Transcript An insight into potential male and female entrepreneurs in
An insight into potential male and female entrepreneurs in Greece
Katerina Sarri , Stavroula Laspita
financial aspect
Ongoing financial crisis In Greece
social aspect psychological aspect 1
Entrepreneurship structural change innovation competition job creation 2
Entrepreneurial culture creation of a new business entrepreneurial values 3
Literature Review Entrepreneurship education in universities
Many universities offer a number of entrepreneurship courses and programs, support endowed chairs of entrepreneurship (Katz , 2003; Kuratko , 2005 ) Research provides a somewhat inconclusive picture (Kolvereid and Moen, 1997; Oosterbeek et al., 2010; Weber et al., 2009) whether entrepreneurship education at the university level: triggers the entrepreneurial intention of students triggers motives towards entrepreneurship affects students’ business goals affects male and female students differently towards entrepreneurship 4
Entrepreneurial intention Motives Business goals
Introduction
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Introduction Female Entrepreneurship
There is a gender gap in the entrepreneurial activity (Kelly et al., 2010) Female entrepreneurship is considered to be an important source of growth, employment, and innovation (Birley, 1989, Mueller, 2004, Verheul and Thurik, 2001) 6
Problem definition
In Greece there are very few studies that examine: The entrepreneurial potential of Greek students (intention, activity, motives, business goals) The entrepreneurial spirit in Greek universities (e.g. offers in entrepreneurship) Gender similarities or differences among potential young entrepreneurs 7
Our study
focuses on the population of potential entrepreneurs (students) sheds a light on students’ founding intention and activity examines students’ entrepreneurial motives and business goals the entrepreneurial spirit in universities examines the above mentioned aspects through the gender lens 8
Age (mean) Undergraduate, BA-level (%) Graduate, MA-level (%) PhD-level (%) Male (%) Female (%) Business-related sciences (%) Natural sciences (%) Social sciences (%) Other fields of study (%)
Sample characteristics
284 participants 23,2 61,6 21,5 16,9 37,0 63,0 43,0 3,2 43,7 10,2
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Results
Figure 1: Aggregated career aspirations directly after graduation Female INT Male INT Female GRE 75,9 76,4 75,1 15,1 1,2 7,8 16,9 0,6 6,1 11,9 1,1 11,9 Male GRE 69,9 18,4 2,9 8,7 0% 10% 20% Dependent occupation 30% 40% 50% Independent occupation 60% 70% No employment 80% 90% Do not know 100% 10
Figure 2: Aggregated career aspirations five years after graduation
Results
Female INT Male INT Female GRE 47,2 47,0 56,2 40,6 45,4 35,4 6,9 8,8 1,7 6,7 Male GRE 45,6 48,5 1,0 4,9 0% 10% 20% Dependent occupation 30% 40% 50% Independent occupation 60% 70% No employment 80% 90% Do not know 100% 11
Entrepreneurial intentions and activity (%) Male Female
No, never Yes, briefly Yes, quite specifically Yes, but I dropped the idea Yes, I am determined to become self-employed in the future Yes, I am just starting to do so Yes, I am already self-employed Yes, I was self-employed, but no longer am 21.0
24.8
16.2
10.5
23.8
1.9
1.0
1.0
38.5
20.1
17.3
11.2
11.7
1.1
0.0
0.0
Results
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Results
Entrepreneurial motives (AM) Male Female
To challenge myself To fulfil a personal vision Grow and learn as a person To lead and motivate others Power to influence an organization Earn a larger personal income Financial security
3.81
3.57* 3.49
3.04
3.12
3.98
3.69
3.87* 3.69
3.08
2.83
3.88
4.16
4.11
Build great wealth, high income Build a business my children can inherit To continue a family tradition Follow example of a person I admire To be respected by my friends Innovative, be at the forefront of technology To develop an idea for a product
3.92
3.03* 2.20* 2.32
2.19
2.75* 3.76
2.42* 1.74* 2.11
2.01
2.31* 2.93* 2.45*
Achieve something, gain recognition Gain a higher position for myself
3.34
3.36
3.16
3.30
Get greater flexibility for personal life
3.52
3.61
Free to adapt my approach to work
0.05 level
3.86
3.81
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Results
Business goals (AM) Male Female
Net Profit over 5 years Rate of growth Market share Employee rewards and benefits Net profit over the coming year Company prestige Innovation Assets and reserves Dividend pay out Price leadership Services to community
4.16
4.22
3.88
3.06* 3.82
4.36
3.95
3.63
3.25* 3.42
3.37* 4.05
4.16
3.77
3.45* 3.85
4.47
4.14
3.72
3.53* 3.58
3.66*
Notes: male sample n=83, female sample n=110, scale used: from 1= not at all important to 5= extremely important, * significance (2-tailed)
