Both researchers and practitioners have been focusing extensively on business model innovation, as it has shown to positively influence business performance. Although the effect of business model innovativeness on customer behavior might be an important mediator between business model innovation and business performance, it has not yet been analyzed. In line with recent calls to consider the customer side in business model innovation research, our paper addresses this problem by studying the influence of customers' perceived business model innovativeness (CPBMI) on customer satisfaction and customer value co‐creation behavior in the service sector. We, therefore, emphasize customers' perceptions and reactions to business model changes. Relying on data from a large‐scale survey of restaurant customers, we find that perceived value creation innovativeness and value proposition innovativeness positively affect customer satisfaction and customer value co‐creation behavior. In addition, we identify a significant indirect effect of CPBMI on customer satisfaction via customer value co‐creation behavior. Our findings allow deriving concrete implications for both researchers and practitioners.

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Most prior research on academic entrepreneurship focuses on the interplay between university research and technology transfer activities in the form of joint research, spinoffs, licencing and patenting. Yet questions still remain with respect to the role of academic entrepreneurship in education and learning. Lifelong learning has been developing to one of the top priorities for many higher education institutions, with a greater emphasis on developing transversal skills in students, including entrepreneurship. An increasingly adopted approach to developing transversal skills through education is through problem‐based learning (PBL) which shifts the focus from teacher‐driven education to student‐centred learning involving active participation of learners. By taking the students’ perspective, this article presents the effects of PBL in the context of university‐business cooperation (UBC) on the development of student's transversal skills. According to our findings, UBC‐based PBL has an effect on the interpersonal skills of students, such as teamwork and communication, and is a promising approach with regard to entrepreneurship education and paving the way for long‐term and more intense UBC activities.

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