Purpose-In order to extend the literature on predicting entrepreneurial intentions this study aims to test a model incorporating cultural, social, and psychological factors. Design/methodology/approach-The paper surveyed over 1,000 students at universities in the USA, Spain, and China. Findings-Across cultures, university students share generally similar views on motivations and barriers to entrepreneurship, but with some interesting differences. Further, while cultural and social dimensions explain only a small portion of intentions, psychological self-efficacy (disposition) is an important predictor. Research limitations/implications-The study was restricted to university students. It generated focused conclusions and recommendations, but these may not be more widely generalizable. The study suggests directions for continued work on the relationship between cultural and psychological factors in entrepreneurship. Practical implications-Entrepreneurship education may serve students better by increasing its focus on creativity and confidence-building. Further, curricula should be adapted to specific culturesfor example, a unique dilemma faced by Chinese students is discussed in detail. Originality/value-Performing a cross-cultural comparison made it possible to add fresh insight to debates over the antecedents of entrepreneurship. It also uncovered some important topics for further discussion and research.

Should entrepreneurship education be the same in every country or should it be adapted to each context? In addition to answering this question, it appears to be important to identify the concerns students have regarding their entrepreneurship education programs, so as to strengthen their perceptions of feasibility and desirability of an entrepreneurial career. In this article we examine whether differences exist among American, Asian and European students in terms of entrepreneurial intentions and dispositions, as well as motivations and perceived barriers for business startup. Results indicate that entrepreneurial disposition and intentions differ by country but that students across countries are motivated and/or discouraged by similar variables. However, our results indicate that the levels of sensitivity to each motivator and barrier differ by country. Our results support the argument made by past researches that cultural differences should be taken into consideration when developing entrepreneurship education programs.

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Researchers in technology and innovation, organization research, and product standardization in economics have noted that innovations may become the dominant designs in their product classes for reasons that may have little to do with design. The emergence process for dominant designs has typically been viewed as a black box process involving a sophisticated interaction of technological and non‐technological factors. This paper shifts the discussion to a strategic perspective. It argues that firms can frame the emergence process and can systematically manage elements of it in the pursuit of competitive advantage from innovation. An analytical framework is developed and discussed, with particular emphasis on the roles of certain external conditions, non‐technological forces, and complementary assets, as well as the implications for R&D strategists and for future research. Four distinctive examples illustrate different aspects of the framework's utility.