Book review: Entrepreneurship Education and Internationalisation: Cases,Collaborations and Contexts Robert James Crammond,Denis Hyams-Ssekasi (eds)

Internationalisation has become a routine ambition in higher education, yet in entrepreneurship education, it can slip into a label, attached to mobility schemes or diverse cohorts, without changing what happens in classrooms. Robert James Crammond and Denis Hyams-Ssekasi begin from a more useful premise: internationalisation matters only to the extent that it changes what students learn, how educators teach and how institutions connect to entrepreneurial ecosystems. In Chapter 1 they foreground the student journey, the educator, the institution and the surrounding support ecosystem as interconnected components of entrepreneurship education. This framing is helpful for readership because it steers attention away from surface markers of being international and towards the mechanisms through which entrepreneurial capability is formed and sustained in context.

The book’s organisation supports that ambition. After Chapter 1, Part I [Chapters 2–4] focuses on teaching and learning approaches, Part II [Chapters 5–8] examines student engagement and outcomes, and Part III [Chapters 9–12] turns to the structures and strategies that sustain entrepreneurship education across contexts. This is more than neat sequencing. It keeps the international dimension from becoming a generic adjective and instead shows it travelling through distinct carriers, including educator identity and pedagogy, programme design and stakeholder collaboration, student outcomes and wider policy conditions.

Part I begins where many institutional strategies do not, with educator work. Chapter 2 uses a sensemaking perspective to explore educators’ identities and pedagogical approaches in changing times (pp. 11–29). The contribution is not a catalogue of teaching techniques, but an account of how experiential learning depends on educators’ ongoing judgement about legitimacy, assessment and risk. The chapter also clarifies why educator authority can become fragile when institutional expectations, student needs and labour-market narratives pull in different directions. That emphasis aligns with recent research that treats entrepreneurial identities as socially constructed and open to interrogation through collective practices rather than assumed as individually chosen (Solbreux et al., 2024). Read in that light, Chapter 2 sharpens an issue that remains central for entrepreneurship education research: programmes are often evaluated as if they were modular content, even though they are enacted through educators’ continuous interpretation of purpose, audience and legitimacy.

Chapter 3 stays with pedagogy but moves the question to translation across settings. By discussing value creation pedagogy and constructivist approaches in a Chinese entrepreneurship education context (pp. 30–47), it illustrates how pedagogical intent has to be adapted across institutional and cultural conditions. The chapter’s practical lesson is straightforward: international does not mean importing a ready-made model; it means protecting the learning mechanism while allowing the form to change. The chapter’s emphasis on value creation also resonates with design-driven entrepreneurship research, particularly the argument that entrepreneurship education becomes more effective when it is organised around making and artefact-centred activity rather than abstract skill lists (Iandoli, 2023).

If Part I clarifies learning design, Chapter 4 makes coordination work visible. The Scandinavian Growth Creators project provides the collection’s most concrete large-scale illustration of multi-stakeholder delivery (pp. 48–62). Its empirical strength is the way it shows what must be tuned, including outcomes, content and stakeholder alignment, so that learning remains meaningful rather than procedural. This reframes internationalisation as project and governance work, not simply curriculum ambition. Complexity emerges as a practical constraint rather than a rhetorical one: when delivery depends on multiple actors, the international element is inseparable from the organisational architecture that sustains it.

Part II then turns to student engagement and outcomes without collapsing outcomes into a single metric. Chapter 5 adapts the DOTS model to examine employability in the context of a Scottish international MBA (pp. 65–85). It is a useful reminder that entrepreneurship education is frequently justified through employability claims rather than solely through venture creation, and that students still need support in translating their learning into credible labour-market narratives. Chapter 6 shifts the lens to entrepreneurial intention and gender in Bangladesh, examining the mediating role of entrepreneurship training and the moderating role of governmental support (pp. 86–102). The chapter’s central point is that ‘education’ cannot be separated from enabling environments. Intention is shaped by social legitimacy, institutional support and pathways to resources, and the modelling approach makes this dependence explicit. It also cautions against treating intention measures as portable evidence of programme impact when the surrounding institutional conditions are not comparable.

