Exploring the gendered entrepreneurial identity gap: implications for entrepreneurship education

2021 ◽  
Vol 13 (1) ◽  
pp. 50-74
Author(s):  
Catherine Elliott ◽  
Janet Mantler ◽  
Joie Huggins
Keyword(s):  
Entrepreneurship Education ◽  
Positive Influence ◽  
Female Students ◽  
Content Type ◽  
Entrepreneurial Intent ◽  
Novel Approach ◽  
Innovation Economy ◽  
Definition Of ◽  
Business Venturing

Purpose Women are underrepresented in most university entrepreneurship education (EE) programmes and less likely than men to pursue business venturing as a career. One reason may be the “entrepreneurial identity gap”, whereby female students do not see themselves as successful entrepreneurs. This paper aims to explore the nature of this identity gap and its relationship to entrepreneurial intent and entrepreneurship education. Design/methodology/approach A set of contemporary, gender-inclusive entrepreneurial attributes was developed using entrepreneurial subject matter experts and tested with 591 university students to explore the nature of the gendered entrepreneurial identity gap. Findings While masculine stereotypes persist and the entrepreneurial identity gap is larger for female students, results suggest that a more gender-inclusive vocabulary of entrepreneurship is emerging among the student population and an androgynous perception of the idealized entrepreneur. Entrepreneurship education had a positive influence on entrepreneurial intent. Research limitations/implications Study findings advance the conversation about entrepreneurial identity, the nature of the gendered identity gap and the role of education in closing that gap. The questionnaire and set of gender-inclusive attributes should continue to be tested beyond student samples. Practical implications Based on this study, entrepreneurship education could benefit from more gender-inclusive instructional practices and vocabulary and a broadened definition of what it means to be entrepreneurial. More students – both men and women – will see themselves as entrepreneurs and be inspired to participate in the innovation economy. Originality/value This study takes a novel approach to the study of entrepreneurial identity, developing a new set of attributes and contemporary vocabulary around business venturing.

Cultural orientation, perceived support and participation of female students in formal entrepreneurship in the sub-Saharan economy of Ghana

2019 ◽  
Vol 11 (3) ◽  
pp. 299-322 ◽  
Author(s):  
Alex Anlesinya ◽  
Oluwayemisi Ajoke Adepoju ◽  
Ulf Henning Richter
Keyword(s):  
Support System ◽  
Power Distance ◽  
Cultural Orientation ◽  
Female Students ◽  
Perceived Support ◽  
Content Type ◽  
Cultural Orientations ◽  
Sub Saharan ◽  
Ghanaian Women

Purpose This purpose of this paper is to examine cultural orientations and intention of Ghanaian women to engage in entrepreneurship while assessing the role of perceived support system. The aim is to contribute to the literature in the sub-Saharan African context where women entrepreneurs are generally under-researched, despite their increasing significant roles in socio-economic development in the continent even in the face of huge cultural barriers. Design/methodology/approach The study uses a hierarchical regression analysis and Hay’s PROCESS moderation technique to analyze survey data from 190 female students from Ghana, Africa. Findings The results indicate that uncertainty avoidance and power distance cultural orientations have significant positive and negative effects, respectively, on women’s participation in formal entrepreneurship. However, collectivism and masculine cultural orientations do not have any effect on their intention to engage in formal entrepreneurial activity. The study further shows that perceived support system has a buffering effect on the destructive consequences of power distance culture on formal entrepreneurship intentions. On the contrary, perceived support does not moderate the relationship between uncertainty avoidance, collectivism and masculine cultural and formal entrepreneurial intention. Practical implications Given the fact that most African governments are making efforts to accelerate the growth and development of their economies via entrepreneurship and economic empowerment, this study’s findings encourage stakeholders to implement measures to leverage on the positive dimensions of cultures to facilitate the development of formal entrepreneurship among Ghanaian women while mitigating the negative consequences of cultural practices. The findings further highlight the need to evaluate the current level of support given to women in Ghana. The study suggests that provision of sufficient level of support can make women more willing to challenge the status quo in power distance cultures and take personal initiatives, thereby leading to more formal entrepreneurial actions. Originality/value This study is a significant addition to women entrepreneurship literature because the role of culture in females’ intention to participate in entrepreneurship is generally an under-researched area. Besides, our examination of national cultural variation at the individual level on formal entrepreneurship intention in a heterogeneous setting is novel. The study also highlights the buffering roles of perceived support on the destructive consequences of power distance cultural orientation on formal entrepreneurial development among women.

scholarly journals Educator challenges in the development and delivery of constructivist active and experiential entrepreneurship classrooms in Chinese vocational higher education