at 0.05 level ** significance (2-tailed) at 0.01 level
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Results
Importance of university offers (AM) Male Female
Business plan project seminars Start-up coaching Entrepreneurship seminars and lectures Start-up business games / start-up simulations Regular round tables for founders (e.g. exchange of experiences) Contacts for general questions Start-up financing through the university Incubators (service centre for early stage start-ups) 4.28
4.54
4.15
4.09
4.20
4.13
4.76
4.34* 4.45
4.80
4.28
4.26
4.20
4.17
4.76
4.67* Notes: male sample n=105, female sample n=179, scale used: from 1= very unimportant to 6= very important, * significance (2-tailed) at
0.05 level ** significance (2-tailed) at 0.01 level
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Results
Existence of university offers (%) Yes Male No Don’t know
Business plan project seminars Start-up coaching Entrepreneurship seminars and lectures Start-up business games / start-up simulations Regular round tables for founders (e.g. exchange of experiences) Contacts for general questions Start-up financing through the university Incubators (service centre for early stage start-ups) 23.8
14.3
54.3
18.1
17.1
41.9
7.6
7.6
24.8
36.2
17.1
33.3
40.0
20.0
28.6
23.8
51.4
49.5
28.6
48.6
42.9
38.1
63.8
68.6
10.6
39.1
3.9
2.8
Yes Female No Don’t know
33.5
16.2
59.8
11.2
25.7
34.6
15.6
41.3
40.8
49.2
24.6
47.5
38.0
22.3
31.8
31.3
51.4
38.5
64.2
65.9
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Summary - Discussion
Entrepreneurial intention Do male and female students differ in their founding intention in Greece?
• Men seem to have a higher interest in becoming self-employed.
• Gender gap not only in entrepreneurial activity but also in entrepreneurial intentions.
• Measures need to be taken to raise female’s interest in entrepreneurship.
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Summary - Discussion
Entrepreneurial intention Do male and female students differ in their founding intention in Greece?
• Entrepreneurial intentions increase for both male and female students five years after graduation.
Possible explanations: o o o Working experience could provide students with a more realistic picture of what it means to be an entrepreneur.
Students would like to first gain experience working as employees that will enhance their knowledge of how to run a business.
Entering the workforce may provide security and comfort that delay exercising an interest in entrepreneurship.
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Research Questions
Entrepreneurial motives Do male and female students differ in their motivation towards entrepreneurship in Greece?
• Only small significant differences could be between the two gender in motives for becoming self-employed.
• Small differences are also found between the two gender in the literature of existing entrepreneurs (Brush, 1992; Birley, 1989) • If both potential and existing male and female entrepreneurs do not mainly differ in their motivation to become self-employed, the question of the gender gap in the entrepreneurial activity still remains open and is subject to future research 19
Research Questions
Business goals Do male and female students differ in their business goals in Greece?
• Small significant differences were found in the business goals.
• Women would like to pursue social goals like services to the community but also financial goals like the pay out of dividends.
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Research Questions
•
Entrepreneurship education Does entrepreneurship education affect male and female students differently?
Female students value almost all university offers more than their male counterparts.
• Significant differences were found only for incubators.
• A large number of students (males and females) do not know whether the examined services exist in their universities. Why???
o o o Students of all disciplines Universities do not publicize at a great extent their offers in entrepreneurship students’ founding intention is not yet strong enough to mobilize them to acquire information 21
Future research
research on entrepreneurship education should be extended in primary and secondary schools the factors that lead to the gender gap in entrepreneurship still remain open longitudinal studies are needed to examine: o whether students’ intention to become self-employed has been realized or not o the temporal stability of entrepreneurial intentions and factors that affect it o how entrepreneurship education indirectly influences entrepreneurial intention 22
Thank you very much for your attention Questions-Comments
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