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This study aims to answer two questions: (a) what obstacles and opportunities do Chinese female entrepreneurs face when doing business? And (b) how do they negotiate their entrepreneurial careers and gender identities in different gender-segregated markets?

This study uses qualitative research methods of participant observation and in-depth interviews with 41 female entrepreneurs in China and the theoretical lenses of gender role theory and doing gender in entrepreneurship.

The study findings reveal that Chinese female entrepreneurs face different obstacles and opportunities in gender-segregated industries. Their experiences vary in industries that are mainly occupied by males and females. On the one hand, women in female-dominated industries may be supported by a feminine working environment that is coherent with their domestic roles. However, they may also be questioned on the cultural impurity implied in some industries, which harms their class-based feminine virtue. On the other hand, women in male-dominated industries may be challenged and marginalized due to their gender. However, some find ways to turn the disadvantaged feminine characters into favourable conditions and break out of the stereotypical gender constraints in doing business.

This study contributes to the literature on gender and entrepreneurship in general. More specifically, it contributes to the study of doing gender in gender-segregated markets, and it also illustrates women’s gendered opportunities and constraints in Chinese society that are affected by the long-lasting traditional gender norms.

Introduction: The effectiveness of management faculty members depends on several factors, including self-efficacy. Albert Bandura coined the term ‘self-efficacy’, defined as ‘the capacity to do things as per one’s ability’ – the self-belief that one ‘can-do’ something.

Purpose: The study aims to discuss the effects of high and low degrees of self-efficacy. Faculty members with high-order competencies achieve higher positions, whereas those with low self-efficacy will generally have less self-belief in achieving success, translating into not progressing either at all or as quickly. There exists a need to study the levels of self-efficacy among faculty members to determine issues that create skill gaps and lead to both high and low efficacy. For better general performance, all faculty members should have high degrees of self-efficacy as it leads to high enthusiasm, increased commitment, and a capacity to dilute and address a range of challenges.

Methodology: This chapter falls under the category of a review paper. As different papers/studies have been reviewed and compared in this study, it does not need to conform to any particular methodology.

Findings: Various findings and practical implications shall be discussed in this chapter regarding self-efficacy among management faculty members. To improve youth’s future abilities by 2030, teachers ought to have higher levels of self-efficacy. Self-efficacy is imperative in accomplishing objectives, achieving results, and accomplishing educational difficulties in instructing understudies (Tumkaya, 2020).