Universities support regional innovation and sustainable development through research-based partnerships with local ecosystems, creating new business models addressing global and local societal challenges. In this shift towards a sustainable entrepreneurial university, the Start for Future (SFF) international alliance promotes entrepreneurial and innovation culture across Europe, through entrepreneurship tertiary education and business development. This qualitative case study investigates the characteristics and implications of stakeholder involvement in a cross-European context (with the SFF project as the object of investigation) including contribution to regional development and innovation. Results show the SFF’s significant potential for developing trained human capital acting entrepreneurially in an innovative and sustainable perspective, through a collaborative, transnational, cross-sectoral, and interdisciplinary community of engaged partners. Practical and policy implications include the need to cultivate long-term, bottom-up relationships among partners, both regionally and internationally, and to establish institutional long-term strategies to consolidate the network over time and ensure effective contributions from all.

In this article, we ask: How can universities create novel responsible, and impactful entrepreneurship education models? Answering this question could enhance the take-up and relevance of entrepreneurship education, encouraging students, academics, entrepreneurs and, indeed, every citizen, to use their skills to address society's grand challenges. We adopt an in-depth case approach to critically explore the EU-funded `Start for Future' (SFF) alliance, an entrepreneurship and innovation mega-ecosystem that brings universities together to deliver entrepreneurship education in SDG-related domains. Our article contributes by: 1) enhancing understanding of the critical role universities play as entrepreneurial changemakers, driving social, economic and technological transformation; 2) augmenting the growing body of scholarship on entrepreneurship education, specifically illuminating the responsibility dimension in driving impactful entrepreneurship; 3) drawing attention to a novel, playful yet highly impactful entrepreneurship education model- Start for Future- one built on the principles of responsible entrepreneurship, reciprocity, mutual learning, co-creation and experimentation.

This paper explores inclusivity in entrepreneurship education (EE) provision. This is an important area of research given the growth in EE provision globally and the intention for it to be a discipline and a competence accessible to everyone. Drawing on data from nine European Higher Education Institutions (HEIs) and their respective entrepreneurship programs, our core research question asks: how inclusive are European entrepreneurship education programs, and how might their inclusivity be enhanced? Answering this question could help raise awareness of the need for inclusive EE, identify specific student cohorts who are potentially excluded and help widen EE participation generally. We contribute to the existing body of literature in this field by underscoring the significance of inclusivity in EE programs, proposing an adapted version of an existing inclusivity-proofing tool as a first step for HEIs on their inclusivity journey and offering insights designed to bolster HEIs' EE inclusivity efforts.

Higher Education Institutions (HEIs) are actively encouraged to strive toward entrepreneurial university status to enable them to deliver their third mission and create entrepreneurial graduates. To achieve these goals, HEIs engage in a wide range of entrepreneurial activities. In this paper, we posit that many of these activities could be categorized as intrapreneurship rather than entrepreneurship. We further posit that considerable benefit may be garnered by focusing on intrapreneurial activities if universities and HEIs are to progress and sustain their entrepreneurial university status. Our research focus is driven by assumption-challenging because, to date, scholarship has tended to attribute entrepreneurial university success solely to entrepreneurial activities, largely neglecting the intrapreneurial behaviours that drive them. Our core research question asks: What activities do HEIs engage in as part of their entrepreneurial university journey, and which of these could be categorized as intrapreneurial rather than entrepreneurial? We draw on a unique data set and adopt an in-depth, qualitative approach to critically examine the entrepreneurial activities of five HEIs in Finland, Germany, Ireland, Portugal, and Spain to highlight their intrapreneurial dimensions. Our findings make three important contributions: First, we enhance understanding of the nature and scope of the activities in which HEIs engage as part of their entrepreneurial university journey; second, we offer an analytical framework to highlight the intrapreneurial dimensions of activities traditionally deemed to be entrepreneurial; third, we signpost scholars toward promising avenues of future research in the context of intrapreneurship and the entrepreneurial university.

