| 1. |
- Aadland, Torgeir, et al.
(författare)
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The gender gap in entrepreneurship: The role of the relative pay off from entrepreneurship
- 2022
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Ingår i: RENT Proceedings. - 2219-5572. ; 2022
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Konferensbidrag (refereegranskat)abstract
- Objectives Entrepreneurship education garners increasing interest, with current trends showing a greater number of women applying. However, less is known about how attendees experience the use of their education post-education in general, in regard to the relative pay-off in graduates’ subsequent careers. Similarly, the extent to which applied entrepreneurial competencies gained may differentiate in careers of women compared to men is also understudied. Research on the distinct gender populations, focusing on occupational differences have limited space in literature. The objective of this paper is to investigate the career metrics in income and work-life balance, comparing and contrasting a population of entrepreneurship education graduates, along gender lines. Literature review Literature points an underlying gender bias in entrepreneurship, where opportunity-based entrepreneurial careers and self-concept of an entrepreneur has predominantly been studied from a male perspective. For example, studies have highlighted aspects of gender bias towards women engaging in opportunity-based entrepreneurship such as difficulty in obtaining necessary funding for growth, challenges in accessing entrepreneurial networks, lower levels of self-belief and self-efficacy regarding entrepreneurial activity, differences in education, and imbalance in work expectations relative to home life. However, these studies have predominantly focused on a new firm formation definition of entrepreneurship. The utilization of entrepreneurial competencies, as developed through entrepreneurship education that focuses on experience- and reflection-based approaches to learning, have in recent studies shown to be equally important for intrapreneurs as self-employed entrepreneurs. This reflects the broader contextual spread of applied entrepreneurial competence in graduate careers. The entrepreneurial careers of the female graduates who engage in ideation and implementation of new business activity after an entrepreneurship education, may it be in firm formation or in employed roles, remains understudied. Therefore, the question is raised: What is the relative pay-off (i.e., income and work-life balance) of entrepreneurship in relation to occupational choice and gender for graduates of entrepreneurship educations? Approach/Method Alumni from three master-level venture creation programs at three universities in Northern Europe were contacted for this study. From a total population of 1103 (graduating between 1997-2018),531 graduates responded, resulting in a response rate of 48.1 percent. The gender distribution in the total population is 28.5 percent female, and within the respondent sample it is 29.5 percent female. Two dimensions of career progress: income and work-life balance, was then analyzed with a set of dependent variables and control variables in ordinal regression. These regressors include career start-up experience and to what extent ideation and implementation of new business activity in employed occupations impacts the independent variables. Models are based on separate regressions on men and women with the purpose to highlight gendered differences in career progression and what regressors contributes to this. Results/Findings The findings were divided into separate sets by the two dependent variables, income and work-life balance. For income levels, career length is shared by both men and women as being a strong predictor. Beyond that, the regression analysis gives different versions for women and men of what contributes to a high income. Men in paid employment (as conventional employees or intrapreneurs) earns more than their self-employed and hybrid (combining employment and self-employment) peers. For women, there is no significant differences among the occupations. For both genders, type of industry is also influential towards the income level. Work-life balance generated regressions that points towards small influences of the regressors for women. For men, having a partner indicates a higher work-life balance, which is not significant for women. Also, having less work related to entrepreneurial competencies (i.e., being conventional employed), results in a more positive work-life balance. Value & Implications Entrepreneurship education is shown to have many positive impacts on subsequent careers. However, entrepreneurial competencies developed through education do not appear to counteract the general gender differences seen in society, as differentiation between male and female graduates is evident through the study. Where previous research has focused on studying these differences, this study instead focuses on how income and work-life balance unfolds across gender categories of venture creation program graduates. These programs have shown to produce graduates who have developed and later utilized entrepreneurial competencies to a high degree in both employed and self-employed contexts. Though in the subsequent careers, the progression of income and work-life balance falls under different mechanisms depending on the gender of the graduate. Women seems to have more stable progression compared to men, with less variation between occupations. Though a limitation lies within that the regressors builds lesser models for women compared to men. This indicates that future research should consider an expanded set of variables or focus on designing qualitative studies target towards career progression of female entrepreneurs. In conclusion this study informs the need to consider the entrepreneurial career progression of women as different compared to their male graduates.
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| 2. |
- Alsos, Gry, et al.
(författare)
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Graduates of venture creation programs - where do they apply their entrepreneurial competencies?