2019 ◽  
Vol 26 (2) ◽  
pp. 209-227 ◽  
Author(s):  
Robin Bell ◽  
Peng Liu
Keyword(s):  
Focus Groups ◽  
Entrepreneurship Education ◽  
Chinese Government ◽  
Content Type ◽  
Student Reaction ◽  
Vocational Higher Education ◽  
Emerging Themes ◽  
Vocational Colleges ◽  
Education In China

PurposeThe purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.Design/methodology/approachQualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.FindingsA range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.Research limitations/implicationsThis research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.Originality/valueEncouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

scholarly journals Extending the Definition of the GyrB Quinolone Resistance-Determining Region in Mycobacterium tuberculosis DNA Gyrase for Assessing Fluoroquinolone Resistance in M. tuberculosis

2012 ◽  
Vol 56 (4) ◽  
pp. 1990-1996 ◽  
Author(s):  
Alix Pantel ◽  
Stéphanie Petrella ◽  
Nicolas Veziris ◽  
Florence Brossier ◽  
Sylvaine Bastian ◽  
...  
Keyword(s):  
Mycobacterium Tuberculosis ◽  
Hot Spot ◽  
Dna Gyrase ◽  
Quinolone Resistance ◽  
Fluoroquinolone Resistance ◽  
Wild Type ◽  
Content Type ◽  
Highly Active ◽  
Definition Of

ABSTRACTFluoroquinolone (FQ) resistance is emerging inMycobacterium tuberculosis. The main mechanism of FQ resistance is amino acid substitution within the quinolone resistance-determining region (QRDR) of the GyrA subunit of DNA gyrase, the sole FQ target inM. tuberculosis. However, substitutions in GyrB whose implication in FQ resistance is unknown are increasingly being reported. The present study clarified the role of four GyrB substitutions identified inM. tuberculosisclinical strains, two located in the QRDR (D500A and N538T) and two outside the QRDR (T539P and E540V), in FQ resistance. We measured FQ MICs and also DNA gyrase inhibition by FQs in order to unequivocally clarify the role of these mutations in FQ resistance. Wild-type GyrA, wild-type GyrB, and mutant GyrB subunits produced from engineeredgyrBalleles by mutagenesis were overexpressed inEscherichia coli, purified to homogeneity, and used to reconstitute highly active gyrase complexes. MICs and DNA gyrase inhibition were determined for moxifloxacin, gatifloxacin, ofloxacin, levofloxacin, and enoxacin. All these substitutions are clearly implicated in FQ resistance, underlining the presence of a hot spot region housing most of the GyrB substitutions implicated in FQ resistance (residues NTE, 538 to 540). These findings help us to refine the definition of GyrB QRDR, which is extended to positions 500 to 540.

scholarly journals Academic excellence as “competitiveness enhancement” in Russian higher education

2019 ◽  
Vol 21 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Elena Tsvetkova ◽  
Sylvie Lomer
Keyword(s):  
Higher Education ◽  
Critical Discourse Analysis ◽  
Academic Excellence ◽  
Content Type ◽  
World University Rankings ◽  
Russian Higher Education ◽  
The Government ◽  
Definition Of ◽  
Russian Universities

Purpose The purpose of this paper is to analyse critically the Russian Academic Excellence Initiative (the Project 5-100), designed to propel five leading Russian universities into world university rankings (WURs) by 2020, and research it through the lens of neoliberalism. The paper seeks to reveal recurrent discourses and dominant orders of discourse constituting the overall concept of “excellence” in Russian higher education (HE) policy. Design/methodology/approach Since the Project 5-100 has been designed in line with a neoliberal model of academic excellence initiatives, emphasising “competition as a driver of excellence” (Hazelkorn, 2009), Fairclough’s approach to critical discourse analysis (CDA) has been adopted as a qualitative research method. There is no universally accepted definition of “excellence” in HE policy; therefore, this CDA also aims at revealing the Russian government’s vision of the concept and its voice in HE policy. Findings The paper concludes that the government reinforces neoliberal discourse on the HE agenda and transforms the 5-100 Universities’ identities through emphasising the role of WURs in modernising the HE system. Consequently, within the neoliberal paradigm, the Project 5-100 can be regarded as a manifestation of the commodification of “excellence” in Russian HE policy. Originality/value This research intends to broaden knowledge of excellence initiatives in HE policy and reveal their features and neoliberal natures. It also seeks to contribute in terms of showcasing a qualitative study of the Project 5-100 for future comparative analyses of similar HE policies.

