David M. Rosch, Scott J. Allen, Daniel M. Jenkins and Meghan L. Pickett
We conducted a national study of the Collegiate Leadership Competition (CLC), which since inception in 2015, has included over 75 higher education institutions. The CLC brings…
Abstract
We conducted a national study of the Collegiate Leadership Competition (CLC), which since inception in 2015, has included over 75 higher education institutions. The CLC brings students together in collaborative institution-based teams to compete with other teams in competitions to achieve goals and practice effective leadership skills. Our goal was to assess leadership capacity growth over the course of a four-month team practice period through the daylong inter-team competition and evaluate participant leadership assessed several months later. Results suggested students made significant and sustainable gains in leader-self-efficacy and short-term gains in leadership skill and motivation to lead. Our results also indicated the team’s coach played a significant role in student leadership development.
Leadership development programs for students in educational settings are proliferating in number and design. Curricular programs range from academic minors and certificates to doctoral programs in a variety of academic homes (e.g., education, business, healthcare). Co-curricular programs often take the form of drop-in workshops, day-long experiences, alternative spring breaks, service-learning trips, and other programs housed in student affairs and administrative offices (Guthrie & Jenkins, 2018). Moreover, the number of programs has steadily increased over the last 15 years from just under 1,000 in 2006 (Brungardt, et al., 2006) to more than 2,000 (ILA Program Directory, 2021). And while there is some commonality among the approach of these leadership programs in terms of content and delivery (see Harvey & Jenkins, 2014), vast differences exist in the structure and learning goals of student leadership programs compared to other social science disciplines. A potentially fruitful area in which to explore its effectiveness in supporting leadership development is the environment of competitive teams, where individuals work together as a group to compete against other teams. The purpose of our research was to investigate the degree to which such a competitive environment might support or detract from student leadership group, employing a potentially effective example of a formal program that utilizes the innovative approach of team competitions to motivate learning (the CLC).
Josep Llados-Masllorens and Elisabet Ruiz-Dotras
This study aims to determine the contribution of financial skills to entrepreneurial intentions among women involved in university education.
Abstract
Purpose
This study aims to determine the contribution of financial skills to entrepreneurial intentions among women involved in university education.
Design/methodology/approach
Clustering and logistic regression analyses were used to infer the determinants and motivators of entrepreneurial intention in a sample of women students at a Spanish online university.
Findings
Financial and numerical skills could play a significant role in boosting entrepreneurial culture, overcoming reticence and increasing awareness of business opportunities, particularly when women are motivated to increase their autonomy and income. The study offers meaningful implications for policymakers.
Research limitations/implications
Further research will be needed before these conclusions may be inferred to other settings and circumstances. Comparison with a similar sample of potential male entrepreneurs may also be necessary to deduce the influence of gender.
Practical implications
The introduction of certain financial content into the education system by governments and policymakers would produce remarkable results on entrepreneurship intention among women.
Social implications
Relational capital and positive social influences also contribute to mitigating the effects of risk aversion, one of the main barriers for potential female entrepreneurs.
Originality/value
The role of financial literacy in entrepreneurial intention among women has scarcely been addressed in academic research. The literature also has paid little attention to the analysis of what motivates women into entrepreneurship, and whether women who decide to embark on a business venture show different profiles. The aim of this study is to contribute to closing these gaps, exploring the effect of cognitive skills, personality traits, contextual factors and motivations.
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This paper aims to address the rural and gender gaps in the immigrant entrepreneurship literature by exploring the start-up stories of 18 female immigrants who currently run a…
Abstract
Purpose
This paper aims to address the rural and gender gaps in the immigrant entrepreneurship literature by exploring the start-up stories of 18 female immigrants who currently run a business in northernmost Norway.
Design/methodology/approach
The paper is based on a qualitative fieldwork including business visits and in-depth interviews. The transcripts from the interviews were analysed using a constructivist grounded theory (CGT) approach.
