A conceptual model and assessment criteria to inform gender-smart entrepreneurship education and training plus

Abstract

Purpose This study aims to problematize how gender is enacted within entrepreneurship education and training (EET). Design/methodology/approach Using a social feminist lens, this study advances principles, a conceptual framework, assessment criteria and illustrative performance metrics to inform gender-sensitive EET programs and courses. Findings are based on a cross-case thematic analysis of two large-scale case studies conducted in Canada and Jordan. Findings The findings bridge social feminist theory and EET studies. The originality of the research rests in its utilization of the principles and conceptual framework to examine EET and to inform the development, design and assessment of gender-sensitive programs and courses. Research limitations/implications The framework and criteria do not differentiate types or levels of EET. The investigators lead the assessment of curricula and co-construction of gender-sensitive course content. Interpreter bias cannot be ruled out. Practical implications The proposed principles, framework, criteria and performance will assist stakeholders in EET program/course design, content, delivery and evaluation. Social implications Aligned with the United Nation Sustain Development Goal 5 (gender equity), the findings demonstrate the value of adapting a critical lens across all elements of EET and responding to biases in participant selection and engagement, program design and curricula. Originality/value To the best of the authors’ knowledge, this is among the first studies to use a social feminist perspective and case study methodology to inform criteria to assess EET.

Promoting a Contemporary Image of Entrepreneurial Careers: A Course Concept to Address Gender Role Stereotypes Through Entrepreneurship Education

“…Small changes in content and instructional methods can serve as pedagogical nudges that influence the determinants of one’s attitudes toward entrepreneurship and gender imbalances in startup contexts (Neergaard et al, 2021). For instance, the careful selection of teaching materials can help to counterbalance the masculinization of entrepreneurship by offering more androgynous portrayals of entrepreneurs and their characteristics in case studies, in visualizations of presentation slides, and in course descriptions (Datta et al, 2021; Liñán et al, 2021; Orser & Elliott, 2020). Highlighting women entrepreneurs as inspiring role models and how diverse they can be in terms of traits, characteristics, ideas, socioeconomic background, visions, and approaches to starting a venture has also proven effective in nudging students who seemingly do not fit the masculine ideal to better identify with the role of a startup founder.…”

“…Moreover, we note that pedagogical nudges are not universally applicable but need to be adapted according to gender role stereotypes that exist in different (entrepreneurial) contexts (Laguía et al, 2019; Welter, 2011). Finally, gender-sensitive entrepreneurship education would benefit from broadening its perspective by drawing attention to intersectionality (Lo, 2023; Marlow & Martinez Dy, 2018; Orser & Elliott, 2022).…”

“…As a response to the genderedness of entrepreneurial careers, EE literature has focused on developing instructional innovation supporting primarily women to enhance their entrepreneurial self-efficacy and intentions by delivering leadership skill training (Botha et al, 2006; Bullough et al, 2015), implementing peer mentoring (Elliott et al, 2020), and creating safe spaces to engage with role models (Cochran, 2021). In addition, educators are required to employ gender-sensitive language (Ahl, 2007), use case studies or role models that portray successful women entrepreneurs (Oppedisano & Laird, 2006; Orser et al, 2019), and engage participants in discussions about gender influences on venture creation (Orser & Elliott, 2020). While these pedagogical interventions are a crucial step forward to achieve greater heterogeneity among those pursuing entrepreneurial careers, gender-sensitive interventions and their impact in all gender classroom settings are still underexplored, and “too many courses and programmes remain gender blind” (Aggestam & Wigren-Kristoferson, 2021, p. 22).…”

“…From there, participants follow Clara and her venture creation process through the entire online training. In line with recent recommendations for the inclusive representation of entrepreneurship (Datta et al, 2021; Liñán et al, 2021; Orser & Elliott, 2020), we deliberately chose an androgynous portrayal of Clara, to ensure that the focal case study emphasizes neither masculine nor feminine traits and that many participants could identify with the person depicted in the videos (see Figure 2). The videos can be assessed here: https://t.ly/F1_3d.…”

Relationship Between Education and Business Management

“…That is the main reason why even in school set ups, business and entrepreneurial schools, business management is part of the curriculum, which needs the right coverage to ensure the attainment of knowledge on the same. To be operational, business management requires the attainment of given skills, which can only be acquired via learning certain short and or long courses [4]. It is however notable that each aspect is independent of the other, and can adequately operate solely.…”