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  <doc>
    <id>1751</id>
    <completedYear>2023</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>33</pageFirst>
    <pageLast>46</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>bookpart</type>
    <publisherName>Springer</publisherName>
    <publisherPlace>Cham</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
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    <title language="eng">Gender Team Diversity in Entrepreneurship Education</title>
    <abstract language="eng">This study explores the impact of the student team’s gender diversity on different performance outcomes in a business plan course with active teaching elements. Although the team’s gender diversity is oftentimes neglected in entrepreneurship education research, the empirical analysis shows that significant performance differences depending on a gender-specific composition exist. In general, mixed-gender teams perform better than men’s teams, which receive, on average, worse grades for their business plan. Additionally, mixed teams perform comparatively better in attracting interest for their business idea as measured by views on an online idea platform. To enhance group performance, practitioners shall pay more attention to team composition in an educational setting and actively promote mixed-gender teams.</abstract>
    <parentTitle language="eng">Progress in Entrepreneurship Education and Training: New Methods, Tools, and Lessons Learned from Practice</parentTitle>
    <identifier type="isbn">978-3-031-28559-2</identifier>
    <identifier type="urn">urn:nbn:de:kobv:526-opus4-17510</identifier>
    <enrichment key="opus.import.data">@InbookSchultz2023, author="Schultz, Christian", editor="Block, Joern H. and Halberstadt, Jantje and Högsdal, Nils and Kuckertz, Andreas and Neergaard, Helle", title="Gender Team Diversity in Entrepreneurship Education", bookTitle="Progress in Entrepreneurship Education and Training: New Methods, Tools, and Lessons Learned from Practice", year="2023", publisher="Springer International Publishing", address="Cham", pages="33–46", abstract="This study explores the impact of the student team’s gender diversity on different performance outcomes in a business plan course with active teaching elements. Although the team’s gender diversity is oftentimes neglected in entrepreneurship education research, the empirical analysis shows that significant performance differences depending on a gender-specific composition exist. In general, mixed-gender teams perform better than men’s teams, which receive, on average, worse grades for their business plan. Additionally, mixed teams perform comparatively better in attracting interest for their business idea as measured by views on an online idea platform. To enhance group performance, practitioners shall pay more attention to team composition in an educational setting and actively promote mixed-gender teams.", isbn="978-3-031-28559-2", doi="10.1007/978-3-031-28559-2_3", url="https://doi.org/10.1007/978-3-031-28559-2_3"</enrichment>
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    <enrichment key="opus.import.date">2023-05-16T07:53:11+00:00</enrichment>
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    <enrichment key="opus.import.format">bibtex</enrichment>
    <enrichment key="opus.import.id">646336671a3753.33368986</enrichment>
    <enrichment key="DOI_VoR">https://doi.org/10.1007/978-3-031-28559-2_3</enrichment>
    <enrichment key="SourceTitle">Schultz, C. (2023). Gender Team Diversity in Entrepreneurship Education. In: Block, J.H., Halberstadt, J., Högsdal, N., Kuckertz, A., Neergaard, H. (eds) Progress in Entrepreneurship Education and Training. FGF Studies in Small Business and Entrepreneurship. Springer, Cham. https://doi.org/10.1007/978-3-031-28559-2_3</enrichment>
    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Christian Schultz</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>entrepreneurship education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>business plan course</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>entrepreneurship pedagogy</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>team</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>gender diversity</value>
    </subject>
    <collection role="ddc" number="338">Produktion</collection>
    <collection role="institutes" number="">Fachbereich Wirtschaft, Informatik, Recht</collection>
    <collection role="open_access" number="">open_access</collection>
    <collection role="green_open_access" number="3">Diamond Open Access</collection>
    <thesisPublisher>Technische Hochschule Wildau</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-th-wildau/files/1751/978-3-031-28559-2_3.pdf</file>
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