e-ISSN: 2659-3351

Vol. 1 (2018), pp. 49-68

Revista Iberoamericana de

Economía Solidaria e

Innovación Socioecológica

RIESISE

Fecha de recepción: 30/09/2018

Fecha de aceptación: 11/11/2018

Fecha de publicación: 10/12/2018



Intención emprendedora; mujer emprend-

edora; educación para el emprendimiento;

género.



Entrepreneurial intention; women entrepre-

neurship; entrepeneurial education.



A pesar de la rápida expansión de la in-

vestigación sobre el espíritu empresarial de

las mujeres, todavía escasean los estudios

que exploren la intersección o simultaneidad

entre género y país en desarrollo. El ambien-

te empresarial es fundamental para el em-

prendimiento estudiantil. Investigaciones an-

teriores han intentado comprender el papel

del entorno empresarial en la formación de la

intención emprendedora de las estudiantes

(WEI), aunque de manera aislada. Este estu-

dio combina un marco multinivel, planteando

hipótesis con dos dimensiones del entorno

macrosocial, el apoyo universitario percibido

y el apoyo institucional percibido. Además,

se incluyen en el modelo la red social perci-

bida y las normas subjetivas como construc-

tos relevantes del entorno microsocial que

pueden afectar a la intención emprender.



Despite the rapid expansion of women’s

entrepreneurship research there is a dearth of

studies exploring the intersection or simulta-

neity of gender and developing country with-



environment is central to student entrepre-

neurship. Previous research has attempted

to understand the role of entrepreneurship

environment in the formation of Women stu-

dents’ Entrepreneurial Intention (WEI), albeit

in an isolated manner. This study combines a

multi-level framework. We have hypothesized

two dimensions of macrosocial environment,

that is, perceived university support, and per-

ceived institutional support. In addition, per-

ceived social network and subjective norms

as the fundamental elements of the micro-

social environment affecting the intention to

start a business.















Universidad de Huelva

jdiego@uhu.es



: 

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351



The Global Entrepreneurship Monitor (GEM) states that in 2012 over 224

million women worldwide were involved in a business venture. That means



Although research on female entrepreneurship has evolved substantially

-



and women entrepreneurs by generally contrasting female and male en-

trepreneurs. In particular, although research into female entrepreneurship



is surprising, as female entrepreneurship does not have the same features

all over the world. A country’s economic and legal environment, as well as

its national stereotypes, gender role ideologies, the social acceptability of

women as entrepreneurs, the public support systems (including education)

are all aspects that may affect the behavior of female entrepreneurs (Abate-

cola et al., 2012). Thus, the analysis of female entrepreneurs in ‘new’ coun-

tries can shed light on how belonging to certain environments may affect

female entrepreneurship intentions differently.

The general stereotype is that moroccan women are considered to oc-

cupy a lower position than men. This stereotype is reinforced by the fact

that in the population as a whole, Morocco has the highest percentage of

illiterate women in the Muslim world (World Bank, 2009). Women’s position

in society follows from women as a dominated group and men being dom-

inant. As a result, women are viewed to be docile without any capacity or

contribution to debate or commercial society. The dominated/dominating

relationship trumps the fundamentals of Islam (equal rights, duties and op-

portunities of education). As women are considered to have a lower status

in Moroccan society, men assert their power over them.

On the other hand, recent studies have noted limited and unequal ac-



Bank, 2007).

Our study takes a multiperspective approach to assessing the impact

of entrepreneurship environment on Women Entrepreneurship Intention

(WEI). Our second contribution is to extend our understanding of WEI in

the context of developing countries such as Morocco because very limited

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

empirical research has focused on developing countries (Byabashaija & Ka-

tono, 2011; Gupta et al., 2014; 

Moroccan women entrepreneurship has been scarce.