Findings
Four modes of entry to entrepreneurship were identified: entrepreneurship as a way out of unemployment; entrepreneurship as a means to avoid underemployment, entrepreneurship as a means to live in a region of perceived attraction; and entrepreneurship as a preferred choice for women in satisfactory wage labour. In addition, the paper reveals the importance of family support and of spatial embeddedness among immigrant entrepreneurs living in a rural context.
Practical implications
This study notes that the modes of entry to rural immigrant entrepreneurship are diverse, but that they are often partly related to the pursuit of an initial feeling of belonging in the new region of settlement. Hence, developing the knowledge of how to not only attract but also retain and increase the feeling of local belonging of immigrants may be important for many rural regions in the Western world. This is because rural immigrants not only represent a much needed in-flow of younger people in a typically decreasing and ageing population but also entail cultural variation and job creation, thus contributing to place development.
Social implications
The paper argues for the importance of considering immigrant entrepreneurs as significant actors of rural development.
Originality/value
While immigrant entrepreneurship has emerged as an important field of study, it has been criticised for focusing predominantly on men and for neglecting contextual variations in the analysis. The rural context especially has been largely omitted. By focusing on female immigrants having established a business in a rural context, the paper adds to the literature, firstly, by highlighting the experiences of female immigrant entrepreneurs. Secondly, it reveals that rural immigrant entrepreneurship cannot be conceived in terms of “ethnic resources” or “enclave economy” that are often central explanatory dimensions in megacity studies. Thirdly, it argues for the importance of considering both the spatial as well as the family contexts in the author’s theoretical conceptualizations of the (immigrant) entrepreneurial start-up phase.
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Edicleia Oliveira, Serge Basini and Thomas M. Cooney
This article explores women entrepreneurs' lived experiences in their interactions with government enterprise support agencies. It investigates the relationship between gendering…
Abstract
Purpose
This article explores women entrepreneurs' lived experiences in their interactions with government enterprise support agencies. It investigates the relationship between gendering and Entrepreneurial Orientation (EO), as a normative orientation adopted at the institutional level and justified by an economic rationale. It also explores how women entrepreneurs articulate their experiences through embodied metaphors and image schemas, shedding light on how they navigate the institutional entrepreneurial space.
Design/methodology/approach
This study is framed within the concept of Phenomenological Orientation as conceptualised in feminist phenomenology. It applies Interpretative Phenomenological Analysis, a qualitative methodology focused on interpreting accounts of first-person lived experiences of a phenomenon. It combines IPA with Conceptual Metaphor Theory to understand women's articulation of their embodied relationship within the entrepreneurial space.
Findings
Findings reveal that the entrepreneurial orientation functions as a gendering process within entrepreneurial institutions, reinforcing masculine hegemonic ideals and marginalising women entrepreneurs. Women's phenomenological orientations often diverge from the normative entrepreneurial orientation, highlighting the need for a more inclusive framework in institutional entrepreneurial spaces.
Research limitations/implications
This article contributes to women's entrepreneurship literature by underlining the temporal dimension of entrepreneurship and the tension that underpins their interactions with government support bodies. It calls for inclusive policies and procedures to match the heterogeneity of orientations. While highlighting its limitations, it also suggests future research directions to deepen the understanding of entrepreneurship and inform more suitable support structures for all entrepreneurs.
Originality/value
This study contributes to the literature by shedding light on the nuanced interplay between gendering, entrepreneurial orientation, and women entrepreneurs' lived experiences. It extends previous research by framing “orientation” within a temporality framework, offering a novel perspective on the gendering of entrepreneurial spaces.
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Aleksandra Gaweł and Katarzyna Mroczek-Dąbrowska
Although several theoretical concepts imply different determinants of female entrepreneurship, the literature lacks a consensus on their significance. The aim of this paper is to…
Abstract
Purpose
Although several theoretical concepts imply different determinants of female entrepreneurship, the literature lacks a consensus on their significance. The aim of this paper is to verify how industry specificity influences the gender pay gap and its relation to female entrepreneurship.
