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This paper seeks to map out the emergence and evolution of entrepreneurship as an independent field in the social science literature from the early 1990's to 2009. Our analysis indicates that entrepreneurship has grown steadily during the 1990's but has truly emerged as a legitimate academic discipline in the latter part of the 00's. The field has been dominated by researchers from Anglo-Saxon countries over the past twenty years, with particularly strong representations from the US, UK, and Canada. The results from our structural analysis, which is based on a core document approach, point to five large knowledge clusters and further 16 sub-clusters. We characterize the clusters from their cognitive structure and assess the strength of the relationships between these clusters. In addition, a list of most cited articles is presented and discussed.

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This contribution explores how work on Triple Helix (TH) indicators has evolved. Over the past 15 years a body of literature has emerged that brings together a variety of approaches to capture, map or measure the dynamics of TH relationships. We apply bibliographic coupling and co-citation in combination with content analysis to develop a better understanding of this literature. We identify several clusters that can be aggregated to two broad streams of work -one 'neo-evolutionary', the other 'neo-institutional' in nature. We make this observation both for bibliographic coupling and co-citation analyses which we take as indication of an emerging differentiation of the field. Our content analysis underlines this observation about the 'two faces' of the Triple Helix. We conclude this paper with a discussion of future opportunities for research. We see great potential in developing the application side of TH indicators.

The paper explores the role of the postgraduate supervisor through advising, mentoring, and monitoring for the varied and complex process towards successful doctoral thesis completion. There is a scarcity of research into this important area, and we therefore undertake a comprehensive literature review to determine the current state of knowledge and international approaches. This involved an initial analysis of policy documents from European and Australian universities to provide insights into institutional norms. Primary data collection was then collected through surveys and personal interviews with a range of experienced academics involved in postgraduate supervision. We identify three metaphors related to a 'machine', 'coach' and 'journey' as critical perspectives towards professional student engagement. Our findings are believed to be of benefit to academics and doctoral candidates involved in challenging and original research.