This chapter proposes the following research question: How important is

the context in which moroccan women operate, and how does this context

shape them and their future through opportunities or barriers? To answer



-

tional Support and micro-social environment, rather than studying the ques-

tion in an isolated manner. This should permit a deeper and more meaning-

ful analysis and understanding of the topic.

Hence, the main contribution of the chapter is to provide a better un-



will help university managers and policy-makers to understand the effec-

tiveness of current practices and initiatives, particularly in developing econ-

omies such as Morocco because in Morocco there is a strong and genuine

desire on the governmental level to promote entrepreneurship as well as in



2013).



2.1. THE INFLUENCE OF THE SOCIAL ENVIRONMENT.

Social cognitive theory (Bandura, 2001) suggests that the social environ-

ment around individuals plays an important role in shaping their cognition



and Bouchard (2010) point out, it is important to consider the interplay

        





In Moroco, gender disparities still remain. The majority of Moroccan en-

trepreneurs are men (Table 1). This inequality can be explained by different

-

-

setta, 2011).

In the GEM report (2016) it is stated that the environment context in Mo-

-

ities (Table 2). Hence, ‘new’ research directions from the context in which

moroccan women operate need to be studied more deeply.

El papel del ambiente empresarial en la formacion de la intención ...

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

Table 2. Entrepreneurial support in Morocco (2016).

Macro-social level Support

factor Score

Goverment policies: support and relevance Institutional 4.2

Goverment policies: taxes and bureaucracy Institutional 4.1

Goverment entrepreneurship programs Institutional 3.7

Entrepreneurial education at school stage  1.9

Entrepreneurial education at post school stage  4.0

  4.1



Source: GEM 2016/17 Global Report

In the entrepreneurship literature, the use of the term environment is

varied and used by practitioners and researchers in reference to entrepre-

neurship policy portfolios (Wessner, 2004), regional clusters of entrepre-



ecosystems (Nambisan & Baron, 2013; Zahra & Nambisan, 2011), and even

national systems of entrepreneurship (Acs, Autio, & Szerb, 2014).

The impact of universitiy support has been recognized as one of the cru-

cial factors in developing positive perceptions of competence for start-up

-

opment of favorable attitudes toward self-employment (Krueger & Brazeal,

       

-

preneurship and new venture creation by students, very little empirical re-



among university students (Walter, Auer, & Ritter, 2006). Kraaijenbrink,

Groen, and Bos (2010) suggested that although universities can support en-

trepreneurship in many objectively measured ways, in order to understand

Table 1. Morocco Total Entrepreneurial Activity. 2016

 

 6.70

 

Female/Male TEA ratio 0.67

Source: GEM (2016)

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

the effect of such measures it was crucial to gauge the extent to which they

could have an impact on students.

When looking at some of the institutional support factors affecting en-

trepreneurial development, researchers have focused on economic stability

(McMillan & Woodruff, 2002), capital availability (de Bettignies & Brander,

2007), reduced personal income taxes (Gentry & Hubbard, 2000), and the

policies, regulations, and programs that the country has undertaken to sup-

port entrepreneurship (Turker & Selcuk, 2009).

Finally, although university and institutional support can increase Entre-

-

fore, it is important to understand the process that underlies the emergence

of EI. Some scholars have also focused on individual factors as the potential

determinants of EI. These factors include: demographic characteristics, the

-

cy, locus of control, self-realization, independence, recognition, entrepre-

neurial experience, personality traits, and subjective norms.

These multilevel factors may interact with each other to synergize WEI,

but most researchers have treated them independently rather than consid-

ering the effects of their potential interrelations and interdependency. How-

ever, social science research expects a more holistic view in order to explain

phenomena by taking into account the interconnections of various factors.

Following the argument of Ireland and Webb (2007) that a single perspec-

tive in behavioral studies offers an incomplete account of phenomena, re-

search has emphasized that although individual-level factors have some

impact on EI, it may be better to consider the impact of some contextual

factors as well (Turker & Selcuk, 2009). In addition, our study goes beyond

the dominant perspective (Ajzen, 1991; Wu & Wu, 2008) and argues that

environment will have a direct effect on EI.