- 2023
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Ingår i: Small Business Economics. - : Springer Science and Business Media LLC. - 1573-0913 .- 0921-898X. ; 60:1, s. 133-155
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Tidskriftsartikel (refereegranskat)abstract
- The assessment of entrepreneurship education outcomes should move beyond a focus on firm creation and associated economic impact to consider a more nuanced view that pays attention to graduates and their entrepreneurial competencies. There is currently limited understanding to what extent entrepreneurial competencies developed through entrepreneurship education are applied in graduates' subsequent careers across various occupational roles, either as employees or as self-employed. Our analysis is based on a survey administered to 556 graduates from three Nordic master-level entrepreneurship education programs (1997-2018), all identified as venture creation programs. We find that, to a large extent, entrepreneurial competencies developed through venture creation programs are applied in subsequent careers across multiple occupational roles encompassing self-employment, hybrid entrepreneurship, and intrapreneurship. Entrepreneurship education is relevant not only to new firm creation but also to entrepreneurial positions in established organizations when it comes to graduates' application of entrepreneurial competencies in subsequent careers. Plain English Summary Entrepreneurial competencies developed through entrepreneurship education are applicable to careers other than "start-up entrepreneur." This article examines graduates from three entrepreneurship education programs in Northern Europe where students experienced venture creation as part of the education. Graduates report the extent to which they apply entrepreneurial competencies (AECs) in their subsequent career. The most common career among graduates is self-employed entrepreneur, closely followed by a career as intrapreneur, where graduates apply their entrepreneurial competencies in established organizations. A smaller group of graduates have careers as hybrid entrepreneurs, where they combine paid employment with self-employment. A minority group of graduates have more conventional careers as full-time employees in established companies, where entrepreneurial tasks are not their main activities. The results indicate that venture creation programs provide fertile ground for graduates to engage in a broad spectrum of entrepreneurial careers. From the analysis, we found that a career as an intrapreneur is more similar to a self-employed entrepreneur than to a conventional employee. An implication for entrepreneurship education is that real-life educational experience through venture creation is applicable to entrepreneurial careers beyond start-ups. Additionally, the study provides a first attempt to connect entrepreneurial competencies developed through education with how such competencies are manifested in graduates' subsequent careers, motivating a discursive shift in how policies could spur a more entrepreneurial society that goes beyond a narrow start-up perspective.
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| 3. |
- Balkmar, Dag, 1974-, et al.
(författare)
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Levelling the field : A Guide to an Inclusive Entrepreneurship Ecosystem
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Levelling the field: A guide to an inclusive entrepreneurship ecosystem. (Tool 1) A practical guidebook on how to promote inclusive entrepreneurship (part of a three-part tool-kit developed) Intended target audience: equality strategists, other actors with the ambition, mandate and responsibility to promote inclusion in their organisation or towards ecosystem actors. It includes basic facts, findings, challenges’ and suggestion for strategies and approaches, hands-on sections are followed by short summaries and key points.
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| 4. |
- Balkmar, Dag, 1974-, et al.
(författare)
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My Better Entrepreneneurial Ecosystem : A Workshop on How to Promote an Inclusive Entrepreneurship Ecosystem
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- My Better Entrepreneurial Ecosystem: A Workshop on How to Promote an Inclusive Entrepreneurship Ecosystem (Tool 3). A workshop instruction (part of a three-part tool-kit developed). The main aim of the workshop is threefold; to spur collaboration and exchange among ecosystem actors; to enhance knowledge and learning, and finally; to co-create solutions to inspire change in individual actors as well as joint efforts to promote an inclusive entrepreneurial ecosystem. Target audience: main facilitator and organizer of workshop.
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| 5. |
- Balkmar, Dag, 1974-, et al.
(författare)
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The Gendered Nature of Tech Entrepreneurship : Understanding the Gender-Divide in Tech Entrepreneurship
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The Gendered Nature of Tech Entrepreneurship: Understanding the Gender-Divide in Tech Entrepreneurship. (Tool 2) This publication provides insights - some basic facts and findings - on the complex ways that tech entrepreneurship is gendered (part of a three-part tool-kit developed) Target audience: equality strategists, other actors with the ambition, mandate and responsibility to promote inclusion in their organisation or towards ecosystem actors.
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| 6. |
- Callerstig, Anne-Charlott, 1971-, et al.
(författare)
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Contextualising gender policy in tech entrepreneurship : a cross national and multiple-level analysis
- 2024
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Ingår i: International Journal of Entrepreneurial Behaviour & Research. - : Emerald Group Publishing Limited. - 1355-2554 .- 1758-6534.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: In order to address the gender divide in technology entrepreneurship, we explore how different national contexts impact policies and policy implementation. We investigate how transnational concerns (macro level) about women's low participation in (technology) entrepreneurship are translated and implemented amongst actors at the meso level (technology incubators) and understood at the micro level (women tech entrepreneurs).Design/methodology/approach: We adopt gender institutionalism as a theoretical lens to understand what happens in the implementation of gender equality goals in technology entrepreneurship policy. We apply Gains and Lowndes' (2014) conceptual framework to investigate the gendered character and effects of institutional formation. Four countries represent different levels of gender equality: high (Norway and Sweden), medium (Ireland) and low (Israel). An initial policy document analysis provides the macro level understanding (Heilbrunn et al., 2020). At the meso level, managers of technology business incubators (n = 3-5) in each country were interviewed. At the micro level, 10 female technology entrepreneurs in each country were interviewed. We use an inductive research approach, combined with thematic analysis.Findings: Policies differ across the four countries, ranging from women-centred approaches to gender mainstreaming. Macro level policies are interpreted and implemented in different ways amongst actors at the meso level, who tend to act in line with given national policies. Actors at the micro level often understand gender equality in ways that reflect their national policies. However, women in all four countries share similar struggles with work-life balance and gendered expectations in relation to family responsibilities.Originality/value: The contribution of our paper is to (1) entrepreneurship theory by applying gendered institutionalism theory to (tech) entrepreneurship, and (2) our findings clearly show that the gendered context matters for policy implementation.