Academic managers enter the volume in Chapter 7, which matters because it moves beyond the classroom to the organisational conditions that make implementation possible (pp. 103–130). Rather than returning to student intentions, the chapter examines how academic managers shape the work of entrepreneurship educators through resourcing decisions, workload allocation, quality assurance demands and the institutional permission educators need to sustain experiential learning. This layer can be overlooked in accounts that centre pedagogy and student engagement, yet it becomes decisive once entrepreneurship education is delivered across multiple sites or through external partners. The chapter’s attention to managerial roles, therefore, strengthens the volume’s overall claim that entrepreneurship education is enacted through everyday institutional work.

One of the most timely contributions in Part II is Chapter 8, which frames entrepreneurship education through sustainability and the Sustainable Development Goals (pp. 131–160). Rather than treating the SDGs as branding, the chapter treats them as a structuring frame for curriculum and culture. For readers, the link to social venture practice is immediate. Siebold et al. (2025) show that SDG adoption in social ventures is shaped by ethical imperatives and collaboration orientation, not simply by ideological commitment. In that context, the educational implications are clear: if sustainability is to be more than a moral add-on, it needs to be embedded as an organising principle for what is taught, how students practise entrepreneurial reasoning and how programmes connect to external problem framings and stakeholder expectations.

Part III expands from programme design to field-building and policy. Chapter 9 reviews the entrepreneurship education literature in Pakistan, mapping trends and gaps that can inform curriculum development beyond single-institution experience (pp. 163–183). It positions internationalisation as knowledge accumulation and agenda-setting, not only as delivery or mobility, and it makes visible where scholarship remains uneven and where research agendas are still underdeveloped.

Importantly, the volume does not treat Turkey as a peripheral case. Chapter 10 offers one of the clearest demonstrations of internationalisation as collaboration by describing an international community that develops participant-centred cases to support entrepreneurship education in Turkey (p. 184). The argument is pragmatic but consequential: shared teaching resources and educator networks can themselves become a durable pathway, particularly when mobility, funding or formal partnerships are hard to sustain. The chapter also strengthens the book’s overall emphasis on communities of practice as an infrastructure for internationalisation, where the international element is built through ongoing collective work rather than episodic exposure.

Policy enters directly in Chapter 11 through an evaluation of policy-driven entrepreneurship education in emerging economies (p. 208), making visible the difference between policy intent and educational impact. Here, the volume’s multi-level structure pays off. Because earlier chapters have treated entrepreneurship education as educator practice, student experience and programme design, policy appears not as abstract rhetoric but as a force that can misalign incentives, distort evaluation or push programmes towards compliance rather than learning. For scholars concerned with ecosystem development, the chapter offers a useful reminder that entrepreneurship education is often made to serve multiple policy agendas simultaneously, and that the consequences for programme design and educator discretion are rarely neutral.

The final chapter focuses on the international SHINE project, which involves entrepreneurship educators from 25 countries (p. 230). It reinforces a recurring message across the book: durable communities of practice often matter more than one-off international experiences. It also returns to the practical question that underlies the collection: how can entrepreneurship education scale across contexts while remaining meaningful? The SHINE case suggests that scaling depends not only on resources, but also on shared language, mutual learning and sustained relational work among educators. It is a fitting conclusion because it emphasises continuity rather than reach.

Across the collection, context is not treated as decoration. Internationalisation is enacted through choices about pedagogy, governance, partnership arrangements and framing, and the cases show how those choices are conditioned by enabling environments. For educators and programme leaders, the volume repeatedly answers ‘how’ questions: how to protect educator judgement under pressure, how to keep learning meaningful as projects scale, how to interpret employability and intention claims in context, how to support sustainability without reducing it to signalling and how to build educator communities that can sustain international ambitions. The book’s main contribution is therefore its practical realism: it treats internationalisation as enacted work, with identifiable tensions and design choices.

The main limitation is also familiar in edited collections: cross-case synthesis is largely left to the readership. The progression across Parts I to III does some integrative work indirectly, but the book would have benefited from a more explicit comparative frame mapping different modes of internationalisation, such as mobility, case-community building, policy-driven diffusion and sustainability framing, to learning outcomes and governance requirements. Without that synthesis, the burden of connecting diverse institutional contexts falls on the reviewer or reader, and some of the book’s transferable principles remain implicit. Even so, for scholars and practitioners interested in how entrepreneurship education is actually implemented across contexts, this volume is a valuable resource. It is especially useful for readers who want to move beyond generic calls for internationalisation and towards an empirically grounded understanding of what internationalisation requires in pedagogical design, organisational coordination and institutional governance.