2.2. MODEL AND THE CONTEXT OF THE RESEARCH.

Entrepreneurship is the process of venture creation and EI is crucial in

this process. According to Ajzen (1991), intention captures the degree to

which people show their motivation and willingness to execute the desired

behavior. Intention has been shown to be the best predictor of planned

-

ior is rare, hard to observe, or involves unpredictable time lags (Bird, 1988;

Krueger & Brazeal, 1994).

Previous research has proposed several conceptual models for under-

standing EI, including the Entrepreneurial Event Model (Shapero & Sokol,

   -

preneurial Potential Model (Krueger & Brazeal, 1994); and the Davidsson



El papel del ambiente empresarial en la formacion de la intención ...

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

The phenomenon of women entrepreneurship is observed in many

economies; the intensity of it may be higher or lower, depending on the

country analyzed. The source of this phenomenon comprises to a large

extent discrimination against women in the labour market resulting in dif-

        

to some occupations (gender-related occupational segregation), including



any paid work or a job offering decent earnings, as well as the lack of chanc-

es for promotion and obtaining a managerial position push women to en-

trepreneurship.

Despite notable progress, Morocco lags behind in women’s social indi-









factor-MENA countries like Libia, Israel, Iran, Tunisia and Egypt.

-

ages of all women who work for pay, the lowest female literacy, and yet iron-

ically there are more women students than men (World Bank, 2009). Taken

together, these data present an enigma: a high percentage of women who

work for pay, a high percentage of illiterate women, and a high percentage

of female university students. This makes Morocco an intriguing scenario in

which to investigate the entrepreneurial pursuits of Muslim women.

In our conceptual framework, WEI represents a female university stu-

dent’s intent to start a new business. In order to understand how this in-

tention is formed, we have followed Kraaijenbrink, Groen, and Bos (2010),





role of universities in promoting women entrepreneurship is grounded in

       

been increasingly used to examine why some universities enhance the en-

trepreneurial activities among their students more than others (Rasmussen

& Borch, 2010; Walter, Parboteeah, & Walter, 2013).

At the micro-social level -which derives from links with family, friends, or



on the basis of how they discover, evaluate, and exploit entrepreneurial op-

portunities: social network support (Henderson & Robertson, 2010; Turket



Our proposed research framework is presented in Figure 1.

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

Figure 1. Research model autio

2.3. THE MACRO-SOCIAL ENVIRONMENT



Entrepreneurial universities are valued because of their economic out-



mechanisms (Tijssen, 2006). It is important for universities to position them-

selves as hubs of entrepreneurship by nurturing an entrepreneurial environ-

ment and providing substantial contributions to the economy and society

(Gnyawali & Fogel, 1994). The development of entrepreneurial universities

is a widespread phenomenon that has attracted policy-makers’ attention.

However, despite the increasing interest in academic entrepreneurship and

        

how the context shapes entrepreneurial intention among women university

students (Walter, Auer, & Ritter, 2006).

-



amount of scholarship has seen universities as seedbeds for entrepreneur-



2008). Entrepreneurial universities can play an important role in identify-

ing and developing students’ entrepreneurial traits and the ability to start









El papel del ambiente empresarial en la formacion de la intención ...

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

Previous research has suggested that certain university support poli-

cies and practices can foster entrepreneurial activities among students, for



university incubators and physical resources (Mian, 1997); and university

-



knowledge about entrepreneurship and motivating young people to seek

an entrepreneurial career (Henderson & Robertson, 2000).

Kraaijenbrink, Groen, & Bos (2010) suggested that although universities

can support entrepreneurship in many objectively measured ways, in order

to understand the effect of such measures it was crucial to gauge the extent

to which they could have an impact on students. This can be achieved by

measuring students’ perceptions of the university support that they receive.