This paper examines the history of entrepreneurship education (EE) in the United Kingdom (UK), exploring different forms and types as they have emerged over time. The study uses a wide range of sources, including both secondary (e.g. published papers, historical records of specific programmes, and enterprise policy documents) and primary accounts that document the lived experience of educators. It constructs these sources into a chronology, identifies different types of practice and constructs these into four primary forms. From this work, the paper presents an enhanced understanding of entrepreneurship education. It synthesizes influential types, illustrating how and why practice has evolved, and concludes by arguing for a more sustainable pathway via a new approach of 'Harmonious Entrepreneurship Education.'

This paper is derived from a study of the mission statements of a sample of 100 United Kingdom social enterprises. The purpose of the research was to reveal what insight such organisational artefacts provide in relation to the reconciliation of inherently dual social and financial objectives. It relies on multiple phases of qualitative analysis and draws out findings across two key themes: vocabulary clusters and the contextualisation of meaning; and, the presence of rhetoric in terms of communication and strategy.

Scholarship has evidenced that context is more complicated within women's entrepreneurship because it is gendered. Failure to engage appropriately with context can lead to overly simplistic interpretations of research findings. Accordingly, in this study we explore how studies on women's entrepreneurship engage with context and demonstrate how context engagement can be enhanced by applying arts-based literary techniques such as defamiliarization, exposition, highlighting sub-texts and privileging the protagonist. Our findings show that context is still significantly under treated in women's entrepreneurship research. We make three important contributions: we enhance understanding of context, synthesize current methodological approaches to context analysis, and signpost scholars toward some effective techniques for enhancing their engagement with context. In so doing, the paper answers previous calls for more theoretical development within the field.

This chapter sets the scene for the edited collection of chapters in the book. It discusses the importance of entrepreneurship policy - especially in the context of women's entrepreneurship. The authors highlight the fact that entrepreneurship policy development is not without its challenges. Policy makers must differentiate between entrepreneurship and small business policies; appreciate that policy initiatives offered in isolation are likely to be ineffective; and realise that when it comes to developing women's entrepreneurship policy, 'one size does not fit all." The chapter also outlines the process adopted by the editors to invite contributions to the book and the associated reviewing and editing protocols. An overview of the chapters selected for the book is also provided. Based on the this, several recommendations for policy makers are offered. These relate to policy and programme evaluation; the development of a dedicated women's entrepreneurship policy; involvement of women in the design, management, delivery and evaluation of policies and programmes; and linking women's entrepreneurship policy to the broader entrepreneurial ecosystem.

This chapter presents an introduction to the collection of studies and highlight the importance of women as agents of change and would have important implications for policy-making in that they would direct attention to and provide evidence for the positive contribution of women entrepreneurs to the economy, regardless of their businesses' size and formal status, thus, acknowledging women entrepreneurs' efforts and supporting their value-creation activities. Through these studies, we hope to challenge the underperformance hypothesis associated with women entrepreneurs and present evidence that women do not underperform in their businesses but that they add value, even in constrained environments. The aim is to shift the focus of research from questions like "what do entrepreneurs do?" to "how do they do it?" (focusing on the unique ways in which each women entrepreneur creates value), and "for whom do they do it?"' (focusing on the multiple value outcomes women entrepreneurs, create and beneficiaries of that value).

Cet article examine comment le domaine de l’entreprenariat féminin s’est développé au cours de la dernière décennie et met en évidence les contributions clés de la recherche qui l’ont « secoué ». L’auteur pose la question suivante : Quels sont les thèmes académiques (et quels chercheurs les ont identifiés) qui ont eu le plus d’impact en secouant le statu quo dans la recherche sur l’entreprenariat féminin ? L’article contribue aux connaissances académiques actuelles en soulignant la variété des contextes dans lesquels l’entreprenariat féminin se produit ; en montrant comment les contextes influencent les efforts entrepreneuriaux et en suggérant que la prochaine génération de chercheurs doit s’assurer que les efforts de « bouleversement » se poursuivent. Pour les praticiens, l’article souligne la valeur de la famille et des réseaux dans l’entrepreneuriat féminin ; il appelle les décideurs politiques et les organismes de soutien à reconnaître les différentes conditions dans lesquelles les femmes entrepreneurs opèrent, et il pose la question de savoir s’il est vraiment bon d’avoir plus de femmes entrepreneurs.

