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

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Barbara Jayne Orser ◽  
Catherine Jane Elliott
Keyword(s):  
Conceptual Framework ◽  
Gender Equity ◽  
Performance Metrics ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Assessment Criteria ◽  
Case Study Methodology ◽  
Content Type ◽  
And Training

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.

The role of entrepreneurship education and training programmes in advancing entrepreneurial skills and new ventures

2020 ◽  
Vol 44 (6/7) ◽  
pp. 595-614
Author(s):  
Anderson Galvão ◽  
Carla Marques ◽  
João J. Ferreira
Keyword(s):  
Human Resource Development ◽  
Structural Equation ◽  
Positive Impact ◽  
New Ventures ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Entrepreneurial Skills ◽  
Training Programmes ◽  
And Training

Purpose This study aims to understand how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business ventures. Design/methodology/approach The study included a questionnaire distributed to 103 EETP participants. The data were processed using SmartPLS software to construct a structural equation model. Findings The results show, first, that the respondents’ motivations have a positive impact on participation in entrepreneurship education programmes and company creation. Second, participation in these programmes positively influences individual entrepreneurial orientation and entrepreneurial skills. The findings also include that the entrepreneurship education programme under study has strengthened its participants’ capacities and competencies, making these people more autonomous and facilitating their creation of new businesses. Originality/value This study sought to contribute to a fuller empirical understanding of how EETPs affect their participants’ individual entrepreneurship orientation and capacities (human resource development), thereby fostering company formation and regional development. Theoretical and practical implications are presented, with an emphasis on what needs to be done to improve EETPs.

Portuguese research shows value of entrepreneurial training in developing necessary skills

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
The North ◽  
Entrepreneurial Skills ◽  
The Creation ◽  
Entrepreneurial Training ◽  
Training Programmes ◽  
And Training

Purpose The goal was to study how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business venture Design/methodology/approach The authors tested a series of hypotheses on the EETPs designed for the Sabor Entrepreneurship Programme (SEP), in northern Portugal. They used a detailed questionnaire. At the time of the research (2018), the SEP had had five editions across Sabor’s five municipalities. The main aim of the EETPs was to train participants to run their own companies. Findings The study showed that the entrepreneurship education and training programmes (EETP) developed in the Sabor Region in the north helped participants to develop entrepreneurial skills. Despite these positive results, the researchers were unable to prove statistically that the programme had a definite influence on the creation of companies. Too many other factors, such as financing, bureaucracy and access to information proved critical in the formation of new businesses. Originality/value The researchers were motivated to carry out their research because EETPs have been rapidly expanding throughout the world, but there is no consensus about their effectiveness, or about the best elements to include. To bridge the gaps, the authors examined the role of EETPs in the development of entrepreneurial skills and the creation of businesses.

Entrepreneurship and innovation

2015 ◽  
Vol 57 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Alex Maritz ◽  
Jerome Donovan
Keyword(s):  
Design Methodology ◽  
Training Programs ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Points Of View ◽  
And Training ◽  
Practical Implications ◽  
Specific Learning ◽  
Innovation And Entrepreneurship

Purpose – The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs. Design/methodology/approach – This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines. Findings – Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts. Research limitations/implications – The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations. Practical implications – The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs. Originality/value – The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

Entrepreneurship education and training as facilitators of regional development

2018 ◽  
Vol 25 (1) ◽  
pp. 17-40 ◽  
Author(s):  
Anderson Galvão ◽  
Joao J. Ferreira ◽  
Carla Marques
Keyword(s):  
Regional Development ◽  
Bibliometric Analysis ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Education And Training ◽  
Content Type ◽  
Entrepreneurial Spirit ◽  
Business Creation ◽  
And Training

Purpose The purpose of this paper is to provide insights of a systematic literature review (SLR) of the entrepreneurship education and training as facilitators of regional development. Current and future trends in the field are identified. Design/methodology/approach The paper offers an SLR on the entrepreneurship education and training and advances through a comprehensive bibliometric analysis comprising the period 1973-2016. To collect data, only articles published in scientific journals were used in the SCOPUS database. Findings The results highlight that both training and entrepreneurship education can be a strong strategic tool for regional development, and that it is important for entities such as academia, government and business to cooperate towards the same goal in order to strengthen the entrepreneurial intention of society. Findings reveal three clusters as trends of literature: entrepreneurial universities, entrepreneurial spirit and process of business creation. Originality/value This paper contributes to fill the gap in terms of SLR on the importance of entrepreneurship education and training for regional development conducted by a bibliometric analysis.

