This article posits the idea of the ‘fictive entrepreneur’ and the ‘fictive student’ to explore how the historical masculinisation of entrepreneurship has informed UK policy and higher education (HE) approaches to entrepreneurship education, and the implications of this for female students. Using a Bourdieuian perspective, discourse analysis is employed to critically analyse policy and research documents and identify entrepreneurship discourses that construct both a ‘fictive entrepreneur’ that students should aspire to become, and a ‘fictive student’ who will benefit from HE entrepreneurship education. It argues that rather than being gender neutral or meritocratic, these discourses of entrepreneurship are saturated with gendered meanings which position HE students and entrepreneurs in potentially damaging ways.

visual problems in stroke are associated with problems with activities of daily living (ADL), falls and rehabilitation. Because many visual problems are easily corrected or improve with intervention, there may be a role for formal screening for visual problems in stroke patients in a rehabilitation setting. The orthoptist has an important role to play in stroke rehabilitation, and links between the stroke and orthoptic departments should be established in all units.

High hopes are invested in a rapid institutionalisation of an enterprise culture in HigherEducation. This has heightened the importance of entrepreneurship education (EE) in most Western societies; however, how values and beliefs about entrepreneurship are institutionalised in EE remains relatively unchallenged. This study applies the lens of the cult, in particular three elements Rituals, Deities and the Promise of Salvation, to reflect on the production and reproduction of entrepreneurship in EE. In doing so, the paper addresses uncontested values and beliefs that form a hidden curriculum prevalent in EE. We argue for greater appreciation of reflexive practices to challenge normative promotions of beliefs and values that compare with forms of evangelising, detrimental to objectives of Higher Education. Consequently, we call for a more critical pedagogy to counteract a 'cultification' of entrepreneurship in EE.

This study investigates linkages between personal competencies and leadership style among female small and micro business owners. Although prior research suggests that leadership style is shaped according to a leader's traits and abilities, few empirical studies corroborate this, particularly among female owners. Using survey data from the North West of England, Yorkshire, and North Wales, we reveal that transformational leadership style is the most dominant style adopted, and it is linked to perceived human and personal competencies as well as entrepreneurial competencies.

PurposeThis 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/approachUsing 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.FindingsPedagogical 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/implicationsThe 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 implicationsBy using nudging pedagogies, educators can support students to develop new ways of acknowledging and coping with transformative learning.Originality/valueThe research documents how it is possible to 'nudge' our students towards more entrepreneurial behaviours.

This article analyses contemporary media representations of female entrepreneurs in the daily UK broadsheet ‘The Times’. While existing research shows how the media ignores or trivialises entrepreneurship of women, our focus is on the emergence of the successful female entrepreneur, an increasingly prominent, heroic media genre. We suggest that this is one response to the recession of 2008 and the broader neoliberal context in which women are positioned as central to economic recovery. We interrogate this recent expression of entrepreneurial femininity, adopting a critical perspective on postfeminism to reveal the values and ideals associated with this privileged form. We argue that this version of entrepreneurial femininity is the female equivalent of the mythologised male hero – accomplished, hard-working and successful at work and home. Implications are explored in terms of the expectations associated with entrepreneurship done by women, and the extent to which these challenge gendered norms; whom this ‘privileges’; who this excludes; and the negative impact such hegemonic femininities have on recognising and supporting ‘alternative’/heterogeneous forms of entrepreneurship done by both women and men.

The transformative potential of feminist knowledge in the disciplines of entrepreneurship, business and management has arguably been hindered by persistent gender knowledge regimes that marginalize feminist scholarship and channel widely applicable gender expertise into niche streams, conferences and publication outlets. Whilst offering valuable spaces for feminist knowledge production, removing gender expertise from mainstream fora reduces its centrality to broader debates, maintaining its marginality and limiting its impact. Taking a collaborative autoethnographic approach, we explore the formation and development of a UK‐based organization for feminist entrepreneurship scholars, the Gender and Enterprise Network, as a means of collective resistance to this perpetuation of enforced marginality. Our network challenges extant gender knowledge regimes and offers transformative opportunities within and outside of our respective organizations, providing insights for others wishing to form similar networks and contributing to ongoing debates on the value and valuing of feminist knowledge.

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'.