Thus, it can be inferred that support provided by universities can play an

important role in EI among their women students. We propose:



Women´s Entrepreneurial Intention.



Entrepreneurs do not exist in isolation, and many social, cultural, eco-

nomic, and political factors may affect their entrepreneurial behavior. A

country’s public institutional structures establish the rules of the game for



-

tions, and policies regarding government assistance for the promotion of

entrepreneurship (Ingram & Silverman, 2002). Bosma, Wennekers, and Am-

oros (2011) found a correlation between a country’s gross domestic product

per capita and the level and type of entrepreneurial activity in the country.

-

ture and the economic and political stability of their country.

This means that productive entrepreneurship would be at a low level

where the incentives supporting it are weak (Baumol, 1993). Some of these

incentives include access to capital and markets and the availability of infor-

mation (Basu, 1998). Studies on students have also revealed that the lack of

funds is a major barrier to entrepreneurship (Henderson & Robertson, 2000;

Li, 2007; Robertson et al., 2003). If individuals perceive that the institution-



-

crease (Luthje & Franke, 2003; Schwarz et al., 2009; Turker & Selcuk, 2009).

However, Morocco presents multiple and important cultural differences

compared to european countries. For example, Morocco is a Muslim coun-

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

try, and although it is a both African and Islamic traditions shape gender re-

lations. As in most Islamic countries which have been colonies of a Western

country, such as France, a dual legal system was established. First, there is



legal systems. Secondly there is family law, which remained a separate entity

based on religious law, in the case of Morocco the Malik code of law.



personal savings or family support, and the use of bank credit is still very

limited and an exception. (Bousetta, 2011).

In this context, and considering de remain gender gap, we propose:

H1b: Perceived Institutional Support (PIS) by women in Morocco neg-



2.4. THE MICRO-SOCIAL ENVIRONMENT

Stead (2017) observes that ‘being an entrepreneur involves multiple and

often overlapping belongings’, and that for women, it is a private and a pub-

lic task. Thus, women entrepreneurs tend to combine both private personal

issues with their public entrepreneurship engagements, and they pursue

legitimation from the people around them within both spheres of domestic

and business life. This legitimation materializes in the form of support like

advice and contacts. Moroccan women´s involvement in entrepreneurship

activities in closely linked to social structures and traditional cultural prac-

tices (Feliu, 2004). Women have been considered as having a lower status

in Moroccan society than men, and up until recent times women have been

viewed as a dominated minority who lack a voice in society (Driss-Aït-Hama-

duche, 2008). Moroccan women in general consult their family before de-



by the traditions and customs that characterize Moroccan society, which

require women to follow certain rules of conduct within their family and so-

ciety (Bousetta, 2011).

Hence a women’s perception of social network support (NET) plays an



such as EI.

On the other hand, the variable Subjective Norms (SN) could represent

the pressure exerted by social perceptions on entrepreneurship. Whereas

         



between them (Autio et al., 2001; Krueger et al., 2000; Liñán

This study includes this construct in the model and uses a scale including

-

er mentors.

El papel del ambiente empresarial en la formacion de la intención ...

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

Therefore, we propose:

-

neurial Intention.



Intention.



-

dergraduate women students in their last two years of college were contact-



For Explanatory Analysis and in order to test the structural model we ap-







In the present study, all four constructs have been measured through re-

EI was measured with six statements adapted from Liñán

   Perceived University Support    

a three-item scale rating students’ perception of the support that the uni-

versity provides beyond teaching (Kraaijenbrink, Groen, & Bos, 2010). Per-

ceived Institutional Support (PIS) was measured through a four-item scale

developed by Turker and Selcuk (2009). The questions were related to the





and the economic situation in Morocco. Social Network Support (NET) was

measured from twelve items from Turker and Selcuk (2009), and Subjec-

tive Norms

(2011).

