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.

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 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.