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Microsoft PowerPoint is a powerful, yet often underutilized, orchestration tool for learning. While its most common use may be no more powerful or effective than an overhead projector, the multimedia capabilities of the software open up powerful means to connect with diverse learners in the classroom. In this piece, we explore how PowerPoint can be used in ways that connect with Universal Design for Learning principles and make teacher and student presentations more engaging and effective. We offer several concrete examples of “thinking outside the slide” to leverage the unique potential of PowerPoint in the classroom.

The purpose of this paper is to explore the hypothesis that the female-owned university spin-off organizations (USOs) have a similar resource endowment and, as a consequence, growth rates similar to the male-owned USOs.

A unique and original longitudinal data set, which is an unbalanced panel, consisting of 120 Spanish USOs over the period 2001-2010 has been constructed. The methodology includes the analysis of mean differences (t-test) and dynamic panel data models.

The results confirmed that there are no gender differences in either the firms’ initial resource endowment or in the preference for industries. There is no gender effect on the USOs’ growth, but the initial endowment resources matter. Thus the financial, human and technological resources have a positive effect on the USOs’ growth. This evidence suggests that the USOs’ context may mitigate the initial resource endowment of the female-owned firms and their preferences for traditional industries, showing similar rates of growth than male-owned USOs.

Owners’ gender has been used as a proxy for founders’ gender. Also, only USOs included in the SABI database have been considered as part of the sample; the significant number of USOs that did not reveal information about their owners have been discarded.

It is important to continue supporting academic entrepreneurship, as in the university context, firm growth is not affected by gender differences. However, given that the percentage of female owners in university entrepreneurship is still lower compared to entrepreneurship in general, the universities’ entrepreneur programmes targeting women must adopt a gendered perspective.

Literature on USOs has traditionally analyzed the firm-specific characteristics that impact their growth without considering the influence of the owners’ gender. In this paper, an attempt to fill this gap has been made using a sample of 120 Spanish USOs and by applying the dynamic panel data methodology. In particular, it has been argued that the university context from which USOs emerge allows female-owned USOs to have a similar resource endowment and, as a consequence, a similar growth when compared to male-owned USOs.