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1 – 10 of 816Sally Jones and Sarah Underwood
The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship…
Abstract
Purpose
The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy.
Design/methodology/approach
The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy.
Findings
By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom.
Practical implications
The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education.
Originality/value
The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.
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Robert Smith, Sara Nadin and Sally Jones
This paper aims to examine the concepts of gendered, entrepreneurial identity and fetishism through an analysis of images of Barbie entrepreneur. It draws on the literature of…
Abstract
Purpose
This paper aims to examine the concepts of gendered, entrepreneurial identity and fetishism through an analysis of images of Barbie entrepreneur. It draws on the literature of entrepreneurial identity and fetishism to examine how such identity is socially constructed from childhood and how exposure to such dolls can shape and influence perceptions of entrepreneurial identity.
Design/methodology/approach
Using semiotic analysis the authors conduct a visual analysis of the Barbie to make observations and inferences on gendered entrepreneurial identity and fetishism from the dolls and artifacts.
Findings
The gendered images of Barbie dolls were influenced by societal perceptions of what an entrepreneur should look like, reflecting the fetishisation of entrepreneurship, especially for women. Mirroring and exaggerating gendered perceptions, the dolls express hyper-femininity reflected in both the physical embodiment of the doll and their adornments/accessories. This includes handbags, high-heeled shoes, short skirts, haute-couture and designer clothes. Such items and the dolls themselves become fetishised objects, making context and culture of vital importance.
Research limitations/implications
There are positive and negative implications in relation to how the authors might, as a society, present unrealistic gendered images and role models of entrepreneurship to children. The obvious limitation is that the methodology limits what can be said or understood, albeit the imagery mirrors socially constructed reality for the context examined.
Originality/value
This is original research in that no previous published studies have tackled gendered entrepreneurial identity in relation to fetishism. The value of the work lies in discussing the concepts and embeds them in the expanding conversation surrounding gendered entrepreneurial identities.
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Sally Jones and Jan P. Warhuus
The purpose of this paper is to investigate the social construction of gendered subjects in entrepreneurship education (EEd), through the analysis of course descriptions. For this…
Abstract
Purpose
The purpose of this paper is to investigate the social construction of gendered subjects in entrepreneurship education (EEd), through the analysis of course descriptions. For this purpose, the analytical constructs of the Fictive Student and the Fictive Entrepreneur are developed.
Design/methodology/approach
Through analysis of 86 course descriptions from 81 universities in 21 countries, this study examines the degree to which course descriptions use gendered language, how such language constructs gendered subjects, and the resultant implications.
Findings
This paper finds that course descriptions are predominantly, but not exclusively, masculine in their language. More importantly, the distribution of feminine and masculine language is uneven across course descriptions. Context variables such as regional or national culture differences do not explain this distribution. Instead, the phenomenon is explained by course content/type; whereby practice-based entrepreneurship courses are highly masculine, compared to traditional academic courses, where students learn about entrepreneurship as a social phenomenon.
Practical implications
Universities and educators have not taken into account recent research about the real and possible negative consequences of positioning entrepreneurship in a stereotypical, masculinized fashion. This may offer an inexpensive opportunity to improve recruitment and description accuracy.
Originality/value
The paper’s contribution is fourfold. First, it contributes to debates on the gendering of entrepreneurship by extending these into EEd. Second, it extends Sarasvathy’s (2004) concern with barriers to, rather than incentives for, entrepreneurship to include EEd. Third, it contributes to the emerging literature on entrepreneurship as practice, by highlighting the masculization of EEd, as it gets closer to practice and the role of language in this. Finally, it highlights the gendered implications of English medium courses.
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Sam Zisuh Njinyah, Sally Jones, Ali Alsiehemy and Bader Aldawaish
Access to finance and corruption are two major institutional obstacles hindering firm innovation in Africa whose implication on the fit between managerial characteristics and firm…
Abstract
Purpose
Access to finance and corruption are two major institutional obstacles hindering firm innovation in Africa whose implication on the fit between managerial characteristics and firm innovation has not been examined. The purpose of this paper is to examine whether firms may want to hire managers with a good fit when faced with institutional constraints and the authors suggest managerial level of education and experience within an industry could play a vital role in helping such firms innovate.
Design/methodology/approach
Secondary data was obtained from the World Bank Enterprise Survey on 17 African countries and a series of hierarchical regression analyses were conducted to achieve the aim of the research.
Findings
The findings show that while managers with primary and secondary education had a negative relationship with firm innovation (product and process), managers with a university degree had a positive relationship. This relationship was also confirmed when the authors’ split the full sample into two sub-samples (the firms that are institutionally constrained by access to finance and corruption) and therefore confirm the institutional implications of managers fit for firm’s innovation.
Originality/value
While research on the effect of management characteristics on firm innovation has focused more on large firms and mostly from developed economies testing both direct and mediation effects, little research exists as to whether the institutional obstacles faced by small firms could influence the type of managers required to drive their innovation.
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Elin Kubberød, Sally Jones and Inger Beate Pettersen
The influence of gender on high-tech entrepreneurship is of growing interest worldwide, as scholars argue that women face gendered barriers specific to this field. Although some…
Abstract
Purpose
The influence of gender on high-tech entrepreneurship is of growing interest worldwide, as scholars argue that women face gendered barriers specific to this field. Although some gender-focussed research exists on the interplay of context and entrepreneurial learning, these issues have yet to be intensively studied, and the research aims to address this gap.
Design/methodology/approach
The research draws upon empirical evidence from the entrepreneurial learning of nine women opportunity entrepreneurs in the high-technology sector in Norway. It employs a qualitative phenomenological approach, with retrospective and in-depth interviews to capture and analyse the entrepreneurs' lived experiences and learning histories.
