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The growth in women’s entrepreneurship that has been witnessed recently in regions such as the USA has been lauded by scholars and policymakers alike. However, women continue to start businesses in sectors that reflect the kind of work that women do in the home, such as cooking, cleaning and catering. Research shows that women’s ‘choices’ for female-typed businesses are driven by their need to accommodate domestic responsibilities – that is, caring for children. This raises questions about whether women without such responsibilities are freer to start businesses in the types of industries (e.g. high technology) that have long been dominated by men. Furthermore, given pronatalist assumptions, there are questions about the extent to which childfree women operating businesses in male-dominated sectors are perceived as legitimate by their business relations. Taking these questions as a starting point, this chapter examines the way in which the intersections of parental status (mother/other) and gender role (in)congruence (congruent/incongruent) make the entrepreneurial experiences of women working in male-dominated/masculinised industries and sectors qualitatively different from the experiences of women working in female-dominated/feminised industries. Focus is upon the resources (i.e. social capital) that women entrepreneurs are able to secure from their social network, for the ability to secure such resources is a prerequisite to business success.

Quality has permeated higher education in various guises. Investigates the potential for improving quality in the consumer studies teaching process, through group work, presentation skills and peer/self assessment techniques, culminating in a final questionnaire and group discussion. Students accepted groupwork, while they were less enthusiastic about peer assessment. They consistently overrated and although appearing to recognize good and bad presentations, this was reflected more in their qualitative feedback, rather than in the final marks awarded, perhaps reinforcing the belief that what the technique lacks in terms of precision, it compensates for in learning quality. Final‐year students developed their discriminatory abilities but were sceptical of the benefits, while year‐two students, although willing, actually marked more generously. Ultimately, there is a need to continue to involve students and to see evaluation in a positive, developmental light, incorporating qualitative feedback to define and assess teaching quality more correctly.

Although the issues related to the motivation of entrepreneurs have been widely studied, there is a less study focussing on the immigrant women’s entrepreneurial motivation under challenging environment such as COVID-19. Existing studies on entrepreneurs’ motivations mainly adapt the concepts that have often been developed in male-dominated paradigm. According to Shmailan (2016), male entrepreneurs focus on making sure costs are under control and are more profit driven. Women seek to make social contributions and want to ensure their quality. Some of the literature suggests that men are inclined to start businesses because of financial considerations and are more likely to be pulled into entrepreneurship. Conversely, women are likely to start business because of lifestyle issues and are more likely to be pushed into self-employment (Clain, 2000; Georgellis & Wall, 2005; Takahashi, Lourenço, Sander, & Souza, 2014).

This chapter focuses on the motivation of immigrant females in developed economies and what makes them continue especially during difficult times such as recent crisis ‘new normal’, COVID-19 pandemic. The study explores the challenges ethnic female entrepreneurs are facing and what motivated them to continue. The study also seeks their responds and strategies during challenging time such as the pandemic. The findings indicate that women often pursuit business opportunities to satisfy social needs, rather than focussing on traditional business outcomes such as growth or profit. The study found a stronger desire to contribute to a society, community and family’s needs among female founders in the UK . The immigrant female entrepreneurs have shown strong resilience during the COVID-19 pandemic crisis.

The purpose of this paper is to use an experiential learning model in an introduction to events unit/module in partnership with Sport Canterbury (one of 17 regional Sports Trusts, throughout New Zealand). During this unit/module students explored the creation and manipulation of an event experience and gained real-life hands on experience. Through their engagement in this process, students were able to acquire skills and knowledge that helped them experience the whole event planning cycle in planning, implement and evaluating an event. Experiential learning approaches are a valuable tool to overcome the knowledge-practice gap recognised in many vocationally orientated disciplines, including event management.

This paper uses a mixed methods approach including an on-line questionnaire, a number of interviews with students enrolled in the unit/module a survey involving the evaluation of those involved in the events organised by the students and a review of critical reflection diaries, written by students.

This paper highlights that an extensive range of event skills both personal and team based were acquired, developed and practised during the unit/module and students were able to relate the theory of event studies to the practice of managing an event. In particular students reported that they were able to utilise, record and reflect on their experience and adapt their learning to organising a real-life event. The experiential learning model used in this study resulted in students being actively engaged in their learning through involvement and active participation in an actual event, where they were able to apply what they had learnt in the classroom to the real world. The connection between theory and practice is therefore, pivotal and is a prevailing theme of this paper.

This paper demonstrates how students of event management were provided with the skills and knowledge to run events, by personal involvement in a real-life event in a student centred learning environment. Students enrolled on this unit/module were made responsible for every aspect of managing the annual Rebel Kiwisport Challenge (a series of recreation-based events held over a half day period for primary schoolchildren based in the Canterbury region). Balancing the theoretical input with the practical aspects of events in the introduction to events module/unit enabled students to become multitasking and as a result gain highly portable skills that will help them succeed in their future careers in events. Indeed, in a survey involving 1,100 employers in Australia Neilsen (2000) reported that the five most important skills needed for graduate employment were oral business communication skills, creativity, problem-solving skills, independent and critical thinking skills and flexibility. Similar research undertaken by Greenan et al. (1997) in the UK and Braxton et al. (1996) in the USA, report the same findings. Although, there is a dearth of literature in the social sciences on experiential learning, the same debate within event management education is sadly lacking and it is hoped that this study will help fill a gap in the literature.

