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Entrepreneurship education has moved from an elitist view focussing on a start-up and picking-the-winners philosophy towards a broader enterprising behaviour approach; recognising entrepreneurship as an activity of relevance for everybody. The purpose of this paper is to extend this development and identify how university entrepreneurial ecosystems can be expanded to support communities that are under-represented in entrepreneurship.

Based on an integrative literature review (Torraco, 2005), this paper draws together and synthesises literature from the field of entrepreneurship, higher education studies and under-represented communities in an integrated fashion, leading to the development of a new conceptual model.

This paper challenges the traditional role of universities in supporting entrepreneurship as focussing mainly on economic growth and new venture creation, and identifies how universities are also positioned to provide greater civic support to entrepreneurial learning amongst under-represented communities. Through a critical analysis of the literature, the conceptual model proposed identifies six key considerations in the expansion of university entrepreneurial ecosystems for under-represented communities.

There are currently 96.6m people at risk of poverty and social exclusion in the EU (OECD, 2017) and an estimated 43.1m Americans (US Census Bureau, 2017). This paper explores how university entrepreneurial ecosystems can be expanded to support minority and disadvantaged communities who are under-represented in terms of entrepreneurial activity.

Given that there is little research regarding how universities might activate inclusive entrepreneurship initiatives amongst under-represented communities, this paper expands existing knowledge as it identifies the key considerations encompassing university-led community collaborative enterprise support.

The purpose of this paper is to investigate the Cyfenter Development Partnership action research programme primarily aimed at under‐represented entrepreneurs in Wales. The Welsh Assembly Government and the EQUAL initiative of the European Social Fund support the programme with the objective of informing and developing inclusive policies, strategies and practices within mainstream enterprise support.

The methodology used to identify the needs of under‐represented groups when establishing a business and barriers to the start‐up process has been action research, which combines both information gathering and facilitation of change.

The research data indicate that all under‐represented groups face similar challenges and issues and many experiences are not exclusive to any one particular group. Financial risk, lack of collateral and self‐finance were significant issues for the under‐represented groups.

Although the overall response rate of 12 per cent for the telephone and postal surveys was low, it was felt that the responses were sufficient for the study to proceed as further qualitative data gathering was undertaken.

Through the empowerment of excluded entrepreneurs, to express and suggest potential solutions, it is expected that policies and practices can be leveraged where enterprise support can become more relevant and appropriate for all. It is also expected that this will lead a greater number of under‐represented entrepreneurs to access mainstream enterprise support.

A key objective of the programme is to create and facilitate a platform for direct communication between under‐represented groups, policy makers and enterprise support provision, within a solutions‐oriented context.

The purpose of this study is to make strategic recommendations that benefit under-represented entrepreneurship (UE).

The approach toward suggesting the proposed strategic recommendations is conceptual in nature. Blumberg’s theory of nested level of resource structure and McPherson’s theory of homophily will be invoked.

Under-represented entrepreneurship would benefit from initiating key resource identification and acquisition at a meso-level, i.e. within one’s own community in the first place and engaging in community-based collaborative and collective entrepreneurship.

The proposed strategies have not been validated empirically.

The beneficial effects of implementing these strategies for UE will be felt in stages. First, communities will emerge as entrepreneurial as a whole. Subsequently, societal-level attribution of these communities as “entrepreneurial communities” will occur providing the necessary visibility and acceptance they would need to participate, contribute and get blended with more traditional entrepreneurship without distinction or prejudice.

A decade after the 2008 global financial crisis, economic growth is returning to many OECD countries and EU states. However, a “rising tide does not lift all boats” and there are currently 96.6 million people at risk of poverty and social exclusion in the EU (OECD, 2017). Addressing this concerning social situation, requires innovative approaches and it has been suggested that inclusive entrepreneurship may be part of the solution. Yet, many under-represented groups (in terms of entrepreneurial activity) face significant barriers to entrepreneurship. This research study identifies how Higher Education Institutions can utilise their multidisciplinary knowledge and expertise in partnership with government, industry and civil society to address the economic and social challenges within under-represented communities by engendering higher levels of enterprising behaviour. Emerging studies in the literature have demonstrated how some Higher Education Institutions are providing tailored and holistic enterprise support to under-represented groups in their communities. However, such initiatives are not common and there is little research on how other HEIs might replicate inclusive entrepreneurship initiatives. Through the presentation of a conceptual model, this chapter identifies how HEIs can move outside of their formal education setting and dynamically support the development of enterprising competencies and behaviours amongst people within their local communities. The findings highlight six key areas for consideration in such developments including: 1. Teaching and Learning; 2. Resources; 3. Infrastructure; 4. Multidisciplinary Approaches; 5. Stakeholders and 6. Culture. These findings highlight the requirements for impactful HEI-community engagement and suggest that HEI community engagement through entrepreneurial education is a novel way of adding value for both under-represented communities and HEIs.

