Editorial

[...]student entrepreneurship is considered a state-of-the-art pedagogical approach to entrepreneurship and enterprise education (Lackéus and Williams Middleton, 2015; Neck and Corbett, 2018). According to Hägg (2021), the interplay between action and reflection enables the students to develop self-awareness about their learning but requires a highly rigorous systematic process, which is challenging yet rewarding for both educators and students. [...]Steira and Steinmo (2021), Hägg (2021) and Deprez et al. (2021) also argue that many student venture processes are terminated at the end of course modules because the students tend to procrastinate when they no longer have access to constant feedback and milestone setting. [...]the entrepreneurial passion tends to “reverse”, motivation is lost and the team's reason for existence disappears when there is no more feedback.