurial learning outcomes.

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Our study illustrates how scientists contribute to the performance of innovative start‐ups through an analysis of 211 Italian start‐ups with and without scientist founders. Building upon imprinting theory, we hypothesize and find that scientists provide an advantage to innovative start‐ups to the extent that they stimulate open innovation (i.e., search breadth and depth). However, for this to effectively occur, the involvement of multiple scientist founders is needed, so that their career imprints internalized in the lab are successfully transferred to the start‐up. Moreover, if the start‐up embraces business practices (i.e., strategic planning) or departs from scientific logics (i.e., pursuing non‐commercial goals), scientists’ contribution is further increased. Therefore, our study illustrates how the scientist career imprint can provide an advantage to innovative start‐ups with multiple scientists, but also how it can act as a rigidity if the start‐up does not pursue strategic planning or emphasizes non‐commercial goals.

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