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 the entrepreneurial-directed approach to entrepreneurship education by discussing different teaching techniques aimed at infusing entrepreneurial skills and behaviour among students in the university setting. Design/methodology/approach -The authors experimented with the entrepreneurial-directed approach in their university-level teaching, and used a combination of qualitative research methods and observation techniques to evaluate its feasibility and applicability. Information sources analysed include written material, e.g. learning diaries provided by the students, teachers' observations, and group discussions during the programme.Findings -The study provides information on recent studies on entrepreneurship emphasising the core role of opportunity -discovering, evaluating and exploiting it -and reviews teaching techniques currently used in entrepreneurship education. The entrepreneurial-directed approach seems to be well suited to the teaching situation as it encourages students to broaden their perspectives, and also to develop the entrepreneurial skills and behaviour required for their studies. Practical implications -The paper provides a useful source of information for teachers interested in developing a more entrepreneurial approach, as well as for academics interested in the substance and nature of entrepreneurship education. The approach represents an experiential learning challenge to teachers and students in that it decreases the predictability and control of the teaching situation, on the other hand, increases the interest in learning and teaching. Originality/value -The value of the approach is in integrating knowledge, experience and action within one entrepreneurship programme.

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Purpose – The purpose of this paper is to investigate the identity work of postgraduate students participating in an entrepreneurship training programme for life sciences. The paper aims to analyse what kind of entrepreneurial identities are constructed and in what ways in the context of the programme. Design/methodology/approach – The paper relies on learning diaries and other written materials harvested from seven participants. Drawing on a social constructivist analysis, the materials were analysed by drawing attention to the kind of identities created, the contradictions that surfaced and how those were resolved in the written materials. Findings – Two distinct entrepreneurial identities were constructed by the participants: the heroic and the humane. The first is the stereotypical role prototype that the participants experiment with. For the male participants this seems acceptable and normal. If they were in possession of more information, knowledge and skills they could identify with this heroic entrepreneurial identity. However, the female participants constructed an alternative identity; the humane entrepreneur running a low-tech firm with modest business goals or acting as an intrapreneur in an existing organisation. Research limitations/implications – Future research should consider entrepreneurship programmes as arenas for (gendered) identity work. Practical implications – Entrepreneurship training should not only provide the participants with business knowledge and skills but facilitate their entrepreneurial identity work. Originality/value – The paper contributes to understanding entrepreneurship education as a context for entrepreneurial identity construction and extends the understanding of the expected outcomes of entrepreneurship education programmes. The study demonstrates how entrepreneurial identity construction processes in the context of entrepreneurship training are gendered.

PurposeThe aim of this article is to explore the entrepreneurial‐directed approach to teaching within one university‐level course in corporate entrepreneurship (CE) for Master's‐level students, and to gain a deeper understanding of the viability of the pedagogical methods used in teaching CE. The paper seeks to describe and examine the approach in the light of the theoretical concepts behind it, the pedagogical methods and applications used to reach the course objectives, and the learning outcomes.Design/methodology/approachA combination of qualitative research methods and observation techniques were used during and after the course in order to explore the learning outcomes of the students and to evaluate the applicability of the approach in achieving the learning objectives. All of the research material was analysed in the context of the entrepreneurial‐directed approach.FindingsThe results reveal that the approach is well suited to teaching CE in a university setting, perhaps even better suited than it is to entrepreneurship. The entrepreneurial‐directed approach may be a constructive, educational and fruitful experience for students and teachers.Research limitations/implicationsLongitudinal research is needed in order to trace how the entrepreneurial‐directed approach has succeeded in fostering entrepreneurial behaviour in students.Practical implicationsThe case study gives some practical ideas on how the approach could be used in teaching CE.Originality/valueFew researchers have discussed and analysed how entrepreneurship is taught, and research on teaching CE is almost non‐existent. This study attempts to fill both of these gaps.

Previous studies show that growth is an important goal for businesses, but little is known of how the entrepreneurial orientation–performance relationship works in family businesses and how this differs from their nonfamily peers. We examine that and how entrepreneurial activity mediates the relationship in family and nonfamily businesses. Our results on 532 firms show that family businesses benefit from innovative orientation, which is both directly and indirectly associated with firm growth via entrepreneurial activity. This association does not exist in nonfamily businesses. Furthermore, risk taking does not influence family business growth even if it does in nonfamily businesses.