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
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
This study analysis the entrepreneurial intention (EI) of 236 students attending higher education considering a heterogeneous sample of students with diverse profiles and work experience, which allows exploring its role in EI. The findings confirm that understanding EI requires considering a multidimensional model that includes attitude toward entrepreneurship, perceived entrepreneurial capacity, perceived social norms, and entrepreneurship education (EE). Furthermore, students with professional experience manifest a higher EI and a higher perception of the role that EE can play in the process of establishing a start-up.

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
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
The teaching of entrepreneurship has been progressively included in the curricula of several university courses to stimulate the development of empowering attitudes and an entrepreneurial mentality. However, a new form of entrepreneurship has emerged with a focus on sustainability and the creation of new projects that aim to reduce social asymmetries and contribute to a fairer and more balanced society. The role of universities is also to foster the emergence of these projects through the implementation of practices aimed at fostering social entrepreneurship among students. This study aims to understand the determinant dimensions that characterise the students' social entrepreneurial intention. For this purpose, a sample of 177 students attending a social entrepreneurship course in a higher education institution was employed. The findings indicate that individual, organisation, and context constructs are determinants of students' entrepreneurial intention. However, not all organisational factors contribute equally. Mentoring and social networks are relevant elements for the entrepreneurial intention of individuals, while curriculum and critical pedagogy are not recognised as determinants.