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Drawing on a constructionist-poststructuralist feminist perspective, this paper aims to extend thinking on the evolution of entrepreneurial ecosystems by exploring how gendered entrepreneurial ecosystems can become more inclusive.

The paper contends path dependency of entrepreneurial ecosystems, maintains embedded gender bias (and biases against disadvantaged or unconventional entrepreneur groups) and builds an argument for path creation to de-bias entrepreneurial ecosystems. A metaphorical descriptor of entrepreneurial ecosystems is probed as contributing to the gendered entrepreneurial ecosystem discourse. Three propositions, namely on path creation, transformative agency and appropriate metaphors, are derived from the extant literature and an illustrative example employed to interrogate these propositions.

We advance path creation via transformative agency as a means for moving towards inclusive entrepreneurial ecosystems. We provide an alternative metaphor to springboard change to the gendered scholarly discourse on entrepreneurial ecosystems. Our illustrative example lends support to our propositions.

This paper helps lay a foundation for new thinking on change towards inclusive entrepreneurial ecosystems. It provides a powerful argument for broadening the mainstream path dependence view of entrepreneurial ecosystems. It is unique in suggesting a constructionist-poststructuralist feminist standpoint to challenge the dominant discourse on entrepreneurial ecosystems.

The purpose of this paper is to present an adaptation of a program that is at the intersection of two dynamic force fields. The first relates to imperatives impinging upon and inherent in higher education. The second ties to the concept of ecosystems as spaces for aligning actors and resources to create value.

Tables I-III present pre-test and post-test means and p-values for the paired sample t-tests for the measures.

As expected, post-test means are consistently significantly higher (or lower depending on item wording) for a shift in beliefs away from self-censoring and prejudging ideas during ideation and more toward greater openness in the ideation process.

The paper examines the outcome of an educational program.