AI feel you: customer experience assessment via chatbot interviews

2020 ◽  
Vol 31 (4) ◽  
pp. 745-766
Author(s):  
Karim Sidaoui ◽  
Matti Jaakkola ◽  
Jamie Burton
Keyword(s):  
Cost Effective ◽  
Customer Experience ◽  
Business Success ◽  
Free Text ◽  
Measurement Scales ◽  
Critical Determinant ◽  
Content Type ◽  
Service Companies ◽  
Novel Approach

PurposeWhile customer experience (CE) is recognized as a critical determinant of business success, both academics and managers are yet to find a means to gain a comprehensive understanding of CE cost-effectively. The authors argue that the application of relevant AI technology could help address this challenge. Employing interactively prompted narrative storytelling, and the authors investigate the effectiveness of sentiment analysis (SA) on extracting valuable CE insights from primary qualitative data generated via chatbot interviews.Design/methodology/approachDrawing on a granular and semantically clear framework for studying CE feelings, an artificial intelligence (AI) augmented chatbot was designed. The chatbot interviewed a crowdsourced sample of consumers about their recalled service experience feelings. By combining free-text and closed-ended questions, the authors were able to compare extracted sentiment polarities against established measurement scales and empirically validate our novel approach.FindingsThe authors demonstrate that SA can effectively extract CE feelings from primary chatbot data. This findings also suggest that further enhancement in accuracy can be achieved via improvements in the interplay between the chatbot interviewer and SA extraction algorithms.Research limitations/implicationsThe proposed customer-centric approach can help service companies to study and better understand CE feelings in a cost-effective and scalable manner. The AI-augmented chatbots can also help companies to foster immersive and engaging relationships with customers. This study focuses on feelings, warranting further research on AI's value in studying other CE elements.Originality/valueThe unique inquisitive role of AI-infused chatbots in conducting interviews and analyzing data in realtime, offers considerable potential for studying CE and other subjective constructs.

scholarly journals Building an integrated enhanced virtual research environment metadata catalogue

2019 ◽  
Vol 37 (6) ◽  
pp. 929-951 ◽  
Author(s):  
Laurent Remy ◽  
Dragan Ivanović ◽  
Maria Theodoridou ◽  
Athina Kritsotaki ◽  
Paul Martin ◽  
...  
Keyword(s):  
Data Model ◽  
Data Science ◽  
Science Research ◽  
Dublin Core ◽  
Content Type ◽  
Knowledge Based ◽  
Novel Approach ◽  
Virtual Research Environment ◽  
Definition Of ◽  
Practical Implications

Purpose The purpose of this paper is to boost multidisciplinary research by the building of an integrated catalogue or research assets metadata. Such an integrated catalogue should enable researchers to solve problems or analyse phenomena that require a view across several scientific domains. Design/methodology/approach There are two main approaches for integrating metadata catalogues provided by different e-science research infrastructures (e-RIs): centralised and distributed. The authors decided to implement a central metadata catalogue that describes, provides access to and records actions on the assets of a number of e-RIs participating in the system. The authors chose the CERIF data model for description of assets available via the integrated catalogue. Analysis of popular metadata formats used in e-RIs has been conducted, and mappings between popular formats and the CERIF data model have been defined using an XML-based tool for description and automatic execution of mappings. Findings An integrated catalogue of research assets metadata has been created. Metadata from e-RIs supporting Dublin Core, ISO 19139, DCAT-AP, EPOS-DCAT-AP, OIL-E and CKAN formats can be integrated into the catalogue. Metadata are stored in CERIF RDF in the integrated catalogue. A web portal for searching this catalogue has been implemented. Research limitations/implications Only five formats are supported at this moment. However, description of mappings between other source formats and the target CERIF format can be defined in the future using the 3M tool, an XML-based tool for describing X3ML mappings that can then be automatically executed on XML metadata records. The approach and best practices described in this paper can thus be applied in future mappings between other metadata formats. Practical implications The integrated catalogue is a part of the eVRE prototype, which is a result of the VRE4EIC H2020 project. Social implications The integrated catalogue should boost the performance of multi-disciplinary research; thus it has the potential to enhance the practice of data science and so contribute to an increasingly knowledge-based society. Originality/value A novel approach for creation of the integrated catalogue has been defined and implemented. The approach includes definition of mappings between various formats. Defined mappings are effective and shareable.

