Smallholder farmers in the Ashanti region of Ghana face challenges due to shifts in climate patterns that have a significant negative impact on their crop yields. We conducted a feasibility study into the transition toward an agroforestry system by integrating trees and shrubs within crop fields. In this research, we adopted a complex systems perspective to analyse the institutional, social, and technical aspects that play a role in such a transition. By conducting in-depth analyses through three rounds of interviews and a Q-sort method with smallholder farmers in the Ashanti region, we mapped the most important challenges in transitioning to an agroforestry system. These pertain to: uncertainties in land tenure agreements, the absence of effective conflict resolution mechanisms, having no knowledge of and tools for maintaining trees, and the lack of financial resources for upfront investments. Based on our findings, we provide recommendations for the design of the transition process toward a comprehensive agroforestry system in Ghana. We recommend improving land tenure security and establishing conflict resolution mechanisms by polycentric coordination in which all stakeholders are involved for this essential institutional redesign process. To enable smallholder farmers to acquire the required skills and tools for tree crops, preferably a pilot plot for real-life demonstration is initiated. Financial resources for the smallholder farmers in the transition period need to be warranted, e.g., via the design of a carbon credit market. We recommend future research to explore the perspective and interests of chiefs/landowners in the Ashanti region who have crucial decision-making power through their land ownership.@en

Questions We Care About - Objectives
In the rapidly globalizing world, entrepreneurship education faces the challenge of preparing future leaders who can navigate the complexities of diverse cultural landscapes. This paper addresses the critical gap in current entrepreneurship programs by integrating Cultural Intelligence (CQ) into the curriculum. The primary objective is to explore how a more profound incorporation of CQ can enhance students’ entrepreneurial capabilities, preparing them for success in the international market.

Approach
The research adopts a mixed-methods approach, combining a comprehensive literature review, semi-structured interviews, and analysis of course material from the Minor in International Entrepreneurship and Development at TU Delft. The literature review establishes a foundation for understanding the significance of CQ in global entrepreneurship. The semi-structured interviews with students participating in the minor provide insights into their pre-departure preparation and experiences abroad. Course materials are analyzed through the lens of the Cultural Intelligence Scale (CQS) to identify gaps and opportunities for integrating CQ into the curriculum.

Results
The findings reveal that while students are prepared in CQ Knowledge, there is a significant opportunity to enhance their CQ Strategy, Drive, and Action skills. Interviews indicated that students with previous international experience displayed a higher level of CQ in strategizing and adapting their behaviour in culturally diverse environments. However, the analysis of course material suggests that the current curriculum focuses predominantly on CQ knowledge, with limited activities designed to develop Strategy, Drive, and Action components of CQ.

Implications
The research highlights the importance of experiential learning in developing CQ among entrepreneurship students. Students can enhance their ability to adapt and innovate across cultural boundaries by engaging in real-world projects in culturally diverse settings. The findings suggest incorporating structured CQ training and experiential learning opportunities into the entrepreneurship curriculum, aiding students’ preparedness for global entrepreneurship.

Originality
This paper contributes to the growing discourse on the necessity of CQ in entrepreneurship education. By integrating CQ into the curriculum, educators can provide students with the tools they need to succeed in the global market. This research offers practical recommendations for curriculum development, emphasizing the role of experiential learning in cultivating cultural intelligence. The unique contribution of this study lies in its comprehensive approach to evaluating and enhancing CQ within an established entrepreneurship program, providing valuable insights for educators and program designers aiming to prepare the next generation of global entrepreneurs.@en

This paper presents the results of surveys conducted among students and teachers / mentors in Nepal, Bhutan, and India, regarding the impact of implementing Problembased learning (PBL) methodology in engineering and multidisciplinary projects. The surveys were carried out under the Erasmus+ funded project, "Strengthening Problembased learning in South Asian Universities" (PBL South Asia). The project aimed to address the issues of education quality, employability, and sustainable development in the region by enhancing students’ practical experience, communication skills, teamwork abilities, as well as academic knowledge through PBL-adapted courses. As a result, South Asian higher education institutions have implemented PBL courses in their curriculum.

The surveys were designed to evaluate how specific competences or learning outcomes were perceived by different stakeholder groups, e.g., which learning outcomes were expected to be achieved by the faculty, and whether they were achieved by students. Several methods were used for the assessment – open questions with tracking the keywords that the respondents use, as well as “EntreComp” framework which looks into how students assess their abilities to be curious and open, think sustainably, behave ethically, and cope with uncertainty and ambiguity.

Results of the survey showed that student participants have identified teamwork, communication and presentation skills as those most associated with PBL methodology. Among the self-assessed improvement in abilities, students have indicated their increased abilities to assess the needs of different stakeholders, combining different contexts, setting up strategies.@en

Problem-based learning (PBL) has profound implications on the motivations of the student to learn and is known to help develop critical thinking, complex problem-solving, self-learning, collaboration and communication skills, thereby enabling fresh graduates to be industry-ready. However, most institutes of higher education in South Asia offering undergraduate programmes have instructional and didactic pedagogical systems. The Erasmus + project, ‘Strengthening Problem-based Learning in South Asian Universities’ (PBL South Asia) aims to build capacity of the South Asian partner institutes by collaboratively developing best practices in PBL for undergraduate education, bringing expertise and experience of peers from across Europe and India. Therefore, to gain benefits of the PBL approach, the redesign of existing courses was undertaken and the novel strategy of conducting a Design Thinking workshop to do so, was engaged. During the five-day workshop, faculties from the institutes in Nepal and Bhutan, who are most well aware of the challenges, shortcomings and strengths of their curriculum, were mentored step-by-step, by their Indian and European peers, who have more experience in delivering PBL courses. Backed by the strategy of Design Thinking, the complex problem-solving activity of course design was addressed systematically, and the five institutes proposed redesigned courses which are currently in the process of implementation.

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