This paper explores women's entrepreneurship policy and practice in three different countries: Canada, Ireland and the U.S. We focus specifically on policies relating to access to financial capital, and ask: How are 'access to financial capital' policies and practices operationalized at national and regional level? We draw on institutional theory to identify gaps in policy and practice, and to highlight similarities and differences between countries. We contribute a novel perspective on women's entrepreneurship policy by drawing attention to the underlying institutional pillars and the importance of institutional fit in informing a coherent and future-looking policy framework. Our findings enhance understanding of how 'access to financial capital' policies and practices geared toward women entrepreneurs reflect different institutional contexts.

Entrepreneurship is a multi-faceted concept in which several factors, including the entrepreneurial context, the individual entrepreneur, the entrepreneurial environment, and the entrepreneurial product or service, combine to create the outcomes of the entrepreneurial process. Entrepreneurial outcomes have been mostly studied in terms of financial performance, wealth creation, firm survival, improvement in the quality of life (McMullen and Warnick, 2015), and promotion of economic growth in developed and developing economies and across industries (Audretsch et al., 2006; Baumol, 1986). Although evaluation of entrepreneurial activity in these terms is important, it often results in a one-sided analysis in which entrepreneurship is evaluated and appraised solely in monetary terms, without reference to its social impact (Zahra et al., 2009), that is, without mention of other kinds of value that come from it. Although, the focus on financial outcomes excludes social entrepreneurship, which is based primarily on fulfilling a community’s unmet needs and creating social value. Nevertheless, restricting the discussion of non-monetary value creation in entrepreneurship to social entrepreneurs further limits the full scope of value created by all entrepreneurs, not just social entrepreneurs. It also limits the contribution of entrepreneurial activity that is initiated by disadvantaged and marginalized groups like women, ethnic minorities, the disabled, and youth (Welter, 2011), even though these groups often create significant value beyond financial value. Such value takes multiple forms and occurs at various levels, so it must be documented if the full contribution that entrepreneurs make to the economy and society is to be recognized. This edited volume aims to present a collection of studies that would further explore, rethink, and recognize the value created through women’s entrepreneurship and will co-create useful knowledge and expertise that can feed joint learning, innovative practices and evidence-based policy-making for successful women’s entrepreneurship promotion and gender-just inclusive growth around the globe. Such studies would highlight the importance of women as agents of change for society and the economy and would have important implications for policy-making in that they would direct attention to and provide evidence for the positive contribution of women entrepreneurs to the economy, regardless of their businesses’ size and formal status, thus, acknowledging women entrepreneurs’ efforts and supporting their value-creation activities. Through these studies, we hope that the researchers

Analyses of the diversity of women entrepreneurs and their enterprises, using novel approaches and theoretical viewpoints, is lacking in contemporary scholarship. Accordingly, this article reviews and critiques five articles that constitute this Special Issue (SI) focused on exploring the diversity of women’s entrepreneurship. The authors acknowledge that entrepreneurship is a rich and multi-coloured tapestry, hence, these SI articles highlight the complexities of women entrepreneurs and celebrate their diversity through signposting towards research conceptualisations that reflect the actual rather than the assumed status quo. The article contributes to extant scholarship by platforming the heterogeneity of women’s entrepreneurial endeavours, supporting the view that in terms of supporting women’s entrepreneurship, ‘one size (still) does not fit all’. We also propose a framework to help future scholars strengthen the quality and relevance of their research on women entrepreneurs along four key dimensions: influence of context; theoretical development; multiplicity of dimensions; and heterogeneity.