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| 7. |
- Ellborg, Katarina, 1975-
(författare)
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Envisioning entrepreneurship : Using photographs to elicit students’ preconceptions of entrepreneurship
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Nowadays, entrepreneurship is taught on a ‘university-wide’ basis, implying that thesubject is introduced to multiple students from a diversity of backgrounds. At thesame time, a student-centred movement has been noted in the field, focusing ontailored education based on students’ preconceptions of entrepreneurship. However, studies of students’ preconceptions of entrepreneurship are scarce. Thus far,entrepreneurship education literature has primarily examined what to teach or how to teach. This has taken place in accordance with the Anglo-American didactictradition in which ‘didactics’ is a form of instruction rather than a way of combining ‘what’, ‘how’ and ‘why’ questions from various perspectives. As a consequence, distinguished authors in the field are calling for more advanced theoretical links between entrepreneurship education research and education science. This study develops and examines a visual-based exercise as a means of studyingstudents’ preconceptions of entrepreneurship and as a novel educational tool. Thisis conducted in accordance with the German didaktik tradition that presumes thatstudents, the learning content and the teacher are interdependently related. The purpose is to elicit students’ preconceptions of entrepreneurship using a visual-based exercise, as well as to offer knowledge of how this affects didaktik relationships in entrepreneurship education. To address this purpose, phenomenographic didaktik is used to discuss a subject-specific ‘entrepreneurship didaktik’, characterised by astudent-centred perspective. Photographs were used in a visual-based exercise to elicit students’ preconceptions and interviews with teachers and students were conducted in order to evaluate the exercise from a didaktik perspective.The results of the study show that students’ preconceptions of entrepreneurshipare multifaceted and that there are both similarities and differences between students’ preconceptions of entrepreneurship and established understandings of entrepreneurship. From a practical perspective, the study introduces a visual-based exercise that contributes to both students’ and teachers’ understandings of where entrepreneurship education starts from a student perspective, thereby helping students to link new knowledge to their contemporary understandings and helping teachers to base their education on students’ preconceptions in order to enhancetheir learning. On a theoretical level, this work contributes to the student-centred movement in entrepreneurship education by demonstrating how the relational perspective in the German didaktik tradition can advance the link betweenentrepreneurship education and education science.
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| 8. |
- Gabrielsson, Jonas, 1975-, et al.
(författare)
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Historical Evolution of Entrepreneurial Education as a Scholarly Field
- 2023
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Ingår i: The Age of Entrepreneurship Education Research: Evolution and Future. - Bingley : Emerald Group Publishing Limited. - 1074-7540. - 9781837530571 - 9781837530564 - 9781837530588 ; 23, s. 9-32
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Bokkapitel (refereegranskat)abstract
- Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.
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| 9. |
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| 10. |
- Hägg, Gustav, et al.
(författare)
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Does gender balance in entrepreneurship education make a difference to prospective start-up behaviour?
- 2023
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Ingår i: Education and Training. - 0040-0912. ; 65:4, s. 630-653
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThis study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices, asking: Does gender balance in entrepreneurship education influence start-up behaviour after graduation? Based on gender mainstreaming, this study builds on the assumption that gender balance influences classroom and student community discourses. This study presents two hypotheses suggesting a positive relationship between gender balance (student and mentor gender balance, respectively) and the likelihood of engaging in start-up behaviour after graduation.Design/methodology/approachThe context is an international one-year master's programme in entrepreneurship and innovation, which adopts an experienced-based pedagogical approach to support learning. This study applies binary logistic regression analysis to test the hypotheses on a sample of 107 graduates who responded to a web-based questionnaire on post-graduation career paths.FindingsThis study finds support for the first hypothesis indicating that student gender balance in the classroom has a significant positive impact on graduates' likelihood of engaging in start-up activity post-graduation. In the interpretation of these findings, this study emphasizes that a master's programme in entrepreneurship is an important arena where students' attitudes, values, aspirations and intentions towards entrepreneurship are shaped and their identity developed.Originality/valueWhile studies have demonstrated gender bias in the discourses on entrepreneurship education and content, there is little evidence of its consequences or how it is addressed. Findings of this study point directly to this gap by revealing that improved gender balance is not only beneficial to the underrepresented gender, but to the overall student group.
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