Abstract
Innovation is a key driver to address the challenges of sustainability. To achieve this goal, the various entities participating in the innovation process must work together to ensure that research methodologies and results are aligned with the needs and expectations of society. Having a conceptual and practical approach that allows exploring and measuring how projects are fulfilling this expectation is key in this process. In this sense, this study aims to explore the relevance of this phenomenon for the development of innovation practices and to characterize and compare several responsible innovation assessment tools (RIATs) that can be used by research teams. A qualitative methodology is used to identify, map, and compare the characteristics of each RIAT. The main strengths and limitations of each approach are also explored. The findings reveal a total of 18 RIATs and 16 dimensions. The challenge is to get a harmonious balance between these various dimensions and to have this analysis performed in the early stages of each project. This study makes practical contributions by identifying areas that each project must assess and ensure for its innovation activities to be socially desirable and ethically acceptable. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.

Abstract
Social entrepreneurship is currently a field of research that has attracted increasing attention from various sectors of society mainly due to the difficulty of the various governments to respond to social needs. Higher education cannot remain indifferent to this challenge and must provide training programs specifically aimed at social entrepreneurship. This study intends to find out the dimensions that characterize the process of teaching social entrepreneurship in higher education and analyze the relevance of these dimensions for increasing entrepreneurial intention. This study considers a sample of 177 students and adopts a quantitative methodology based on descriptive and correlational parametric and nonparametric statistical methods. The results indicate that individual and organizational factors appear to be more integrated in the social entrepreneurship process than contextual factors. However, the social component is the only factor that shows a moderate correlation with entrepreneurial intention. The other dimensions of the model in isolation have a low and not significant correlation. Nevertheless, the contextual construct is not favorable for the emergence of new social entrepreneurship projects. The results of this study are relevant for higher education institutions to design social entrepreneurship programs in which the social component is an integral part of these programs, through outreach programs with local communities that can help identify socially relevant causes. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.

Abstract
The aim of this study is to test the multidimensional construct of the Entrepreneurial University (EU), and therefore to confirm whether EU factors make a positive contribution to regional competitiveness. Data were collected from ten Portuguese Public Universities (PPUs) through a self-administered questionnaire. First- and second-order confirmatory factor analyses (CFA) were performed through factor and multiple linear regression analyses. The main findings show that EU related factors-perceived and combined with actual regional metrics-especially entrepreneurial supporting measures, positively contributed to regional competitiveness. This study shows policy makers that universities are not merely cost centres but provide knowledge spillovers that can have a positive influence on regional competitiveness.

Abstract
The literature on the economics of location regarding creative activities is relatively scarce. Estimations, based on 369 newly created firms operating in creative industries in Portugal, which incorporate spatial effects of neighbouring regions in the location choices, yield the following results: (i) the concentration of creative and knowledge-based activities play an important role in location decisions of new creative establishments; (ii) creative firms tend to favour a diversified industrial tissue and related variety, in order to enjoy from inter-sectorial synergies; (iii) high education at a regional level has a highly significant, positive effect on location decisions, while lower educational levels of human capital negatively affect those decisions; (iv) tolerant/open environments attract creative activities; (v) creative firms tend to favour municipalities where the stock of knowledge and conditions for innovative activity are higher; (vi) municipality's attributes are more important in terms of firms' location decisions than the characteristics of nearby regions.

Abstract
A growing body of empirical literature has considered very long-time horizons when studying the sources of a country's economic growth. Nevertheless, the growth experiences of emerging economies (EEs) have been overlooked. This study examines to what extent human capital, structural change, and institutional quality contribute to the economic growth of one of the largest EEs in the world, Brazil, between 1822 and 2019. Resorting to the ARDL cointegration technique, the results suggest that years of schooling (human capital) have a positive and long-lasting impact on Brazil's economic growth. Moreover, there is solid evidence that sectoral changes toward more advanced and sophisticated manufacturing basis is growth-enhancing in the country. Finally, institutional quality does not constitute over the very long-run, a significant booster of Brazilian economic growth. © 2023 The Author(s)

Abstract
A growing body of empirical literature has considered very long-time horizons when studying the sources of a country's economic growth. Nevertheless, the growth experiences of emerging economies (EEs) have been overlooked. This study examines to what extent human capital, structural change, and institutional quality contribute to the economic growth of one of the largest EEs in the world, Brazil, between 1822 and 2019. Resorting to the ARDL cointegration technique, the results suggest that years of schooling (human capital) have a positive and long-lasting impact on Brazil's economic growth. Moreover, there is solid evidence that sectoral changes toward more advanced and sophisticated manufacturing basis is growth-enhancing in the country. Finally, institutional quality does not constitute over the very long-run, a significant booster of Brazilian economic growth.