If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment. Design/methodology/approach -Based on a literature review and snowball sampling over a twoyear period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer. Findings -The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment. Research limitations/implications -A definition for "VCP" is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes. Practical implications -Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for "spin-through" of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning. Originality/value -This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

No abstract

Purpose-The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift. Design/methodology/approach-The rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial tools could contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn from this analysis. Findings-Patterns in the analysis motivate the articulation of an overarching educational philosophylearning-through-creating-value-for-othersgrounded in entrepreneurship and capable of bridging the educational rift. Research limitations/implications-Only three entrepreneurial tools are included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education. Practical implications-The tentatively new educational philosophy has been shown to be capable of bridging five dualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacher challenges such as complexity, lack of resources, assessment difficulties and student disengagement. Originality/value-An educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education.

University entrepreneurial activity strives to deliver commercial value from university research. Entrepreneurial education, while having the same fundamental purpose, focuses on the stimulus of the individual. Recognising a gap in the literature between the fields of university entrepreneurship and entrepreneurial education, this paper proposes a venture creation approach to learning within an integrated environment. A study of Chalmers School of Entrepreneurship shows how university entrepreneurship, in the form of incubation, and entrepreneurial education, can be integrated. This integration provides both opportunities and challenges, both of which are addressed by utilising conventional problem-oriented and solution-focused learning philosophies in tandem. The venture creation approach builds upon combined learning philosophies in order to allow students to 'test the water' while reflecting upon real-life situations and explore entrepreneurial behaviours when creating new ventures. The paper concludes that actors engaged in combined entrepreneurial education and venture creation need to recognise, adapt to, and appreciate the tension and dynamics of the integrated environment.

Purpose -Context impacts the design and practice of entrepreneurship education, but there is limited focus on context in entrepreneurship education literature. The purpose of this paper is to review the entrepreneurship education literature to understand how context has been addressed, derives contextual elements from prioritized literature and explores how context can be adapted to and designed with in entrepreneurship education. Design/methodology/approach -A systematic literature review is undertaken to explore context in entrepreneurship education literature. Context entrepreneurship education yielded 239 items. After refinement, 232 entrepreneurship education associated publications were reviewed by the team of authors. Using selection criteria, 26 prioritized publications were analyzed and categorized according to a theoretical framework. Findings -Context has been addressed both conceptually and empirically, quantitatively and qualitatively, and can be categorized across three sociological phenomena levelsmicro, meso and macro. Within these levels, more specific context elements emerge from the entrepreneurship education literature. The findings assert that while context is highly influential in relation to entrepreneurship education, it is arbitrarily described, and holds a variety of documented and diffuse elements. Educators have a limited span of control in relation to context elements, however, for the most parts elements can be adapted to or designed with. Finally, due to the influence of context it is difficult to identify a universal best practice of entrepreneurship education because there simply is no ceteris paribus. Research limitations/implications -Contextual elements which emerged from the literature consider various subjects, spaces, structures and networks. Context is complex and has had limited treatment in entrepreneurship education literature, thus additional analysis and experimentation is necessary. Practical implications -Context shapes understanding and influences learning. Addressing entrepreneurship education across three levelsmicro, meso and macroand through four framing questionswho, what, where and whenguides educators in how context influences and can be used when designing education. Originality/value -The paper gives new insight into how context is addressed in entrepreneurship education literature, and how this can influence educational design.