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience. Participatory Pedagogy is predicated on repositioning participants as co-producers of knowledge by introducing them to important aspects of the research, providing a platform to foster expression and affording opportunities to co-shape the research process. Artful inquiry can take many different forms, but collage in particular has the capacity to bring new meanings to the surface even in well-researched fields, such as the student experience. In supporting a Participatory Pedagogy approach, collage can unpack powerful testimonies of personal experience. A practical application of this pairing is also presented based on research into the student experience. This gives readers an insight into how it can be applied to a study, what its limitations might be and especially how students, particularly those from under-represented backgrounds, can benefit from being involved.

This study aims to deepen our understanding of how inclusionary practices are used within organizations and how they satisfy specific inclusion needs.

We adopt a qualitative research design, reporting on data from semi-structured interviews conducted with 15 diversity and inclusion (D&I) directors/leads and using a thematic approach to analysis.

Our study expands understanding of inclusion practices, showing that they are not uniformly implemented and that practices may satisfy both needs to belong and differences valued, with interviewees prioritizing belonging. Well-being and career development are seen as important inclusion practices demonstrating support and appreciation of difference, thus as inputs, not outputs, of inclusion challenging existing assumptions. Inclusionary practices are malleable, and their impact depends critically on the leaders involved and their commitment to EDI.

Our study shows how practices satisfy inclusion needs and that the implementation of practices varies depending on the leaders involved.

In 2017, US federal agencies awarded over $86 billion in contracts to small businesses owned by members of under-represented groups (minorities, women, service-disabled veterans, and certified businesses located in economically distressed areas). The vast scale and scope of public procurement coupled with policies for supporting small disadvantaged businesses may drive federal agencies toward greater inclusiveness in awarding contracts, which may shape broader societal patterns of economic participation and social equity. However, the level of inclusiveness varies considerably across different federal agencies. The authors posit that differences in three key organizational mechanisms associated with federal agencies’ decision-making processes – administrative discretion, workplace discrimination, and legislative oversight – influence an agency’s level of inclusiveness in awarding contracts. They test these ideas using the annual small business procurement activities of 41 federal agencies, large and small, from 2002 to 2011. The authors find empirical evidence for economically significant effects of discretion, discrimination, and oversight on an agency’s inclusiveness in awarding contracts and discuss the scholarly, managerial, and policy implications.

The article first examines whether police hiring decisions represent a zero-sum game where hires from one under-represented group (e.g. White women) reduce the number of hires made from other under-represented groups (non-White men and/or non-White women). Second, we explore whether agencies that hire more members of underrepresented groups achieve more diverse applicant pools in future hiring cycles. Negative binomial regression techniques are used in both analyses.

Data for this study come from the Commission on Accreditation for Law Enforcement Agencies (CALEAs) from 2011 to 2016. These data are divided into two periods: Period A (2011–2013) and Period B (2014–2016). The two periods are combined to assess a zero-sum effect. Then, Period A data on hiring decisions is used to estimate the diversity in applicant pools in Period B.

Results from this study provided little evidence of a zero-sum effect. It does not seem that agencies that hire from one under-represented group are less likely to hire from others. Instead, agencies that have shown a commitment to diversification are more likely to make additional hires from under-represented groups. We also found evidence of a relationship between Period A hires and Period B applicant pools for Hispanic women, but not for other groups. Broadly, we found that agencies where a larger share of officers are women were more likely to hire more women applicants.

Previous research examining zero-sum effects in hiring rely on officer rosters rather than specific applicant and hiring data. The data used in this study allows for a more precise examination of hiring decisions, and allows us to link hiring decisions to future applicant pool composition.

Higher education (HE) in England and other parts of the United Kingdom (UK), traditionally and historically, has been dominated by privileged and powerful social groups. In recent decades, universities have opened their doors and encouraged participation by a diversity of learners including women, working class, minority ethnic groups and many others that might be deemed historically under-represented in HE. This movement came to be known as ‘widening participation’. I consider myself to be a product of the widening participation movement having returned to learn in 1994 after a 10-year break in education. However, providing access to participate is only the first step. For many HE students from under-represented groups, like the working class, the journey through the academy, while earning their degree, can be fraught with profound and difficult experiences. This chapter charts my own journey into HE as a student, and back into HE as an academic, with some equally fraught and profound experiences.