Connecting universities with entrepreneurship through digital learning platform: functional requirements and education-based knowledge exchange activities

2020 ◽  
Vol 26 (7) ◽  
pp. 1525-1545 ◽  
Author(s):  
Roberto Linzalone ◽  
Giovanni Schiuma ◽  
Salvatore Ammirato
Keyword(s):  
Knowledge Exchange ◽  
Digital Learning ◽  
Functional Requirements ◽  
Learning Space ◽  
Case Study Methodology ◽  
Content Type ◽  
Learning Platform ◽  
Learning Platforms ◽  
Definition Of

PurposeStudies on academic entrepreneurship (AE) agree on the significant impact that Universities can have on entrepreneurial development. AE deploys through fundamental activities, like the start-up of new companies and the connection of the University with Enterprises. The purpose of this paper is to analyse the role of digital learning platforms (DLP) to connect Universities and Enterprises effectively. Although the literature has extensively investigated DLP, there is a lack of understanding of the role of DLP in supporting digital AE. This paper focuses, in particular, on the functional requirements that have to distinguish the development of DLPs supporting education-based activities of knowledge transfer between academia and enterprise.Design/methodology/approachThe research is carried out, adopting a case study methodology. A single and holistic case regarding a DLP developed for the strategic and exclusive deployment of AE activities is proposed to describe and discuss the functional requirements of such Platform.FindingsThe DLP is a virtual learning space in which Enterprises and Universities can interact. The definition of design requirements is crucial for the efficacy of DLPs and needs to be carefully supported. Various criteria are proposed, respect to the various stakeholders engaged in DAE learning platform (Universities, Enterprises, students, employees), and according to the short- and long-term objectives of Universities and Entrepreneurship connection.Originality/valueThe paper explores an original case of DLP established in AE, to connect Universities and Enterprises. The research also sheds light on the under focussed typology of AE activities regarding education-based knowledge exchange. They are currently unaddressed by the literature on AE.

scholarly journals International entrepreneurship education for pre-service teachers: a longitudinal study

2020 ◽  
Vol 62 (7/8) ◽  
pp. 825-841
Author(s):  
Arantza Arruti ◽  
Jessica Paños-Castro
Keyword(s):  
Personal Development ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Short Term ◽  
Language Competence ◽  
Content Type ◽  
Risk Takers ◽  
Current Characteristics ◽  
Definition Of ◽  
The University

PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

Entrepreneurship Learning

2020 ◽  
pp. 13-31
Author(s):  
Arminda Guerra Lopes ◽  
Eurico Ribeiro Lopes
Keyword(s):  
Project Management ◽  
Current Literature ◽  
Entrepreneurship Education ◽  
Business Plan ◽  
Education Curriculum ◽  
Dynamic Component ◽  
Static Component ◽  
Innovative Process ◽  
Definition Of

This chapter focuses on entrepreneurship having students as actors. Students were engaged in the development of a business project. They turned ideas into action in a creative and innovative process. The academic study was conducted at a Polytechnic Health school. They used the management common tools to develop the idea and they experienced the role of an entrepreneur. Conversely, one of the aspects that contributed to the motivation for this work lies into the existing gap concerning project management applied to entrepreneurship. The current literature focuses on the definition of the business plan, a static component of entrepreneurship, which is fundamental for financing domains, but it neglects the dynamic component essential for the development of a business idea. The student majors' rewards were related with the teamwork environment: collaboration, communication, and creativity. This chapter provides to entrepreneurship educators, valuable insights on how to improve the effectiveness of the business project requirements in entrepreneurship education curriculum.

Social participation in the definition of budgetary instruments

2020 ◽  
Vol 14 (5) ◽  
pp. 737-755
Author(s):  
Luiz Antonio Felix Júnior ◽  
Wênyka Preston Leite Batista da Costa ◽  
Luciana Gondim de Almeida Guimarães ◽  
Glauber Ruan Barbosa Pereira ◽  
Walid Abbas El-Aouar
Keyword(s):  
Social Participation ◽  
Smart City ◽  
Essential Element ◽  
Popular Participation ◽  
Content Type ◽  
The Public ◽  
The Social ◽  
Public Resources ◽  
Definition Of

Purpose The participation of society is a valuable aspect of the governability of cities, for it strengthens the citizens’ collaborative component. Such participation, which is seen as social, is considered an essential element for the design of a smart city. This study aims to identify the factors that contribute to social participation in the definition of budgetary instruments’ planning. Design/methodology/approach Concerning the methodological instruments, this study is characterised by a quantitative and descriptive approach and uses a multivariate data analysis with a sample of 235 respondents. Findings The study’s findings identified a framework that portrays elements that collaborate with the social participation in the definition of the public administration’s budgetary instruments, which are considered as elements that are able to develop the role of the popular participation and are characterised by the definition of a smart city by enabling more assertiveness in society’s needs. Practical implications Identification of a framework that brings out elements that are able to develop the popular participation in the definition of budgetary instruments. Then, one scale of elements that contribute to social participation in the definition of the public administration’s budgetary instruments theoretically represented and statistically validated, thus contributing to the continuity of studies on social participation. Social implications Through studies on social participation in budgetary planning, it is possible to guarantee a better allocation of public resources through intelligent governability. Originality/value The research can bring theoretical elements about social participation in the definition of budget instruments for a statistical convergence through the perception of the sample.

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