Suchergebnisse

PurposeThe question of how to integrate strategic and entrepreneurial management to achieve a better balance between advantage‐ and opportunity‐seeking behaviours has received increased academic and practitioner interest in recent years. However, little consensus exists over the meaning of this concept of "strategic entrepreneurship" (SE), its constituents and its operation. This paper aims to address these issues.Design/methodology/approachIn response, the paper reports a thorough review of SE's origins and current conceptualizations to map its core components and charts critical research directions for this exciting emerging field. Analysis of the terrain of SE reveals eight core components drawn from entrepreneurship and strategic management that captures conditions necessary for its application.FindingsFrom this analysis, the paper offers an alternative model of SE, and charts four key research areas with accompanying research questions to inspire future research. These outcomes offer avenues to further sharpen the understanding of how SE might operate both in theory and practice.Research limitations/implicationsA relative lack of analysis and integration of external factors influencing and shaping the process of SE represents a limitation. Also, whilst the authors have attempted to review, assess and understand its position in the entrepreneurship and strategic management literature, the full range of its strengths and weaknesses cannot be grasped.Originality/valueThe paper illustrates how these four question areas pose significant promise to better understand the development and application of SE in research and in practice.

PurposeThe purpose of this paper is to address entrepreneurial programs offered by Greek higher education institutions (HEIs) to 1639 students in different scientific disciplines at Aristotle University of Thessaloniki (AUTh) and Technical Educational Institution of Thessaloniki (TEITh). The programs were analyzed and it was revealed that there were differences in participation rates, attitudes towards entrepreneurship education and perceptions about required skills between the two genders.Design/methodology/approachDuring the developmental phase of the particular entrepreneurship program, an evaluation stage had been predicted, whereby student participants (344 females and 370 males AUTh students and 410 females and 515 males TEITh students) would anonymously fill out questionnaires upon completion of the program, regarding male as opposed to female attitudes and perceptions.FindingsThere are higher enrollment rates of males than females. Regarding attitudes towards participation in entrepreneurial educational programs, females demonstrate a stronger interest in acquiring knowledge, developing skills, facing career competition and networking with local business, to a significantly higher degree than their male counterparts. In addition, females rank all skills as of higher significance in successful entrepreneurial activity, assigning lower value only to communication skills, compared to men. The opposite holds for males, who ranked communication skills as of greatest importance among all other skills.Research limitations/implicationsThis paper provides insight into gender differences regarding male and female involvement in entrepreneurial education and as to their "pre‐entrepreneurial" profile and characteristics. It therefore sharpens understanding as to the way in which entrepreneurship education can encourage female participation within the entrepreneurial arena in future.Practical implicationsFactors that male and female students consider to be most important in issues of entrepreneurship education are identified, providing a framework for the effective design, quality and delivery of such programs.Originality/valueThe present paper constitutes one of the first to examine factors accounting for male and female student participation in entrepreneurship education programs offered by HEIs in the Greek context. The value derived aids the development of curricula tailored to gender distinctive needs and demands.