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Entrepreneurship is shaped by a male norm, which has been widely demonstrated in qualitative studies. The authors strive to complement these methods by a quantitative approach. First, gender role stereotypes were measured in entrepreneurship. Second, the explicit notions of participants were captured when they described entrepreneurs. Therefore, this paper aims to revisit gender role stereotypes among young adults.

To measure stereotyping, participants were asked to describe entrepreneurs in general and either women or men in general. The Schein Descriptive Index (SDI) for characterization was used. Following the procedures of Schein (1975), intra-class-correlation was calculated as a measure of congruence. This approach was complemented by controlling explicit notions, i.e. the image that participants had when describing entrepreneurs.

The images of men and entrepreneurs show a high and significant congruence (r = 0.803), mostly in those adjectives that are untypical for men and entrepreneurs. The congruence of women and entrepreneurs was low (r = 0.152) and insignificant. Contrary to the participants’ beliefs, their explicit notions did not have any effect on measures of congruence. However, young adults who knew business owners in their surroundings rated the congruence of women and entrepreneurs significantly higher (r = 0.272) than average.

This study is unique in combining “implicit” stereotypes and explicit notions. It demonstrates that gender stereotypes in entrepreneurship are powerful. The image of the entrepreneur remains male, independent of explicit notions. As young adults who knew business owners in their surroundings rated the congruence of women and entrepreneurs higher, this could be a starting point for education programmes.

Opportunity recognition (OR) is a key factor in the entrepreneurial process. The purpose of the paper is to elaborate on whether OR, such as related to internationalization strategies, by/in family businesses differs from OR by other companies or individuals, and if yes, to what extent.

Taking a conceptual perspective, the authors combine OR and family business knowledge to develop propositions on how family entrepreneurs recognize opportunities.

The authors develop three propositions about OR in entrepreneurial families. Specifically, they suggest that storytelling strengthens OR in family businesses and helps to hold on to tacit opportunities. They also address their special human capital resources. These advantages together with their long-term orientation lead to the proposition that family businesses are more likely to recognize opportunities than non-family businesses.

These findings contribute to an increased understanding of the role of OR in family business research and offer an operational base for future quantitative and qualitative studies.

The insights in this paper are valuable for practitioners and policymakers as well. Practitioners will get feedback on their own family business management by reflecting on the findings reported and will be able to put the theses into a wider context. Politicians wishing to support family businesses need to understand the specifics of this entrepreneurial process to create good conditions for their development and sustainability.

This conceptual paper marries the two parallel “streams” of theory and practice of entrepreneurship and family business.

The purpose of this paper is to direct attention to recent research on women’s entrepreneurship with a focus on university education. A literature review and a summary of authors’ selected papers provide both a context for and an introduction to the articles in this special issue.

This introduction provides an overview of the literature on female entrepreneurship with specific reference to the context of university education. Searches on Web of Science and in this journal were conducted to provide a systematic overview of the area of research. This introductory article ends with a set of propositions for future research engagement.

This paper finds that the quantum of past research endeavours remains limited despite the growing significance of the subject. This paper also finds that developing a focused approach that is based on a female ontology of entrepreneurship, and one that identifies specific contexts, and appropriate methodological considerations that enable enquiry at different levels, are of value to future research. This paper offers four different propositions that address key areas or fields of entrepreneurship research.

This paper provides a unique set of propositions together with a framework which helps to both explore new knowledge creation and locate new research within the main fields of entrepreneurship while providing room for extending those fields.

This overview provides a framework for universities and policymakers to enable them to take into consideration the critical issues of entrepreneurship in general, and female entrepreneurship in particular, when developing programmes and tools for university education.

This paper provides a summary of the trends in research on women’s entrepreneurship with reference to university education. This leads to the development of a set of propositions and a framework for identifying and exploring new research questions that need to be addressed to close important research gaps in the field of entrepreneurship.

This paper – one of only a few examples – aims to conduct a cross‐national research into innovative teaching approaches in entrepreneurship in France and Germany.

The paper is based on two cross‐cultural cases and reflects on the experiences of two innovative teaching approaches in two European settings. The underlying aim of this investigation is to identify commonalities and differences between the approaches, establish learning between the different Higher Education institutions as well as to investigate the transferability of such approaches to other cultural environments.

This research has highlighted the importance of interdisciplinary learning in entrepreneurship research. Whereas, in the German case, management and other disciplines work together to create the example of the “practice firm”, in the French case entrepreneurship theories, network theories and cognitive science are brought together to create a new approach to learning about entrepreneurship. Both approaches highlight the importance of the personal development of the course participants by empowering the student to be proactive.

The paper builds on the early experiences with both the concept of the “practice firm” and the application of repertory grids in entrepreneurial pedagogy, which justifies the highly exploratory character of this research. More research is necessary to establish students' opinion about such innovative approaches, also on a cross‐national level.

The paper provides examples of effective practices for encouraging entrepreneurial thinking in the classroom. More such comparative work is necessary on a European, but also on a wider international, scale to encourage learning, in particular for those involved in teaching entrepreneurship, but also for policy makers who are looking for new ways to stimulate entrepreneurial thinking.

The paper is innovative as it compares and contrasts two innovative approaches to teaching entrepreneurship in two European countries and hence fills a gap in the literature.

This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this.

A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study.

The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences.

The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

The purpose of this study is to account for gender gaps owing to a lack of education and training. Gender gaps pervade human activity. But little is known about forces reshaping gaps across career phases, from education to running a business. Such gaps may accumulate over one’s entrepreneurial career and widen or narrow due both to environmental forces that reconfigure the gap across career phases and to the gendering of competencies and benefits from education and training.

