Abstract
There is a clear gap in the literature on comparing entrepreneurship in urban and rural areas and analysing distinct differences between them, impacting their survival and growth. This study aims to find the motivations and classifications of success for urban and rural entrepreneurs. A case study approach was adopted, with six cases on urban and rural Scottish enterprises. These contrasting motivations and conceptions of success have been linked to the way companies strategise. Our findings contribute to the literature by adding an understanding of the motivations of entrepreneurs in rural and urban businesses, respectively. Further, the study was conducted in Scotland, which adds a subsequent understanding of the motivations of entrepreneurs within the country specifically, which can be used in future research within the country.

Abstract
This study explores the role of talent in the processes of innovation, intrapreneurship, and internationalisation of startups. For this purpose, an empirical study was conducted with 226 Portuguese startups, and the impact of these components was analysed using the structural equation model. The findings indicate that talent attraction, development, and retention practices have a positive impact on innovation. However, the same correlation was not verified for intrapreneurship practices. Furthermore, both innovation and intrapreneurship are two determining elements in startups’ internationalisation activities. This study offers pertinent contributions to the establishment of policies to support the internationalisation processes of startups, in which talent management emerges as a determining factor for its sustainable growth. Copyright © 2023 Inderscience Enterprises Ltd.

Abstract
PurposeThis study aims to identify and explore the factors affecting social entrepreneurial intentions considering an educational institution in Portugal. It also intends to determine the relevance of moderating factors in the antecedents and entrepreneurial intention of these students. Design/methodology/approachA panel of 177 undergraduate students enrolled in a social entrepreneurship course between the academic years 2018 and 2021 is considered. The data is explored quantitatively considering descriptive analysis techniques, correlational analysis and hypothesis testing. FindingsThe findings reveal that entrepreneurial intention depends on multiple individual, organizational and contextual dimensions. Students' entrepreneurial intention remains unchanged regardless of the student's profile. However, students' professional experience is a more relevant factor for the identification of organizational dimensions related to curriculum and critical pedagogy, while previous involvement in volunteer activities contributes to a higher prevalence of individual factors. Originality/valueTo the best of the authors' knowledge, this study is original in exploring the role of entrepreneurial intention and its antecedents considering a heterogeneous students' profile. It offers theoretical and practical contributions by extending the literature on social entrepreneurial intention that can be used by higher education institutions to offer specific training more focused on the student's profile.

Abstract
Information security has become a necessity for all organizations. ITIL, designed for large organizations, has also been gradually adopted by smaller companies and has incorporated practices related to information security management (ISM). This study aims to understand the main risks associated with ISM, considering the context of micro companies. For this purpose, a qualitative model was built based on four case studies of micro companies in the information technology industry. The results show that companies are concerned about information security, given the growth of external threats. However, these companies have a lack of commitment, of resources, and of knowledge that hinder the implementation of an ISM policy. Therefore, it is evident that the challenge of ISM is demanding and should be addressed, considering that the security of an organization should be analyzed in a holistic context, where all perspectives should be considered to reflect the multidisciplinary nature of security.

Abstract
Serious games are increasingly present in higher education and many researchers are reflecting on how to use them in the development and training of new skills. However, an unexplored area is the analysis of the impact that serious games have on students’ academic performance in an entrepreneurship course. In this sense, this study simultaneously seeks to explore the impact of the use of a serious game, titled FLIGBY, on the development of hard and soft skills through the use of a mixed methods approach, in which quantitative and qualitative methods are combined by adopting the convergent parallel design model. The findings did not allow us to establish a correlation between the parameters assessed in the FLIGBY and the students’ academic performance. However, it was possible to identify several benefits in the development of soft skills with potential impact on the students’ academic and professional careers.

Abstract
PurposeThe current student selection process for short-term mobility actions under the Erasmus + program (i.e. intensive programs and blended intensive programs) is based exclusively on the students' order of enrolment and their grades. This study offers an alternative approach using the analytic hierarchy process based on a four-layer model that collects information about the specificities of each project and the profile of the students and also promotes greater inclusion and homogenization of the project teams.Design/methodology/approachA decision support system was built by decomposing it into three stages: the predesign stage, in which the problem is characterized, and the user requirements are identified; the design stage, in which the models, the database and the interfaces are formulated; and the field stage, in which six test scenarios were built to validate the proposed solution.FindingsThe results show that this model can be applied with various selection criteria among students and consider both their hard and soft skills. It can also be applied to help build teams in which the students' knowledge is aligned with the technical skills required by the projects.Originality/valueThe proposed approach is innovative in that it responds to the emerging challenge of short-term European mobility programs that aim to involve students with multidisciplinary competencies. The solution considers both hard and soft skills in the selection of students, which allows changing the student selection paradigm and obtaining potentially more homogeneous multicultural teams with greater learning potential.