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Patricia G. Greene and Candida G. Brush

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A Research Agenda for Women and Entrepreneurship

Identity Through Aspirations, Behaviors and Confidence

Edited by Patricia G. Greene and Candida G. Brush

Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. The editors map out a vision for research on women and entrepreneurship and using a contextual framework that includes aspiration, behavior and confidence. They delve into issues such as social identity, start-ups, crowdfunding and context to set a new foundation for future research on entrepreneurship and gender.
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Bill Aulet, Andrew Hargadon, Luke Pittaway, Candida Brush and Sharon Alpi

One of the most commented on and, arguably, acclaimed, contributions of the last volume of USASBE’s Annals of Entrepreneurship Education and Pedagogy was the entry titled “What I’ve Learned About Teaching Entrepreneurship: Perspectives of Five Master Educators” authored by Jerome Engel, Minet Schindehutte, Heidi Neck, Ray Smilor, and Bill Rossi. Engel and colleagues took time to practice deep reflection on their experiences teaching entrepreneurship and then translated their learnings into deeply meaningful insights for the field to draw from. In planning this volume, the editors believed it was important to build upon this work, so we invited five new entrepreneurship educators to share what they have learned about teaching entrepreneurship. Again, we reached out to faculty members acknowledged by their peers, leading academic organizations, their institutions, and their students to be among the very best in entrepreneurship education. And again, each of these individuals has over a decade of experience in the entrepreneurship classroom and has witnessed the rapid evolution of a very dynamic discipline. In the pages that follow Bill Aulet, Andrew Hargadon, Luke Pittaway, Candida Brush, and Sharon Alpi share their reflections on decades of cumulative experience both inside and outside the classroom.