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This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

The purpose of this study is to investigate the impact of social interaction on participants' learning experience in enterprise education.

On a sample of 420 high school students who participated in an enterprise activity in Hong Kong, two questionnaires surveys were conducted to collect data on them at the beginning of and after the enterprise activity. Hypotheses were tested on the impacts of two particular aspects of interactive learning – interaction with facilitator and interaction with team members in the enterprise activity.

The results support the hypotheses that both types of social interaction are positively correlated to students' affection on the enterprise activity and the change in their perceived level of personal competencies before and after the activity.

Although two types of interaction are identified in this study, it is possible to extend the scope of interactive learning toward a broader range of social interaction. Also, the impacts of social interaction on other learning outcomes may be considered in further studies.

It is necessary to maximise social interaction and develop participants' interpersonal skills for achieving effective enterprise education. More guidance and supervision on social interaction should also be provided in enterprise programmes and activities.

The studies help to address the importance of the social interaction aspect in enterprise education, as the majority of the focus has been centred on the uses of experiential learning approaches.

The Teen Entrepreneurship Competition (TEC) was an annual inter‐school competition that aimed to promote entrepreneurship education (EE) in Hong Kong (HK) secondary schools. This paper aims to: review and evaluate the implementation of the TEC over the years from 2003‐2010, and use the TEC as a case to demonstrate how EE can be advanced through capacity building in various ways and levels.

There were two key milestone phases for the TEC. This paper will describe and discuss the achievements made in Phase I and the capacity building for advancing the TEC in Phase II in details. Then, a critical analysis of capacity building for advancing TEC in Phase II will be made with a careful consideration of the TEC's design rationales, the research findings in Phase I and the three inter‐related levels of capacity building. Finally, suggestions will be recommended for further strengthening EE in schools.

The sustainability and advancement of the TEC are closely related to: advancing “Character Building” at the individual level, advancing “Partnership Building” at the institutional level, and advancing “Social Responsibility” at the societal level. However, the TEC might still overlook an alignment with the existing curriculum development. A further capacity building of course development and policy making should be sought.

This is a precious illustrative case study for the purpose of sharing useful information and genuine experience with those who are interested in promoting teen EE in schools.

The purpose of this paper is to introduce a case of an increasingly popular enterprise education programme in Hong Kong called the Teen Entrepreneurs Competition (TEC) and to examine its sustainability in different dimensions.

Post‐activity evaluation feedback was obtained from the participants and the stakeholders of the activity. Three systematic research studies were also conducted for investigating the impact of entrepreneurial characteristics and social interaction on the participants throughout TEC.

Participants and stakeholders generally provided positive feedback towards TEC. The research findings also showed that TEC was able to draw a positive impact on developing the participants' entrepreneurial characters and in turn made TEC sustainable on the provision of an enterprise education programme in the local community.

It is suggested that the sustainability of TEC is attributed to three dimensions, namely, opportunities for individual comprehensive understanding, context for collaborative learning, and network for institutional support.

Suggestions on how to further strengthen the sustainability of enterprise education programmes through these three dimensions are provided, for example, maximising individuals' practical experience, improving the quality of collaboration and developing a closer working relationship with various stakeholders.

Enterprise education is recognised to have a significant influence on the development of entrepreneurial knowledge, skills and attitudes for youths. In order to widen the impact of enterprise education in society, it is necessary to sustain such enterprise education programmes over an extended period of time.