The purpose of this paper is to contribute to the understanding of the development of students’ skills in the context of team-based learning. Academics have heeded the call to incorporate team learning activities into the curricula, yet little is known of student perception of teamwork and whether they view it as beneficial to them and their future professional career. Further, this study presents an instructional framework to guide best practice in higher education practitioners with regard to the design of teamwork assessment.

The paper adopts a qualitative approach utilising 190 students’ reflections to examine their perception of the benefits of teamwork and whether it will contribute to their future professional work.

Results indicate students perceive team-based assessment tasks require them to adopt a deep approach to learning together with a deep approach to study, as well as improving their skills in the areas of collaboration, team unity and cultural diversity. Further, the study identified a best practice approach that higher education practitioners should adopt in teamwork assessment design giving this study both national and international significance and aids fellow educators in their practices.

Because of the chosen research approach, the results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further.

The paper presents important implications for those involved in the development of assessment items where objectives include the development of team skills and quality learning outcomes. The findings are vital for unit and course planning and design generally, and assessment planning, design and processes, specifically, both nationally and internationally.

This paper fulfils an identified need to study students’ perceptions of teamwork, whether they view it as beneficial to them and their future professional career, and presents a best practice approach for teamwork assessment design.

The paper seeks to demonstrate the characteristics of group work that are required to teach the attributes of real world venture teamwork in tertiary entrepreneurship programmes.

One‐tailed Spearman correlation analysis is used to assess the associations between students' grades in four group assessment tasks involving different levels of complexity and collaboration and the attributes of teamwork.

The results indicate that students learn more of the attributes of venture teamwork, the more complex the group task, and the more collaboration required to complete it.

The results cannot be generalised due to the small sample size and restriction of the sample to one course in entrepreneurship. However, the findings are valid conceptually; thus the study makes important contributions to knowledge.

The findings should help tertiary educators to improve the design and implementation of their group assessment tasks to reflect the attributes of real world venture teamwork.

While considerable work has been carried out on entrepreneurship education at the tertiary level, limited attention has been paid to teaching venture teamwork as part of entrepreneurship programmes. Academics often claim that their courses cover the attributes of venture teamwork when students work co‐operatively rather than collaboratively on assessment tasks. The study identifies attributes of group work in the classroom that are consistent with real world venture teamwork.

The purpose of this paper is to empirically investigate the pressures and drivers that have been experienced by Chinese manufacturing small and medium enterprises (SMEs) in terms of green supply chain management (GSCM).

The research framework and hypotheses are examined by a questionnaire survey through e-mails conducted in China in 2011. The empirical analysis is based on the data from 202 SME manufacturers in China. Validity and reliability of the items employed in the research is assessed through Cronbach’s α test. Hypotheses for the identification of GSCM pressures and drivers to SMEs as well as the differences that exist among different industrial sectors are tested by adopting descriptive statistics analysis and analysis of variance test.

This study finds that Chinese manufacturing SMEs have been under pressures from a variety of sources, including regulations, customers, suppliers and public awareness in terms of GSCM. Besides, internal drivers are also an important encouragement for SMEs to consider GSCM. Moreover, Chinese manufacturing SMEs from different industrial sectors show some differences in experiencing pressures or being motivated by drivers.

The main limitations to this paper are the relatively small sample of SMEs and the potentially overlooked variables.

Chinese manufacturing SMEs and their larger customers, as well as governments, are likely to obtain some implications from this study if they are willing to consider any GSCM initiatives throughout the supply chain.

The paper clearly explores the GSCM pressures and drivers faced by the Chinese manufacturing SMEs where the results may differ from the findings through the studies on large enterprises or SMEs in other national context.

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).

The current changes and relevance of female entrepreneurship at the national and international level for economic growth, social impact and environmental degradation highlight the need for more analysis of female entrepreneurial typologies and value creations.

This chapter aims to contribute to the field of female entrepreneurship literature. It provides theoretical evidence about the main internal (personal characteristic and motivation, network) and external (women migration, crises, digitalization) drivers that trigger women entrepreneurs to undertake entrepreneurial actions in national and international contexts. Besides, this chapter conceptualizes a new untapped context of multiple value-creating entrepreneurial systems in the female entrepreneurship literature by uncovering a blended form of value creation encompassing several social, economic and environmental levels.

Commences with an examination of SME research, traces how it has progressed over the past two decades and then focuses on the growing interest relating to the application of graduate skills. It primarily results from research carried out between 1996 and 1998, using a database of 206 graduates and 32 firms. The framework of knowledge associated with skills and competitiveness is explored, as is the issue of the categorisation of skills. Two categories are principally identified – personal and business – with listings introduced following a process of qualitative interviews with graduates and managers of SMEs. The lack of consensual paradigms in relation to skills is explored. It is argued that the resulting SME value chain is a valid alternative model with wider application among SME managers.