Female Entrepreneurs’ Motivations, Intentions and Barriers in Higher Education: A Case Study from Team Academy Bristol

The objective of this study is to examine factors contributing to entrepreneurial intention, motivation and barriers among female university students. For this, we take a case study approach and focus on a Team Academy undergraduate degree programme run in Bristol, UK, which bases its pedagogical model on student-centred, experiential and team-based learning where students use their team companies through 3 years to engage in real-world, trade-based activities and ventures and reflect on their learning by getting support and encouragement from team coaches and mentors. Data gathered through semi-structured questionnaires from female students and graduates of the programme since it was launched in 2013–2014 shows that entrepreneurial motivation, intentions and perceptions on barriers might have specific characteristics for entrepreneurial females in higher education as the reasons and ambitions are also influenced by their student identity, beyond their entrepreneurial identity. Our findings highlight that the experiential-led nature of the Team Academy educational setting provides a supportive environment which facilitates enhanced levels of self-efficacy for female entrepreneurial students, i.e. their belief in their ability to start ventures is enhanced through their practical experiences of doing so during their programme of study. While female students are in the minority on the programme, making up just 15% of the cohort, their entrepreneurial intentions remain strong or increase during their time at university, and they have a positive attitude towards the benefits of becoming entrepreneurs. However, our data suggests that female students may lack the confidence to take actions and risks, and the support network of their peers and team coaches is key in empowering them and helping to minimise self-doubt. The findings in this chapter inform changes within the programme and suggestions for future development of a more inclusive and diverse degree. The findings also have implications for entrepreneurship educators in further understanding the potential motivations, entrepreneurial intentions and entrepreneurial barriers of female students engaging in an entrepreneurial degree programme. This offers important considerations in terms of how inclusivity and diversity can be reflected in curriculum design.