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This chapter provides a rationale and an introduction for this book. The organisation and structure of the book is identified and justified. Thereafter, each chapter included within the book is introduced and profiled. The chapter concludes by drawing brief conclusions on the book chapters included in this book with suggestions for further research opportunities and implications for the entrepreneurship discipline.

The ability to develop and manage effective networks is a crucial entrepreneurial competence, allowing entrepreneurs to share experiences, ideas and knowledge to improve business performance. Despite growing recognition of the value of networks and networking, there has been little comparative research performed to explore ways in which male and female entrepreneurs develop and utilise networks. This chapter considers the development and use of networks in technology-based sectors, seen as important for wealth and employment creation, where women represent an underutilised source of entrepreneurial potential. An enhanced understanding of the issues surrounding male and female venturing, particularly within this sector, could offer opportunities to identify how levels of both genders’ entrepreneurial engagement might be increased. Also, if, for example, research identified that men and/or women network in ways which could limit enterprise development, this is of importance at both the micro and wider macro-policy levels. A qualitative methodology is used to explore the nature and dynamics of male and female entrepreneurial networks. Discussion of the findings focuses on the aspects of network quality where it has the potential to impact upon its value to the entrepreneur and his/her business. Patterns identified in the networks developed by male and female entrepreneurs are explored, and implications for policy and practice are considered.

Encouraging technology-based entrepreneurship is central to the policy agendas of governmental and non-governmental economic development agencies in many industrialised and newly industrialising countries. Entrepreneurs are central to venture creation and evidence indicates that, following secondary and, typically, tertiary education, most work for one or more employers prior to establishing a technology-based venture on their own or with others. As a result of this ‘entrepreneurial apprenticeship’ many technology entrepreneurs establish businesses in their mid-to-late 30s. Developing a thorough understanding of product/service markets and devising strategies to access, serve and support customers are major challenges for founders of technology-based businesses. Ventures established by individuals or groups with relevant commercial experience benefit from the know-how and networks of their founders. This chapter explores the role of university business plan competitions in stimulating entrepreneurial activity and technology transfer from two universities in Northern Ireland by focusing on entrants in the 2007 £25k Enterprise Award Scheme business planning competition. Such initiatives tend to attract students/recent graduates and members of university staff and raise the question as to how such teams develop commercially robust ventures, given that, on the face of it, most have little or no commercial experience. Based on analysis of the business plans of the top 10 ventures from the 2007 competition this chapter explores characteristics of the entrepreneurial teams, their choice of product/service offerings and aspects of the markets they target.

The demand for including enterprise in the education system, at all levels and for all pupils is now a global phenomenon. Within this context, the use of competitions and competitive learning activities is presented as a popular and effective vehicle for learning. The purpose of this chapter is to illustrate how a realist method of enquiry – which utilises theory as the unit of analysis – can shed new light on the assumed and unintended outcomes of enterprise education competitions. The case developed here is that there are inherent flaws in assuming that competitions will ‘work’ in the ways set out in policy and guidance. Some of the most prevalent stated outcomes – that competitions will motivate and reward young people, that they will enable the development of entrepreneurial skills, and that learners will be inspired by their peers – are challenged by theory from psychology and education. The issue at stake is that the expansion of enterprise education policy into primary and secondary education increases the likelihood that more learners will be sheep dipped in competitions, and competitive activities, without a clear recognition of the potential unintended effects. In this chapter, we employ a realist-informed approach to critically evaluate the theoretical basis that underpins the use of competitions and competitive learning activities in school-based enterprise education. We believe that our findings and subsequent recommendations will provide those who promote and practice the use of competitions with a richer, more sophisticated picture of the potential flaws within such activities.