Behind the veil: women-only entrepreneurship training in Pakistan

Practical implications – For women entrepreneurs living in an Islamic society, this analysis has implications for understanding the importance and effectiveness of entrepreneurial training especially in a women-only setting. For policy makers, it turns the spotlight on the need for creating an environment conducive to female entrepreneurship consistent with socio-cultural structures and gender asymmetries. Originality/value – There are no comparable previous data on the learning preferences and outcomes of this particular demographic group.Purpose – The purpose of this paper is to understand the gender-related challenges of Pakistani women entrepreneurs, to explore these women's particular capacity-building needs, and to assess the impact of capacity-building programs on the establishment and performance of the women's enterprises. Design/methodology/approach – The paper begins with a review of various theoretical contexts through which to understand women's entrepreneurship in an Islamic socio-cultural context. From this, the paper derived two working propositions: women in Islamic Pakistan face particular barriers to becoming entrepreneurs; these barriers can be reduced by women-only training in entrepreneurial competences. These propositions are examined in a three-part longitudinal process: a field survey to gather information about the training needs of current and potential women entrepreneurs, the design and delivery of a women-only training module, a follow-up survey with participants, 18 months later. Subjects and participants were randomly selected, and segmented according to entrepreneurial factors and characteristics. Findings – Results confirm that the barriers perceived by women entrepreneurs in Islamic Pakistan can be alleviated through women-only training that allows participants to develop capital and competences. Greater clarity about learning outcomes desired and achieved by women entrepreneurs in an Islamic socio-cultural context can be a basis for designing improved training and education programmes, with a view to women's economic empowerment

Development of Entrepreneurial Attitudes Assessment Instrument for Freshman Students

An increasing population of university programs and quantity of curricular content focused on entrepreneurship poses both enormous opportunities for student growth, and numerous practical challenges. Prior work has largely focused on pre-post assessment of student learning, shifts in‘mindset’, activity effectiveness, mapping of student outcomes, and implications of student learning on career success. A baseline of freshman student attitudes towards entrepreneurship,outside of specifically focused entrepreneurial leaning, has significant potential to identify and inform programming in entrepreneurship, as well as general curriculums and pedagogy. An improved understanding of student’s constructive and cognitive influences in entrepreneurial education will serve to better inform the way entrepreneurship education in engineering is historically and currently discussed. Improving entrepreneurship education models begins with understanding student backgrounds comprised of different experiences, knowledge, and preconceptions. When looking longitudinally, migratory information can better inform entrepreneurial programming to provide data and support for more organized and integrated approaches to entrepreneurship education.This work in progress provides initial results and validation on the quantitative instrument portion of a mixed methods study developed for assessing and tracking entrepreneurial behaviors, experiences, and attitudes in a way identifiable to engineering and business freshman.The instrument is modified from the Entrepreneurial Attitude Orientation (EAO) survey instrument developed by Robbins in the early 1990s. Additionally, a section for gathering student socioeconomic status and gender, using elements of the Academic Pathways of People Learning Engineering Survey (APPLES) is included. Based on the difficulties in operationalization of student socioeconomic status self-identification, normalizing question are added as suggested by Donaldson and Sheppard from results in the APPLES instrument development process.The quantitative portion, discussed here, survey will be deployed during winter of 2015, to business and engineering freshman at a large Midwestern university. The initial deployment will allow validation against prior uses of the EAO instrument. Results will be presented in the paper and conference presentation comparing gender and socioeconomic correlations to entrepreneurial attitudes with previous publications. The survey instrument is being developed as the quantitative element of a mixed method longitudinal study tracking student entrepreneurial attitudes, focus, and growth over student college experiences. Follow-on efforts are intended to help better inform educators about the nature of student construction and growth in an university space increasingly influenced by a move towards entrepreneurship education

An assessment of the effects and influences of the concept of entrepreneurial learning in Serbia