A representative sample of 110,689 adults around the world was surveyed in the Global Entrepreneurship Monitor. Gender-related effects were ascertained by odds ratios estimated by hierarchical modelling, controlling for country and attributes of individuals.

Education and entrepreneurial training, both during and after formal schooling, are highly beneficial in developing competencies and during career phases – i.e. intending to start a business, starting a business, and running a business. Early gaps in human capital are reproduced as gaps in careers, and continuous disadvantages in the environment repeatedly widen gaps throughout a person’s entrepreneurial career. That said, gender gaps are reduced slightly over time as women gain greater benefit from training than men.

The cumulative effects of early gender gaps in education and training call for research on gendered learning, and recurrent gender effects across career phases call for research on gendering in micro-level contexts such as networks and macro-level contexts such as institutions.

Understanding the gendering of human capital and careers has implications for policy and education aimed at developing human resources, especially for mobilising women. The finding that women gain greater benefit than men from training is informative for policies that foster gender equality and empower women pursuing careers.

Conceptualising the entrepreneurial career as a sequence of several stages enables the assessment of gender gaps owing to initial disadvantages in education and to recurrent disadvantages on the career path.

The purpose of this paper is to look at how results from a large-scale study can be understood in the context of contemporary gender and entrepreneurship research.

This study is inspired by a mixed methods methodology. To gain a qualitative understanding of the general patterns in a large-scale study, research results in articles from the International Journal of Gender and Entrepreneurship (IJGE) were used. To make such a heterogeneous research field as appears in IJGE comparable, a model was created that helped us to focus our attention when reading the articles. The core of each article was identified.

The categorisation of the articles in IJGE resulted in three perspectives: liberal, functional and structural. The liberal and functional perspectives improved our understanding only partially because these perspectives usually focused on a certain aspect in the society. The structural perspective more readily lent itself for interpretation of our large-scale results.

The dissonance between our perspective and the perspective of others has been a challenge; it has been a delicate task.

This could be a way to improve communication of research not only within a perspective, but also between perspectives. It is important that scholarly journals provide the possibility to express different perspectives on, as in this example, gender and entrepreneurship.

The purpose of this paper is to promote better understanding of different women entrepreneurs and self-employed women with regard to their educational level and field of study. Foremost, the aim is providing detailed knowledge about the phenomenon of women self-employed chemists in R & D sectors and throwing light not only on the single women but also on the general conditions they are working in and their opportunities to get ahead.

The interdisciplinary research team followed an integrated research approach and combined qualitative with quantitative methods. By focussing on motives and causes of women self-employed chemists, this paper refers to the findings of two sub-studies, an online survey on self-employed (female and male) chemists in Germany and a qualitative study on the basis of biographical interviews tracing the professional biographies of women self-employed chemists. Moreover, the findings are analysed based on other sub-studies, like the analysis of the (start-up) conditions within the chemical industry and a discourse analysis of a well-known chemical periodical.

It was found that the differences between female and male chemists turning self-employed or starting a business are less pronounced than the differences between male and female founders, in general. Research demonstrates that women chemists do have high qualifications and if they become entrepreneurs, the main cause for that is escaping their organisational employment. Being entrepreneurially active, women chemists might work more satisfactorily, at least they are able to surround the glass ceiling.

This paper seeks to fill the gap of limited in-depth information on knowledge about female entrepreneurs and self-employed women with an academic background in chemistry. Focussing on one single field of study and profession of female entrepreneurs is, in that way, unique, as the research has looked on professionals who are not predestined for entry in entrepreneurship.

The purpose of this paper is to provide an overview of family entrepreneurship and internationalization strategies by discussing the papers in this special journal issue.

The main research areas related to family business are discussed in terms of socioemotional wealth and societal trends. A review of the literature is conducted to highlight the emerging themes affecting the decision of family businesses to internationalize.

The paper stresses how it is important to have an entrepreneurial approach to internationalization of family businesses.

As more family businesses are born globals, it is important to focus on the positive aspects of internationalization, including emerging markets and gaining important entrepreneurial knowledge.

Family businesses need to be more innovative and risk-taking in their approach to internationalization as it helps them build their reputation and increase performance.

As there are limited studies about family entrepreneurship and internationalization in terms of a broad view of family, this paper takes an inclusive approach to the changing nature of how a family is defined in today’s global society.

The purpose of this paper is to introduce the special issue by positioning and examining some of the key issues, tensions and challenges in graduate entrepreneurship in the developing world.

The paper recognises the complexity and diversity of approaches considered by the different authors, highlighting a range of issues and challenges in their contributions. The paper is divided into the following sections: entrepreneurial intentions, attitudes and motivations; the role of higher education; and contextual cases, opportunities and challenges in graduate entrepreneurship.

The paper suggests that there is a lack of research in the field of graduate entrepreneurship in the developing world, and that further research in developing countries may help to understand and shed light on the issues evolving around graduate entrepreneurial intentions, business start‐up and education. Some preliminary themes emerge from research included in this special issue. First, entrepreneurial intentions seem to be higher in developing countries when compared with developed ones. Second, economic and institutional frameworks tend to be unfavourable to entrepreneurial activity. As in developed countries, entrepreneurship seems to be experiencing an upsurge. This could be a tremendously powerful force to accelerate economic growth and development. In this sense, higher education in general, and entrepreneurship education in particular, may be key instruments to help promote entrepreneurial activity.

The paper provides an insight into entrepreneurial intentions and related education and training in developing countries. This should be of interest to researchers, policy‐makers, and higher education institutions.