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Contrasting Sweden and Tanzania, this paper aims to explore the experiences of women entrepreneurs affected by entrepreneurialism. This study discusses the impact on their position in society and on their ability to take feminist action.

This paper analysed interviews conducted in the two countries over 15 years, using a holistic perspective on context, including its gendered dimensions.

The results amount to a critique of entrepreneurialism. Women in Sweden did not experience much gain from entrepreneurship, while in Tanzania results were mixed. Entrepreneurialism seems unable to improve the situation for women in the relatively well-functioning economies in the global north, where it was designed.

In mainstream entrepreneurship studies, there is a focus on the institutional context. From the analysis, it is apparent that equal attention must be given to the social and spatial contexts, as they may have severe material and economic consequences for entrepreneurs and entrepreneurship. The paper raises questions for further studies on the gendering of markets in different contexts, as well as questions on the urban-rural dimension.

In Sweden, marketisation of welfare services led to more women-owned businesses, but the position of women did not improve. The results strongly convey the need for a careful analysis of the pre-existing context, before initiating reforms.

The paper adds to the understanding of context in entrepreneurship studies: Africa is largely an underexplored continent and contrasting North and South is an underexplored methodological approach. This paper further extends and develops the model of gendered contexts developed by Welter et al. (2014).

The purpose of this study is to investigate the relationship between being an inclusive city and branding oneself as such, as more cities adopt the inclusive city concept as part of their brand identity.

This paper builds theory by introducing a typology that categorizes cities based on their level of inclusion and degree of branding, supplemented by an analysis of the branding practices and identities. Integrating the literature on inclusive city and city branding, with a specific focus on the inherent conflict between their sharing and competing attributes, this research postulates that a city may choose to engage in being inclusive and branding itself as such in various ways depending on its dominant motivations of altruism or entrepreneurialism.

Four distinct types of inclusive city branding are identified: inclusion ambassadors (high inclusion and high branding); innate champions (high inclusion and low branding); façade marketers (low inclusion and high branding); and silent segregators (low inclusion and low branding). Furthermore, it underscores that inclusive city branding is shaped by the interplay of entrepreneurialism and altruism, not just a city’s inclusion. Different branding practices, such as media-generated images, narratives and events, are emphasized when entrepreneurialism is the primary motivation, whereas iconic architecture buildings, flagship projects and long-term policies are more associated with altruism.

This study develops a typology to unravel the paradoxical aspects of inclusive city branding. Examining the intersection of city branding motivations and practices enriches existing literature. Moreover, its findings offer valuable insights for cities grappling with the implementation of contentious inclusive branding strategies, thereby bridging theory with practical applications.

The purpose of this paper is to discuss the need for universities to develop an entrepreneurial culture and assess higher education practitioners’ opinions of the culture of the university they are working in.

The research provides empirical data collected through a survey instrument originally used for a PhD research study; however, this paper focuses on the question set related to culture, which was based on the organisational culture model presented by Quinn in 1988.

The findings indicate that a number of respondents reported from a heterogeneous population of higher education institutes predominantly responded they were working within a hierarchy cultural type with many reporting a market cultural type. While respondents from a homogeneous group from a single university reported in the main they were working in a market-driven cultural type with the next main category being a clan culture.

The study population reported in the main that there is predominantly a market culture in UK universities. However, this research has focussed entirely on respondents working within the UK HE sector, thus, has ignored potential differences that could be present within the global HE emerging markets.

The paper strengthens understanding of the critical importance of innovation and entrepreneurship in universities. Students, scholars, HE policy makers and HE practitioners can gather a range of insights pointed at university culture and rest assured in the main they are market focussed.

Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by examining the multifaceted entrepreneurial dimension of teacher leadership. It specifically focuses on providing a comprehensive profile of these leaders and assessing their perceived influence on teachers’ outcome, which are important for improving school performance.

A two-step clustering procedure was utilized to discern profiles of teacher leaders’ entrepreneurial behaviours, sampling 586 participants in a teacher leader training program. To assess mean differences in relation to perceived influence on teacher outcomes (i.e. job satisfaction, intrateam trust and innovative teaching practices) among these clusters, two-way contingency table analysis and MANOVA were conducted.

We identified three teacher-leader profiles: congenial facilitators, champion-leaders and executors. Our findings reveal the unique strengths and weaknesses of each profile and their contributions to job satisfaction, intrateam trust and innovative teaching practices.

This study is innovative in its detailed examination of teacher leadership through the lens of Teacher Entrepreneurial Behaviour (TEB), providing new perspectives on the intricate relationships between teacher leaders' TEB and their perceived influences. This deeper insight emphasizes the important role of entrepreneurial behaviours within teacher leadership, suggesting new directions for further research and development in educational leadership practices.