It is difficult to estimate the quantity and quality of the necessary entrepreneurial knowledge and assess the effects of such entrepreneurship education, i.e. whether it has met the set criteria sufficiently. Empirical practice lacks empirical studies that would base the competences of entrepreneurial learning upon the direct assessment of learning outcomes, the outcomes related to the knowledge of opportunities for professional orientation and the knowledge of the business environment, the created framework picture of entrepreneurship, employment opportunities and obstacles. In this paper, the direct effect of entrepreneurial learning in a secondaryeducation and a higher-education institution of the economic path was estimated through a qualitative approach, after the established conceptual framework and furthermore through the respondents’ answers to the survey questions. Therefore, a contribution was made by making a step forward in the evaluation of entrepreneurial learning through a direct assessment of the raised awareness of entrepreneurship. The indirect indicators used were the gender and the education level, i.e. the difference in the respondents’ answers according to their respective gender and the school they are attending (secondary school or vocational school). The obtained results assess the level of the respondents’ basic entrepreneurial culture and their knowledge, as well as entrepreneurial preferences

Enterprise and entrepreneurship education: Towards a comparative analysis

Purpose - This paper states the case for adopting a comparative method of analysis to the study of enterprise education. Adopting a comparative approach can provide fresh insights and opportunities for researching from different perspectives. It develops understanding of the concept by reexamining its origins and history. By default its purpose, development operation and rationale are also briefly discussed through reference to literature and policy. Design/methodology/approach - This paper draws on the literature around enterprise and entrepreneurship education. It argues that comparative analysis of enterprise education is an important methodological tool that can enrich, deepen and inform research processes, findings and outcomes. Comparative analysis can take a number of forms and can include within country, cross-country, historical, temporal, longitudinal, spatial, pedagogical, policy or other types of comparison. Findings - This paper unpacks and teases out some of the points of difference and similarity between enterprise education concepts, policies and practices; and the way they are introduced to, applied and operate in different contexts. The main focus and point for comparison is the UK. Enterprise education is distinct from and should not be confused with business and economics. Teacher training in the techniques of enterprise education and resources designed to suit social and cultural requirements is crucial to achieve successful project outcomes. Originality/value - The comparative analysis of enterprise education programmes and policies advocated here adds value and provides additional insight to these concepts and practices

Evaluation of 'Business Enterprise' Module

This report outlines a process of evaluation for a business enterprise module. This exploratory research investigates the impact of 'contextual' based evaluation of enterprise education curricul

A gender perspective on entrepreneurial leadership:female leaders in Kazakhstan

The paper proposes a conceptual model to understand female entrepreneurial leadership through an exploration of the perceptions and experiences of women entrepreneurs within their leadership roles. The paper addresses an existing knowledge gap on entrepreneurial leadership by bringing together three key constructs of gender, leadership and entrepreneurship. We apply Stewart's model of role demands-constraints-choices (DCC) to women entrepreneurs in Kazakhstan in order to understand their perceptions of the demands, constraints and choices they experience within their leadership roles. The results of in-depth interviews with women entrepreneurs present deeper conceptualization of their leadership enactment as a co-developing, co-constructed relational activity between leaders and others in their wider business environments and context

Entrepreneurial experience and the innovativeness of serial entrepreneurs

Purpose - This paper examines the effects of past entrepreneurial experience on the reported innovativeness of serial entrepreneurs’ subsequent ventures. Building on insights from the generative entrepreneurial learning process and from cognition theories, we propose that regardless of the type of entrepreneurial experience, positive or negative, such experience enriches the cognitive schemas of serial entrepreneurs leading them to greater reported innovativeness. Knowing this will expand our knowledge of entrepreneurial career development. Design/Methodology/approach - The proposed hypotheses are tested using Heckman regression models relating past entrepreneurial experience, current business ownership and reported innovativeness of current businesses on a unique sample drawn from a Catalan adult population survey. The data on the past entrepreneurial experience of the Catalan adult population were collected specifically for the purpose of this study. Findings - Results reveal that practical experience is an essential prerequisite for entrepreneurial learning, and even negative entrepreneurial experience may induce generative entrepreneurial learning suitable for subsequent outperforming ventures for the psychologically strong who have managed to learn from their experience. Implications - This paper offers insights on how the nature of the past entrepreneurial activity influences future venturing decisions. This study contributes to the academic debate on whether increased entrepreneurial experience and generative learning processes best explain serial entrepreneurial behaviors. Originality/Value - The paper further explores the influence of previous entrepreneurial experience on current entrepreneurial activity by analyzing the relationship between serial entrepreneurship and reported innovativeness.Preprin

