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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.

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.

This study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students.

The study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics.

The analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades.

Data obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation.

This study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics.

The social and economic disadvantages confronted by many Indigenous Australians are well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. The purpose of this paper is to outline the design of an innovative undergraduate business degree for Indigenous students that: meets the targets set by government, produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills), addresses the employment needs of the Indigenous community and provides the building blocks for Indigenous students to enrol in post-graduate business courses. Australians is well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. This paper outlines the design of an innovative undergraduate business degree for Indigenous students that: (i) meets the targets set by government; (ii) produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills); (iii) addresses the employment needs of the Indigenous community; and (iv) provides the building blocks for Indigenous students to enrol in post-graduate business courses.

The development of the Bachelor of Business Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. The paper outlines how the review was shaped, the innovative mode of delivery and the interdisciplinary nature of the curriculum. Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics.

This course provides an integrated approach to business education focusing on the professional, technical and managerial roles in business that is in such short supply in Indigenous communities. The course contextualises the study of business within an Indigenous perspective to demonstrate how Indigenous studies not only contributes to empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly.

This paper demonstrates an integrated approach to business education focusing on the professional, technical and managerial roles in business that are in short supply in Indigenous communities.

The purpose of this paper is to categorize transportation choice research (mode choice and carrier selection) leading to insight on themes in the literature and directions for future research

The proposed transportation choice research categorization framework is based on a comprehensive literature review of the peer‐reviewed journal papers published over the past 20 years, supplemented with a review of practitioner articles to identify current challenges in the logistics field. The academic papers are analyzed in terms of research purpose/question, methodology, findings, and challenges addressed.

The review reveals that several important themes are under‐represented in the transportation choice literature: environmental and energy use concerns; security in the supply chain; supply chain integration; international growth; and the role of the internet and emerging information technologies. This review also found that simulation, case study, and interview methodologies are under‐represented, and that normative modeling research is only lightly represented in this research.

The contributions of this research are three‐fold: the development of a classification scheme for transportation choice research, a structured review that provides a guide to earlier research on the subject of transportation choice, and the identification of research issues for future investigation.

The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.

This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.

The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.

This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.

Based on data drawn from ten cohorts of students successfully completing a first degree, this paper examines Government higher education (HE) policy and changes in its effects in practice over a period of ten years until 2008. In 1998, Government policy on HE was set to make HE more inclusive of previously under‐represented groups. These groups included students from semi‐skilled or unskilled family backgrounds and from socially deprived localities. By the year 2010, a target was set to have 50 per cent of 18‐30 year‐old individuals experiencing HE. Educational standards were to be maintained. Another identified under‐represented group was students with disabilities. This paper addresses the relationship between HE policy and its effects in practice in relation to both groups. Changes in the numbers and the first degree results of cohorts of successful male and female students with and without disabilities were analysed annually between the years 1998/99 (Cohort 1) and 2007/8 (Cohort 10). The numbers and the first degree results of successful disabled (nine categories of disability) and non‐disabled male and female students were analysed. To date, results from an overall total of 2,588,792 successful students have been examined. A Government announcement in the autumn of 2009 limited access to first degree courses. Has a metaphorical “end of the line” towards greater inclusion in HE been reached?