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NEJE Editors interview Cindi Bigelow: director of activities at Bigelow Tea

Understanding the factors that influence entrepreneurs throughout the entrepreneurial process has been a vital topic of entrepreneurial research. Despite societal changes, male entrepreneurs still outnumber females. The purpose of this paper is to develop a greater grasp on the factors that contribute to this phenomenon.

Utilizing social dominance theory and social cognition theory, the authors suggest that a female entrepreneur’s social dominance orientation (SDO) and mentorship experiences will influence her social and conventional entrepreneurial intention.

The authors’ theorizing suggests SDO can lower entrepreneurial self-efficacy which in turn can lower conventional entrepreneurial intentions but increase social intentions in some women. However, if the entrepreneur has mentoring, the effect could be dissipated.

This paper is one of the first to examine the impact of SDO on entrepreneurial intentions, and builds on the work of other scholars.

The aim of this paper is to investigate how social media use (SMU) affects the entrepreneurial orientation (EO) and entrepreneurial opportunities (EOP) of start-ups.

The hypothesis testing and analysis were conducted using the partial least squares approach to structural equation modeling (PLS-SEM).

The research shows that SMU has a strong positive impact on EOP, while it has no impact on start-ups' EO. Interestingly, the impact of SMU on EOP is stronger than the impact of EO on EOP.

The findings add new knowledge to the emerging research stream that focuses on SMU in the context of entrepreneurship and provides useful insights for both scholars and practitioners. In particular, the evidence suggests implications for stakeholders with regard to their firms' entrepreneurial activities. This research offers several possible avenues for future research.

Although the importance of teamwork competencies and effective conflict management in entrepreneurship education is recognised, we have limited knowledge of how these factors interact to influence performance in entrepreneurial teams. This research explores teamwork competencies as a predictor of entrepreneurial team performance and the moderating effect of emerging cognitive and interpersonal team conflict as levers in entrepreneurship learning.

A time-lagged survey method was used to collect data from 49 teams (156 individuals) of undergraduate students in an experiential new venture creation course. A predictive model of entrepreneurial team performance through hierarchical regression analyses and moderated-moderation analyses was tested.

Results reveal that teamwork competencies have a significant and direct influence on entrepreneurial team performance and that intragroup conflict strengthens that relationship when high levels of cognitive conflict and low levels of interpersonal conflict emerge.

The findings have implications for the design of entrepreneurial training programs, which will benefit from interventions aimed at teamwork competency development that incorporate strategies promoting constructive cognitive conflict while preventing the emergence of interpersonal conflict.

This study is a step forward in entrepreneurship education research from the perspective of social and interpersonal processes by identifying the patterns of intra-team conflict that lead to more effective entrepreneurial teams and more productive use of teamwork competencies in a learning-by-doing entrepreneurial context.