An Academic Route to Transnational Entrepreneurship: A Scandinavian-Tanzanian Experience

Business schools in the USA and Europe are enrolling an increasing number of foreign students (AACSB, 2011; Friga et al., 2003; Mitchell, 2007). This is helping to internationalize classroom learning and extracurricular experiences (Rienties et al., 2015) and foreign students provide valuable income as they commonly pay full tuition (Hall & Sung, 2009), for example in the UK and Australia. In this chapter, we highlight how foreign students, PhD students in particular, need to prepare for the reality of a complex employment situation when they return to their country of origin. Most business scholars in low-income countries cannot rely solely on a university salary for their income. Furthermore, it is a common expectation in low-income countries’ universities that faculty members will be extensively involved in providing public services, such as serving on the board of a state-owned firm. With this chapter, we take this further by addressing business scholars’ involvement in entrepreneurship, and we discuss such involvement in light of the Holistic Conceptual Framework of Edupreneurship.