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The world is changing very rapidly with events that alter the landscape for students during a time when entrepreneurs are needed more than ever. This chapter explores trends in entrepreneurship research that are focused in areas of the entrepreneurial mindset, alleviation of poverty through entrepreneurship, social entrepreneurship, portfolio thinking about entrepreneurial venture types, the crucial nature of racial diversity, and the drive of women entrepreneurs. It also examines COVID-19’s disparate impact on smaller ventures and Black entrepreneurs, while highlighting its impact on spurring entrepreneurial innovations causing an entrepreneurial explosion. Most importantly, this chapter focuses on how the emerging research trends amidst the COVID-19 pandemic have prompted entrepreneurship educators to enact educational innovations. The chapter includes tools and tips to integrate into the changing nature of university programs and entrepreneurship curriculums facing a dynamic future.

Brands are socially constructed (Askegaard, 2006) and are culturally dependent on the “cultural codes of branding” by taking into consideration the history, images and myths that can influence brand meaning (Schroeder, 2009). Brands can be of great value when they hold a favorable image in the consumer’s mind (Anholt, 2010). Regional differences and demographics can impact what has a favorable image in the consumer’s mind and can bias the expectancy set for consumers. When selecting a brand name, the SMILE and SCRATCH test should be used (Neck et al., 2018; Watkins, 2014). This name evaluation test can be used to assess the strength of a brand name. If the name has these five qualities, it should be kept, or you should “smile”: suggestive – it evokes positivity; meaningful – customers can understand it; imagery – it is visually memorable; legs – it lends itself well to a theme to run with; and emotional – it resonates with your market. On the contrary, if the name has any of these traits, it should be “scratched”: spelling-challenged – it is hard to spell; copycat – it is too similar to competitors’ names; restrictive – it would be hard to grow or evolve with; annoying – it is annoying; tame – it is lame or uninspired; curse of knowledge – only insiders or some people will understand it; and hard-to-pronounce – it is hard to say (Neck et al., 2018; Watkins, 2014). The marketing mix or 4P’s of marketing – product, price, promotion and place – is a set of tools business owners can use to achieve their marketing goals and is based on McCarthy’s (1960) work. The S.A.V.E. framework – solution, access, value and education (Ettenson et al., 2013) – has more recently been cited as a more modern replacement to the long used 4P’s model (Ettenson et al., 2013). Through this framework, business owners can work to align their brand to provide a solution to customers’ problems, give them access to the solution, provide value for customers and educate them about the product or service. The S.A.V.E. framework focuses on solutions, access, value and education rather than product, place, price and promotion. In this framework, the business should focus on meeting their customers’ needs and being accessible to customers along their entire journey from hearing about the company to making a purchase. Additionally, companies should provide value for their customers rather than solely worrying about price, and instead educate customers by providing information they care about (Ettenson et al., 2013; Neck et al., 2018).

Teaching case.

This case presents the story of Big Momma’s, a coffee shop in a deteriorated historic district in Springfield, Missouri. Big Momma’s owner Lyle, a black man in a predominantly white region, was new to the area and launched the business quickly, without much market testing of the concept or brand. Soon after launching, Lyle wondered if he was set up for doom as customers constantly ask for Momma or barbeque. It seemed necessary to take a critical look at the marketing and branding plans.

This case could have multiple uses, primarily for early stage undergraduate students studying entrepreneurship or integrated marketing communications. The case lines up nicely with the following textbook lessons. Entrepreneurship: the case can be used with Entrepreneurship: The Practice and Mindset (Neck et al., 2018), chapter 16, lesson on branding with a specific tie to the SMILE and SCRATCH test described in Table 16.1 and the S.A.V.E. framework described on pages 453–454. It can also be used with Entrepreneurship (Zacharakis et al., 2018), chapter 6, lesson on marketing strategy for entrepreneurs with a specific tie to the sections on marketing mix and value proposition described on pages 183–198. Integrated marketing communications: this case can be used with Advertising, Promotion, and Other Aspects of Integrated Marketing Communications (Shrimp and Andrews, 2013), chapter 3, lesson on brand naming.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

Did you hear the story about the successful entrepreneur who got her start on a college campus? With women making up the majority of students on university campuses in the United States, but the minority of entrepreneurship students, it is certainly exciting to hear these success stories. In attempting to grow the number of women in such programs, it is important to understand the factors in the college experience that contribute to the success of such students. Told through the lens of three successful recent alumnae, this chapter explores the experiences of women entrepreneurship students. The factors attributed to their success include classroom and extracurricular programs, community resources, and inspirational mentoring from faculty and peers.

This paper aims to propose an approach by human and material resources combination to reduce hospitals crowding. Hospitals crowding is becoming a serious problem. Many research works present several methods and approaches to deal with this problem. However, to the best of the authors’ knowledge – after a deep reading of literature – in all the proposed approaches, human and material resources are studied separately while they must be combined (to a given number of material resources an optimal number of human resources must be assigned and vice versa) to reflect reality and provide better results.

Hospital inpatient unit is chosen as framework. This unit crowding reduction is carried out by its capacity increasing. Indeed, inpatient unit modeling is performed to find the adequate combinations of human and material resources numbers insuring this unit stability and providing optimal service rates. At first, inpatient unit is modeled using queuing networks and considering only two resources (beds and nurses). Then, the obtained service rate formula is improved by including other resources and parameters using Baskett, Chandy, Muntz and Palecios (BCMP) queuing networks. This work is applied to “Princess Lalla Meryem” hospital inpatient unit.

Results are patients’ average number reduction by an average (in each block) of three patients, patients’ average waiting time reduction by an average of 9.98 h and non-admitted patients (to inpatient wards) access percentage of 39.26 per cent on average.

Previous works focus their studies on either human resources or material resources. Only a few works study both resources types, but separately. The context of those studies does not meet the real hospital context (where human resources are combined with material resources). Therefore, the provided results are not very reliable. In this paper, an approach by human and material resources combination is proposed to increase inpatient unit care capacity. Indeed, this approach consists of developing inpatient unit service rate formula in terms of human and material resources numbers.

This chapter highlights the underlying complexities of the concept of “curriculum” in recent decades and the different definitions given to the concept in curriculum studies by scholars of education in general and ISATT members in particular. After describing the fuzziness of the curriculum concept and seeking to resolve fragmentation through returning to its value and avoiding misunderstandings, this work briefly addresses the “curriculum design” concept and presents some recent developments in ISATT research – “curriculum making” and “vertical curriculum” – that reevaluate the role of teachers. The outcomes of the such investigations converge around teachers' roles as “curriculum makers” and not as mere “implementers”; specifically, they allow explorations of teacher's “best-loved self,” through narratives and metaphors to reaffirm principles – such as decision-making and collegiality – which are necessary for teachers' practices and teaching and teacher education research.

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning. Encounters between these two aspects of professional work are manifested, for example, through the relations between innovative, “against the grain” pedagogies and standardized criteria and accountability to policy issues and measurement. This chapter characterizes various “contact zones” across participants, contexts and contents, called for by the four categories of pedagogies (working with multimodalities, partnerships and community learning, teacher assessment, and vehicles for dissemination) that comprise this volume of International Teacher Education: Promising Pedagogies (Part C). The four categories of pedagogies join five earlier categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which are found in International Teacher Education: Promising Pedagogies (Part B). These go in with yet another five categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A).

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.