Findings
The entrepreneurs in this study highlight gendered learning experiences, leading them to make conscious and strategic decisions of both alignment and resistance to negotiate their enterprise in a highly masculine sector. Their prior learning histories of not belonging seem to underpin their preparedness for entrepreneurship in the sector. Counter to prevailing theorizing, not belonging is an enabling condition, allowing women entrepreneurs to subvert and challenge a highly masculinized context. This condition empowers them to mobilize their “otherness” to create change within their own ventures and make the rules on their own terms.
Originality/value
This interdisciplinary research deepens the understanding of the interplay between gender, entrepreneurial learning and context through the concept of belonging and extends theorization of the gendered dynamics in entrepreneurial learning histories. The paper proposes a framework of gendered entrepreneurial learning in a masculinized industry context, which highlights important implications for future gender and entrepreneurial learning research.
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Helle Neergaard, Sarah Robinson and Sally Jones
This paper introduces “pedagogical nudging” as a method, which can transform student dispositions and their perceived “fit” with the field of entrepreneurship. The authors…
Abstract
Purpose
This paper introduces “pedagogical nudging” as a method, which can transform student dispositions and their perceived “fit” with the field of entrepreneurship. The authors investigate what characterises the identity change process experienced by students when exposed to pedagogical nudging.
Design/methodology/approach
Using ethnography, the authors apply an experiential-explorative approach to collecting data. The authors collected 1,015 individual reflection logs from 145 students of which the authors sampled 290 for this paper combined with interviews, observational and documentary data.
Findings
Pedagogical nudging techniques help (1) expose and challenge the student habitus by planting footprints in the mind; (2) straddle the divide between student and nascent entrepreneur by enabling them to recognise and experiment with an entrepreneurial habitus and (3) figuratively learn to climb the entrepreneurial tree by embracing an entrepreneurial habitus. In the first step, the authors use the interventions as cognitive means of influencing (pedagogical nudging). In the second, students participate in an iterative meaning-making process through reflection. In the third, they internalise the “new” entrepreneurial habitus—or discard it.
Research limitations/implications
The authors extend existing knowledge about the effect of particular kinds of pedagogies in entrepreneurship teaching, and how these can support enterprising behaviour. The authors demonstrate how an exploration of the inner self, identity and beliefs develops the capacity for students to re-shape future outcomes and create value.
Practical implications
By using nudging pedagogies, educators can support students to develop new ways of acknowledging and coping with transformative learning.
Originality/value
The research documents how it is possible to 'nudge' our students towards more entrepreneurial behaviours.
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Sam Njinyah, Simplice Asongu and Sally Jones
Africa is becoming the fastest-growing continent despite significant challenges to accessing finance and the use of technology. This paper aims to examine the direct effect of…
Abstract
Purpose
Africa is becoming the fastest-growing continent despite significant challenges to accessing finance and the use of technology. This paper aims to examine the direct effect of mobile money adoption on firm performance and its moderation effect by examining how it moderates the effect of access to finance on firm performance.
Design/methodology/approach
Quantitative data were obtained from the World Bank Enterprise Survey for Cameroon, Ivory Coast and Zimbabwe. A series of hierarchical regression analyses were done to test the hypotheses.
Findings
The main findings show a negative significant relationship between mobile money adoption and firm performance, while access to finance had a positive relationship. The moderation effect though positive was not significant. Research examining the effect of mobile money adoption in Africa on firm performance is limited, and existing studies have focused on the determinants of mobile money usage. By examining the direct and contingency effect on other determinants of firm performance, this research makes both theoretical and practical contributions. Theoretically, this research shows that not all strategic resources are valuable in improving firm performance. Practically, this research provides insights into how technology could be embedded into business processes for firms to benefit from such technology.
Originality/value
This research has complemented by the extant literature by assessing the role of mobile money adoption in moderating the influence of access to finance on firm performance.
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In the spring of 1982, I published an article in Reference Services Review on marketing libraries and information services. The article covered available literature on that topic…
Abstract
In the spring of 1982, I published an article in Reference Services Review on marketing libraries and information services. The article covered available literature on that topic from 1970 through part of 1981, the time period immediately following Kotler and Levy's significant and frequently cited article in the January 1969 issue of the Journal of Marketing, which was first to suggest the idea of marketing nonprofit organizations. The article published here is intended to update the earlier work in RSR and will cover the literature of marketing public, academic, special, and school libraries from 1982 to the present.
Marjana Johansson and Sally Jones
In this chapter, we explore classed and gendered identities through feminist duoethnography and memory work. In so doing, we write of and for a place where we no longer live, but…
Abstract
In this chapter, we explore classed and gendered identities through feminist duoethnography and memory work. In so doing, we write of and for a place where we no longer live, but which part of us will always inhabit and be inhabited by. Beyond geographical parameters, this place is deeply embedded in us and resides in the past. Being women academics of working-class backgrounds, we have gradually learnt to navigate the once foreign world of academia. Adapting to it has included not always being candid about our background, but in this text we foreground our histories, which ultimately have a bearing on our identities, our politics and our writing. We argue for the value of remembering past events as a source of knowledge which is personal yet social, as we present autobiographical reflections and excerpts of dialogue in which we explore our life and career trajectories. Our experiences, although felt to be subjective and private, are not entirely unique nor disconnected from historical, cultural and political circumstances. The chapter shows a way to explore past and present experiences, and to exercise a way of writing that seeks to capture the richness, contradictions and intersubjective nature of ongoing interpretations of those experiences. We also reflect on how our approach might enrich our understanding of class and gender in academia, and what kind of knowledge it might furnish us with. Above all, we want to acknowledge the value of the knowledge of those, who in various ways, come from ‘other places’.
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