The analysis of the measurement model for the full sample found low

loadings for a small number of items. These were removed, and the model



corresponding constructs with factor loadings ranging above 0.70, thus



convergent validity at the item level. Following Fornell and Larcker (1981),









loadings provided evidence of discriminant validity.

-

ples) provided support to all hypotheses (Table 4, Figure 2) stronger for PIS

( = 0.240; p 

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351



Construct (Items) Factor

Entrepreneurial Intention (EI) (α=0.915; AVE=0.705)

“I am ready to do anything to become an entrepreneur.”

“My professional goal is to become an entrepreneur.”

“I will make every effort to start and run my own business.”

“I am determined to create a business in the future.”

“I have thought very seriously about starting a busines.”

“I rmly intend to start a business one day.”

Perceived University Support (PUS) The courses that I attend...

(α=0.825; AVE=0.846)

1. “The atmosphere at my university inspires me to develop ideas

for new businesses.”

2. “There is a favourable climate for becoming an entrepreneur at

my university.”

Perceived Institutional Support (PIS) In my country... (α=0.630;

AVE=0.719)

1. “It is difcult to start one’s own business due to the complex

administrative procedures.”

2. “It is difcult to obtain sufcient information on how to start a

business.”

Social Network Support (NET) (α=0.788; AVE=0.697)

“If I decided to be an entrepreneur, my friends will procure me

contacts.”

“If I decided to be an entrepreneur, my acquaintances will procure

me contacts.”

“If I decided to be an entrepreneur, my acquaintances will give

me information and good advices.”

Subjective Norm (SN) (α=0.697; AVE=0.554)

“If I decided to be an entrepreneur, my parents will support me.”

“If I decided to be an entrepreneur, my teachers/professors will

support me.”

0.814

0.876

0.872

0.896

0.860

0.708

0.953

0.885

0.925

0.763

0.725

0.923

0.846

0.764

0.725

Table 4. Results of the Structural Model. Sample (N=234 women students)

Hyp. Hypothesized Path Standarized

Estimates Results

H1a Perceived University Support (PUS)—›EI 0.136* Supported

H1b Perceived Institutional Support (PIS)—›EI 0.240* Supported

H2a Social Network Support (NET)—›EI 0.167* Supported

H2b Subjective Norms (SN)—›EI 0.153* Supported



El papel del ambiente empresarial en la formacion de la intención ...

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

Figure 2. Structural Model for Women in Morocco (NMoroccan women = 234)





regarding the need for exploring the contextual embeddedness of wom-

en’s entrepreneurship, especially in Africa, by introducing a multi-level per-

spective of the environmental factors that contribute to women entrepre-

neurial intention. We supplement prior evidence that neither individual nor



entrepreneurial intentions (Davidsson & Wiklund, 2001), but that it is the

combination which provides insights into this process.

Macro-social environment is represented by perceived university sup-

        

show that, of these two measures, perceived institutional (non-)support was

the most important factor among moroccan women students’ entrepre-

neurial intentions. The most important barrier to women entrepreneurship

is the cumbersome administrative procedures and the complexity of regu-

lations for them.

One explanation for the lack of institutional support is that the Moroccan

goverment is not entrepreneurship-oriented. Another explanation is that

women do not rely on public institutions, so a collective effort at the insti-

tutional level is required in order to promote entrepreneurship among the

youngest women. Institutions in Morocco need to develop the activities that

support women entrepreneurship in order to prepare the business leaders

of the future. Another way is to foster a supportive environment, for exam-

ple by offering resources such as a network of individuals who can provide



role models, and the provision of one-to-one support, and providing wom-

en students with the funding to start a new business. Thus, public institu-

tions must restore their credibility among women university students.