Entrepreneurship Education and Entrepreneurial Intention: Perspectives on Institutional Theory

Entrepreneurial intentions have been considered a critical element understanding the formation of new venture creations that have been seen in creating jobs and economic growth in a country. This study draws upon institutional environment theory to clarify and test the model using multiple linear regression on entrepreneurship education and three determinants of institutional environment dimensions, namely, regulatory, cogni-tive, and normative dimensions toward entrepreneurial intentions in the context of Esto-nia. A questionnaire-based survey on 265 Estonian university students was conducted to validate the hypotheses of the study. The results suggest that entrepreneurship education has a significant influence on university students’ entrepreneurial intention. Additionally, all three institutional environment determinants moderate the positive relationship be-tween entrepreneurship education and entrepreneurial intention. Interestingly, interaction terms among normative environment, entrepreneurship education, and entrepreneurial intention are statistically significant. Therefore, the results of this study advance institu-tional theory and its application in entrepreneurship research in the context of Estonia. Research paper Keywords: Entrepreneurship education, Entrepreneurial intentions, Institutional environment theory, Estonia, University students Reference to this paper should be made as follows: Wannamakok, W., & Liang, W. (2019). Entrepreneurship Education and Entrepreneurial Intention: Perspectives on Institutional Theory, Journal of Entrepreneurship, Business and Economics, 7(2), 106–129.&nbsp

International entrepreneurship education: postgraduate business students experiences of entrepreneurship education

Objectives The study aims to enhance understanding of the effectiveness of entrepreneurship education in meeting the expectations and motivations of international postgraduate students participating in UK business & management education. Specifically, it explores within sample groups of learners: RQ1. What is the typical profile of the international students’ prior education and work experience? RQ2. What do students expect from studying an entrepreneurship PG course in the UK? RQ3. What are their experiences of, and learning outcomes from, the entrepreneurship course? RQ4. What benefits regarding their skills and knowledge do they perceive result from participation? Prior Work International Postgraduate education has grown substantially in the last decade (UUK, 2010). There has been significant growth in international postgraduate student participation in UK business related subjects, involving both MBA and other Masters’ programmes such as MSc in Management and a range of specialist awards, which increasingly offer Entrepreneurship as a core or option. Prior research focuses on transnational comparisons between France, Germany and Poland (Packham et al, 2010) USA, Spain and China (Pruett et al, 2009) Africa and Europe (Davey et al, 2011) China (Millman et al, 2010) and Poland (Jones, et al, 2011) with relatively little research specifically addressing entrepreneurship for international students on postgraduate courses in the UK (Hall and Sung, 2009, Liu, 2010). Approach This article originates in the authors’ experiences in running postgraduate entrepreneurship modules for international students in UK Business Schools. They found that students often experienced concerns about a ‘mismatch’ between their expectations of UK business and management education and their actual experiences, with experiences of cultural tensions between prior learning experiences and their acculturation to the requirements and norms of UK business education. The study is a microcosm of a wider issue as these concerns are shared more generally by international Postgraduate students. Results The results confirmed that career development was a major motivator for international study in the UK. Interest in entrepreneurship is increasing but there are tensions between the expectations of the postgraduate experience and the experienced reality. Entrepreneurship was in some cases seen as a distinctive ‘peak experience’, but cultural factors, learning effectiveness and linguistic capability need to be addressed in designing learning programmes. Implications The study contributes new evidence and ideas to the debate on entrepreneurship education in meeting the career expectations and motivations of international postgraduate students participating in entrepreneurship education, especially in the light of new curricular guidance (QAA, 2012) and UK government regulation. Value It offers suggestions for educators on the effective design and delivery of entrepreneurship for international students in the rapidly changing and competitive postgraduate market