Design/methodology/approach
The authors distinguish industries based on the gender equality level, measured jointly by two factors: pay gap level and female participation rate. The study has been conducted among 22 European countries with relatively similar institutional backgrounds. The authors carry out the analysis based on the panel regression models, which enable the authors to verify two predefined research questions.
Findings
The results of panel regression models indicate that industry specificity plays a significant role in the relation between the pay gap and female entrepreneurship. Generally, it can be concluded that gender pay gap as a measure of gender inequality is dependent on the industry specificity. The dependence is especially visible in the breakdown of male- and female-dominated industries.
Originality/value
The findings are consistent with the assumption that the gender pay gap is a discriminatory factor for women willing to become entrepreneurs in certain industries. The findings of the study may constitute a vital tool in planning to overcome it.
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Avik Sinha, Arnab Adhikari and Ashish Kumar Jha
This study aims to analyze the socio-ecological policy trade-off caused by technological innovations in the post-COVID-19 era. The study outcomes are utilized to design a…
Abstract
Purpose
This study aims to analyze the socio-ecological policy trade-off caused by technological innovations in the post-COVID-19 era. The study outcomes are utilized to design a comprehensive policy framework for attaining sustainable development goals (SDGs).
Design/methodology/approach
Study is done for 100 countries over 1991–2019. Second-generation estimation method is used. Innovation is measured by total factor productivity, environmental quality is measured by carbon dioxide (CO2) emissions and social dimension is captured by unemployment.
Findings
Innovation–CO2 emissions association is found to be inverted U-shaped and innovation–unemployment association is found to be U-shaped.
Research limitations/implications
The study outcomes show the conflicting impact of technological innovation leading to policy trade-off. This dual impact of innovation is considered during policy recommendation.
Practical implications
The policy framework recommended in the study shows a way to address the objectives of SDG 8, 9 and 13 during post-COVID-19 period.
Social implications
Policy recommendations in the study show a way to internalize the negative social externality exerted by innovation.
Originality/value
This study contributes to the literature by considering the policy trade-off caused by innovation and recommending an SDG-oriented policy framework for the post-COVID-19 era.
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The aim of this paper is to advance a critical pedagogical framework, combining critical pedagogy, design research, architectural theory and experiential learning. It addresses…
Abstract
Purpose
The aim of this paper is to advance a critical pedagogical framework, combining critical pedagogy, design research, architectural theory and experiential learning. It addresses global challenges at the intersection between urban peripheries and the Anthropocene – the centre of the climate crisis is a spatial crisis – preparing students as engaged architect citizens capable of reshaping collective life.
Design/methodology/approach
The framework is examined through a case study of the author’s final year architectural theory module, “The Periphery as a Critical Project”, elucidating its theoretical underpinning and presenting a visual analysis of student projects. Methods include reflective module design, fieldwork, close-reading of literature across disciplines, design research, experiential learning strategies and an inventive “theorypractice”.
Findings
The research demonstrates that theorypractice articulates a transformative and experiential learning experience, articulating architectural education as a site for critical engagement with urgent challenges. The approach equips students with critical thinking and making skills, cultivates a commitment to civic responsibility and encourages alternative visions for the Anthropocene. The paper concludes with concepts and practices to define an emerging architectural pedagogy for the Anthropocene.
Practical implications
The research provides guidance for educators in architecture, aligning with RIBA reforms emphasising “history, theories, methodologies” and experiential learning in allied fields such as urban studies, environmental planning and social policy, focused on climate and social resilience, spatial justice and critical literacy. More broadly it aims at preparing engaged architect citizens who can work on and with the world.
Originality/value
This paper contributes an original framework and novel methodology, bringing together theoretical and design research from architecture, urban studies, design, critical pedagogy and environmental humanities to expand experiential learning within architectural theory, an underexplored position. It addresses urgent issues related to urban peripheries, climate change, and how we educate future architects in times of crisis, offering a model for allied fields facing similar societal challenges.