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The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

This chapter critiques the forceful institutionalization of gender mainstreaming into development programs.

The data was generated from literature review and a research-based case study of the World Bank’s Community-Based Rural Development Projects in a Ghanaian township using ethnographic research methods such as participant-observation, focus group discussion, and individual interviews.

Our study found that gender mainstreaming has become popular, with the majority of international development agencies, such as The World Bank, AusAID, USAID, and the UNDP, adopting it as an overarching framework for developing and delivering their programs and services. The concept has also made its way into government policies globally over the past decade and has a strong influence on aid projects, even on gender-neutral programs. Our ethnographic research revealed that it is problematic to simply use gender mainstreaming as a policy initiative. The research case study presented showed that, in their quest to involve women in decision-making processes in rural localities, officials who implemented the CBRDP targeted women, although improving gender equality (through the process of gender mainstreaming) was not an objective of the CBRDP project per se. As a result, the project was jeopardized, some local people misconceptualized the CBRDP as a “women’s empowerment initiative,” leading to apathy on the part of men, some of whom resented the CBRDP by preventing their wives and daughters from participating in it, ultimately causing a negative outcome.

We seek to alert international development organizations and practitioners that implementing gender mainstreaming programs and policies without considering local conditions and social relationships will fail to deliver the desired outcomes for the intended beneficiaries.

Entrepreneurial education in higher education has emphasized following the prospect of entrepreneurship as one of the determinants of countries' economic growth. Therefore, it is considered necessary to assess how the current education system and learning orientation improve student's motivation to become entrepreneurs. This study evaluates all indicators included in the variables of entrepreneurial education, learning orientation, and entrepreneurship intention. While the curriculum represents entrepreneurial education, teaching method, educator competencies, and university support system, learning orientation consists of learning commitment, knowledge sharing capability, critical thinking, and vision sharing, and entrepreneurship intention are measured by abilities in writing a business plan, generating business ideas, identifying business opportunities, and innovation and business startup. The data was harvested from questionnaires completed by 123 entrepreneurship program students and was processed using PLS. This study finds that (1) curriculum significantly influences student's learning commitment and business plan writing ability, (2) teaching method influences individual knowledge sharing and business idea generation ability, (3) educator competencies do not significantly affect students critical thinking and ability to identify a business opportunity, but critical thinking influences their skill in identifying business opportunities, (4) university support system does not significantly influence student intention to innovate and start new businesses, but it significantly affects their ability to share their visions, and the ability significantly influences their intention to innovate and start new businesses.

Employees have gained increased flexibility in organizing their work in time and space, that is boundaryless work. Managing the boundaries between work and personal life would seem to be crucial if one is to psychologically detach from work during leisure in order to unwind and get sufficient sleep. Drawing from a sample of Swedish professional workers (N = 3,846), a theoretical model was proposed testing the inter-relationships between boundaryless work in time and space, weekly work hours, psychological detachment, sleeping problems and sleep duration using a structural equation modelling (SEM) analysis. Findings showed that working boundlessly in time, that is spread out during the working day and week, was directly associated with both long weekly work hours and lack of psychological detachment. In contrast, working boundlessly in space, that is at several different places, was inversely associated with weekly work hours and had no association with psychological detachment. Psychological detachment, in turn, was directly associated with sleeping problems and inversely associated with sleep duration. Sleeping problems were inversely associated with sleep duration. Employees with long weekly work hours had a low degree of sleeping problems. There was also no association between long weekly work hours and sleep duration. These findings contradict earlier research, however, we interpret these findings as that if one works a great deal but is able to mentally detach from work-related feelings and thoughts during free time, then sleep will not be hampered because perseverative cognitions associated with prolonged biological activation will have been interrupted. As such, psychological detachment can be regarded as the mechanism that mediates the relationships between working ‘anytime’ and long weekly work hours, and sleep. It was concluded working boundlessly in time increases the likelihood for long weekly work hours and lack of psychological detachment. Hence, employees working ‘anytime – all the time’ run the risk of ‘always being on’ resulting in disturbed sleep.

Since its launch in 2005, YouTube has provided a unique platform for users worldwide to share and engage with content, leading to a rise in user-generated content (UGC), especially among youth. One of the most prevalent, yet under-explored, subgenres of UGC is the user-generated music video, where users integrate music and images with an element of performance or narrative; the current research deploys longitudinal analysis to describe the trends in youth-created music videos and how these trends have evolved in the early years of YouTube. Using a sample of 100 youth-created user-generated music videos uploaded to YouTube in 2007 and 2013, the authors investigate trends in production strategies, narrative content, and demographics. Compared to videos posted in 2007, youth-created music videos posted in 2013 featured more complicated editing techniques, less linear narratives, younger actors, more women, and were more likely to celebrate the self, mimicking the recent emergence of “selfie culture.” These findings are discussed with respect to YouTube’s role in reducing barriers to entry and providing a virtual space for youth-oriented content communities that thrive on engagement and social networking as strategies of identity development.