-

vision of atmosphere and the climate for initiating a new venture. Although

moroccan women perceived that their universities were helpful in providing

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

a favorable environment, the study requires more research regarding other

factors such as perceived university courses that measure knowledge and



-

man (2009), we propose that universities can provide support by teaching

students the general knowledge and skills that are needed to initiate a new

venture. In addition, and considering their commercialization role, universi-

ties can also provide individual students or groups of students with a more



motivation, and business ideas in the early stages of the entrepreneurial pro-

cess, in which opportunity recognition and development take place.

The results for the micro-social environment indicate that the two factors



-



2009), and Subjective Norms (Autio et al., 2001; Krueger et al., 2000; Liñán,



Despite the existence of several associations in Morocco and organiza-



etc.), moroccan women are generally unaware of these structures. This in-

formation campaigns become necessary to bring these organizations to

young graduates.

         -

cy-makers to understand which constructs are the most effective in fostering

WEI, particularly in developing economies like Morocco. On the basis of our



have an impact on women entrepreneurship intentions.

Finally, this chapter is subject to some limitations. First, the focus is on

measuring behavioral intention rather than actual behavior. As a conse-

quence, this study does not predict how many women students will mate-

rialize their entrepreneurial intentions. Second, a longitudinal study could

reveal the degree to which entrepreneurial intention turns into entrepre-

neurial behavior. Third, future research could conduct a comparative analy-

sis between developing and advanced economies in order to extract more



based on a larger sample of women entrepreneurs in African countries. A

sample of men entrepreneurs should also be included within the scope

of future research. Finally, although the measurements used for the macro

and micro social environments have been tested in previous studies, and in



will be required.

El papel del ambiente empresarial en la formacion de la intención ...

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351



Arthur Stinchcombe’s

 Journal

of Management History, 18(4), 402–418.

        National Systems of Entrepre-

neurship: Measurement Issues and Policy Implications Research Policy,

43(1), 476-494.

Ajzen, I. (1991): The theory of planned behavior Organizational Behavior

and Human Decision Processes

Autio, E., Nambisan, S., Wright M., and Thomas, D.W. (2001): 

-

cial Issue) Strategic Entrepreneurship Journal.

       An Investigation into the

Role of Intentions as Mediators of the Attitude-Behavior Relationship

Journal of Economic Psychology, 

Bandura, A. (2001):  An-

nual Review of Psychology, 

Basu, A. (1998): An Exploration of Entrepreneurial Activity among Asian

Small Businesses in Britain Small Business Economics, 10(4), 313–326.

Baumol, W. (1993): Entrepreneurship, Management and the Structure of

Payoffs, London, MIT Press.

Becker, G.S. (1964): Human capital,

Entrepreneurship Education

and the Business School Technology Analysis & Strategic Management,

18(1), 1–18.

Bird, B. (1988):  -

tion Academy of Management Review, 

-

ship Monitor 2011 Extended Report: Entrepreneurs and Entrepreneurial

Employees across the Globe.

Bousetta, M. (2011): Entrepreneuriat Féminin au Maroc: Environnement

 ICBE-RF Re-

search Report-



Byabashaija, W., and Katono, I. (2011). The impact of college entrepre-

neurial education on entrepreneurial attitudes and intention to start a

   Journal of Developmental Entrepreneurship, 16,

127–144.

Does entrepreneurial self-ef-

  Journal of Business

Venturing

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

Determinants of Entrepreneurial Intentions RENT IX

Workshop, Piacenza, Italy, Nov. 23–24.

Levels of analysis in entrepreneur-



Entrepreneurship Theory & Practice,

       Financing Entrepreneurship:

     Journal of Business Venturing,

22(6), 808–832.

-

trepreneurial Opportunities: A Theoretical Framework Entrepreneurs-

hip Theory and Practice, 

-

-

tics y Data Analysis, 81, 10–23.

http://doi.org/10.1016/j.csda.2014.07.008

-

El Magreb.

Realidades nacionales y dinámicas regionalesMadrid, Edito-

rial Síntesis.

-

 Canadian Journal of

Counselling



Firms’ Entrepreneurial Orientation: A Research Agenda Entrepreneurs-

hip and Regional Development, 22(7–8), 707–730.