The concept of “Legacy Scholars” as a special issue series was originally developed by the International Journal of Gender and Entrepreneurship (IJGE) at one of our editorial meetings in London. Led by IJGE Consulting Editor Dr Kate Lewis, the series was launched in 2020 with the special issue: Celebrating a Decade of Research in Gender and Entrepreneurship: The Legacy Special Issue. This vehicle was appropriate for our core objectives – platforming eminent research scholars in the field while also reaching out to the next generation of excellent scholars by way of building a legacy of research scholarship. Hence, for our first legacy special issue, we invited established eminent gender and entrepreneurship scholars to submit papers that reflected on the developments within the field through their personal lens and then to nominate young talented scholars whose work would be platformed in a subsequent legacy special issue. The 2020 eminent scholars (Vol. 12, Issue 1) included Professors Brush, Greene, Welter, Marlow, Hughes, Jennings, Watson, Holmquist, Sundin and Nelson. We are extremely grateful to these leading lights for not only sharing their research insights with the IJGE community by allowing us to publish their scholarly contributions but also for taking the time to pass the baton to the next generation by offering their personal nominations for the subsequent legacy special issue; it is the work of these young scholars that we platform here. Consistent with our original intention to build a legacy of gender and entrepreneurship scholarship, we will be reaching out to the 2021 scholars to offer their nominations for the legacy special issue III.

This article examines entrepreneurship education (EE) provision within UK veterinary schools. Applying institutional theory as a critical lens, the core research question centers on whether there is a defined role for EE within veterinary curricula. Qualitative data gathered from veterinary educators, students, and employers are critically analyzed. Areas where veterinary entrepreneurship educators might enhance their offering to improve graduate employability and increase entrepreneurial activity within the sector are identified. The article contributes to extant scholarship by: identifying the challenges associated with introducing EE into Science, Technology, Engineering, Arts, and Mathematic (STEAM) discipline areas such as veterinary medicine; highlighting the value of institutional theory in critiquing EE within veterinary curricula; furthering understanding of how veterinary EE is perceived amongst key veterinary stakeholder groups/“institutions,” and identifying a potential role for veterinary EE. Novel avenues worthy of future research attention are also highlighted.

The ability to create, develop and manage effective networks is important for academics. Networks can create entrepreneurial and commercialisation opportunities, act as important vehicles for career advancement, help to highlight achievements, and facilitate individuals' career progression. However, while men's success in gaining promotion has been attributed to their effective use of networks, women do not appear to have benefitted to the same extent. This chapter draws on qualitative empirical data from the TRIGGER project to explore critically the perceived barriers and potential benefits of networking for women academics. Adopting ecosystems as a theoretical lens, the authors explore the perceived barriers and potential benefits of networking for women academics.

We are now at the cusp of attaining the conditions needed for gender equality and equity in academic science. However, traditional academic science cultures are high walls, and those barriers have not yet fully been breached. Women now can enter many previously male-dominated academic fields but are still under-represented in higher positions. The socalled ‘pipeline’ thesis – encourage entry at the lower levels on the premise that with time, the increase will filter up to the higher levels – has led to the founding of numerous programmes and projects to encourage girls and young women to engage with science, technology and mathematics. An ‘assisted pipeline’ has worked up to and including PhD programmes and entry level positions in many academic science fields. However, it has been noted that the pipeline is ‘leaky’, with women being lost in ever greater proportions as they ascend the academic ladder (mixing metaphors). Indeed, their paucity at advanced levels is so great, with little ‒ if any ‒ improvement over the past 30 years, that it has been held that the pipeline is broken (see Etzkowitz et al., Chapter 19 in this volume). As Paula England (2010) has argued more broadly, the gender revolution has ‘stalled’. A simple funnel mechanism, an educational system attached to a pipeline with a ‘capillary action’ flow, propelling upward mobility of individuals expected to rise by virtue of increased input, has failed to produce equity, let alone equality. Instead, it has transmogrified into a mechanical model of an engine that has seized up and stopped running, at least temporarily, and is in stasis. In a ground vehicle, such as an automobile, a stall is inconvenient but not usually fatal unless a following vehicle runs into the stopped one. The academic system has proved resistant and resilient in the face of pressures to change. It bends, accepting gender research programmes, and is resilient, promoting relatively few female scientists, who generally accept the male model of science, thus keeping the existing system intact. Nevertheless, there are men and women scientists who attempt to innovate a female ‘family friendly’ model, balancing work and life with a private sphere, that an increasing number of