Feliu, L. (2004): El jardín secreto. Los defensores de los Derechos Humanos

en Marruecos, 

Evaluating Structural Equation Models

 Journal of Market-

ing Research, 

Gentry, W., and Hubbard, R. (2000): Tax Policy and Entrepreneurial Entry

American Economic Review, 90(2), 283–287.

Global Entrepreneurship Monitor (GEM) (2016): GEM 2016/2017 Global

Report, Global Entrepreneurship Research Association, London, London

Business School.

     Women’s Entrepreneur-

ship. Special Report 2015, Global Entrepreneurship Research Associa-

tion, London, London Business School.

   

Entrepreneurship: Theory and Practice,

18(4), 43–62.

El papel del ambiente empresarial en la formacion de la intención ...

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351



-

International

Entrepreneurship Management Journal, 10, 367–384.

  Multivariate

Data Analysis

-

Educa-

tion + Training, 47(8/9), 616–627.

-

   Career

Development International, 

-

Advances Strategic Management, Eds. P. Ingram





Business Hori-

zons, 

 



Industrial and corporate change, 8(1), 67-103.



Journal of Business Venturing



International

Journal of Entrepreneurship and Small Business, 

-

Entrepreneurship: Theory and Practice, 18, 91–91.

-

Entrepreneurship Regional Devel-

opment, 



  Journal of Business Venturing  

432.



Education + Training,

47(2), 98–111.

Entrepreneur a-t-il un féminin?, -

che de Lille.

  

Journal of Technology Transfer, 

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

-

Journal of Developmental Entrepreneurship,

12(4), 449–466.

-

       

Entrepreneurship and Regional Development, 

-



Entrepreneurship Theory and Practice, 





R&D Management, 



The Journal of Economic Perspectives, 16(3),



-

Journal of Business Ventur-

ing, 

-

Research Policy, 



   

Journal of Small

Business Management, 

Nambisan, S., and Baron, R.A. (2013): Entrepreneurship in innovation eco-

systems: Entrepreneurs’ self-regulatory processes and their implications

    Entrepreneurship: Theory & Practice 

1071-1097.

Understanding the Process of Economic Change, Prince-



Psychometric Theory,

McGraw-Hill.

The Theory of the Growth of the Firm,

Wiley.



entrepreneurship: A longitudinal study of spin-off ventures at mid-range

Research Policy

           

Education + Train-

ing, 



-

El papel del ambiente empresarial en la formacion de la intención ...

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

 Journal of Small Business Management, 



Sanchez, G. (2013): PLS Path Modeling with R. Berkeley, Trowchez editions.



-

Education + Training, 



Academy of Management Review, 

-

International

Small Business Journal,

-

trepreneurship: The role of institutional voids, institutional support, and



46(3), 308–331.

       -

ward Measurement Models and Indicators of Entrepreneurial Orienta-

Research Policy, 

-

Journal of European Industrial Training,



-



Small Business Economics

Entrepreneurship Education in the Arab States A joint proj-

ect between UNESCO and StratREAL Foundation-

port.

-

      Social Capital, a Multifaceted

Perspective, Eds. P. Dasgupta and I. Serageldin, Washington, The World



-



Journal of Business Venturing, 



and self-employment intentions of business students: a cross-level anal-

nd Practice

Strategic Man-

agement Journal

Entrepreneurship and the innovation ecosystem pol-

icy lessons from the United States,

and public policy.

Juan d. Borrero

RIESISE, 1 (2018) pp. 49-68 e-ISSN: 2659-3351

World Bank (2009): The Status & Progress of Women in the Middle East &

North Africa

World Bank (2007): Gender and Employment in Morocco.

-

Journal of Small Business

and Enterprise Development

           

      -





AMS Review, 1(1), 4-17

-

The Journal of

Applied Psychology, 