The role of entrepreneurship education and training on creation of the knowledge economy

2017 ◽  
Vol 13 (4) ◽  
pp. 375-388 ◽  
Author(s):  
Yagoub Ali Gangi
Keyword(s):  
Knowledge Economy ◽  
Innovation System ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Long Period ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Short Period ◽  
And Training

Purpose The purpose of this paper is to explore the experience of Qatar with entrepreneurship education and training, and its contribution in creating a knowledge-based economy. By doing so, the paper will contribute towards raising awareness about the state of entrepreneurship education, training and the knowledge economy in Qatar. Design/methodology/approach The research design for this paper is a descriptive and interpretive case study that is analysed through qualitative methods. Secondary information is analysed through descriptive statistics. Findings The main finding of this paper is that although Qatar has launched many initiatives of entrepreneurship education and training to help diversify its economy by creating knowledge-based economy, the data show that there is some improvement in Qatar’s ranking in the Knowledge Economy Index. Research limitations/implications The main limitation of this study is the unavailability of secondary data for a long period of time. Social implications The main policy implication that can be derived from the findings of this paper is that entrepreneurship education and training alone cannot create a diversified and knowledge-based economy in a short period of time. In fact building a knowledge economy requires more than introduction of entrepreneurship education and training. In addition to entrepreneurship education it requires improvement in the national innovation system, large investment in information and communication technology and a good macroeconomic performance. Moreover, the success of entrepreneurship education and training in fulfilling its objective requires a comprehensive strategy to be implemented over a long period of time. Originality/value The paper represents an original work that links entrepreneurship education and training with the knowledge economy. This is the first paper that handles this issue in the context of Gulf countries.

Human capital and entrepreneurial intentions: do entrepreneurship education and training provided by universities add value?

2020 ◽  
Vol 28 (2) ◽  
pp. 73-83
Author(s):  
Nimitha Aboobaker ◽  
Renjini D.
Keyword(s):  
Human Capital ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Education And Training ◽  
The Body ◽  
Entrepreneurial Education ◽  
Training And Education ◽  
Content Type ◽  
Entrepreneurial Training ◽  
And Training

Purpose In the context of conflicting results in the existing literature on the effectiveness of entrepreneurial education and training, this study aims to examine the effect of entrepreneurial training on perceived human capital and entrepreneurial intention of students. A deeper understanding of the effectiveness of entrepreneurship programs assumes significance, given the substantial policy support and budgetary spending on entrepreneurship education across the world, especially in emerging economies like India. Furthermore, the authors seek to examine if human capital mediates the relationship between entrepreneurial training and entrepreneurial intention. Design/methodology/approach In total, 330 final-year students who had undergone a mandatory course on “entrepreneurship and new venture planning” in various disciplines in science, technology and management were randomly selected as sample respondents. A self-administered and structured questionnaire that measured the attitude toward perceived effectiveness of entrepreneurial education and training, perceived human capital and the entrepreneurial intention was used to elicit responses. Findings Results revealed that entrepreneurial training and education are effective in eliciting an important student-level outcome of entrepreneurial intention. Furthermore, the study found that human capital significantly mediates the aforementioned relationship. Based on these findings, it is suggested to further the focus of entrepreneurial training programs conducted in universities and thus foster entrepreneurial outcomes among students. Originality/value This study adds to the body of knowledge, by examining if entrepreneurial education and training provided by universities indeed yield positive results in terms of higher intentions to engage in entrepreneurial activities, with emphasis on a large developing economy like India. Entrepreneurship development is widely recognized as an effective tool for the socio-economic development of societies in developing countries. This study, by establishing the efficacy of entrepreneurship education in creating entrepreneurial intention among young students, endorses the policy focus and resource spending on entrepreneurship training and education. Also, this study is pioneering in examining the mediating role of human capital in the aforementioned relationship.

Entrepreneurship education and training in Indian higher education institutions: a suggested framework

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meghna Chhabra ◽  
Leo-Paul Dana ◽  
Sahil Malik ◽  
Narendra Singh Chaudhary
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Evaluation Systems ◽  
Education In India ◽  
Indian Higher Education ◽  
And Training

PurposeThe study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India.Design/methodology/approachThe current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years.FindingsThe study identified five broad “meaning units” or “themes,” that is, “incremental pedagogical efficiency and flexible evaluation systems,” “entrepreneurial experience of the faculty,” “extended support,” “holistic mentoring” and “experiential learning” as components of an effective EET regime.Originality/valueThe study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings.

Gender in vocational education and training: an integrative review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah Ray ◽  
Jill Zarestky
Keyword(s):  
Vocational Education ◽  
Human Resource Development ◽  
Gender Equity ◽  
Empirical Studies ◽  
Theoretical Perspective ◽  
Empirical Work ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Content Type ◽  
And Training

Purpose Vocational education and training (VET) programmes are key contributors to skill and talent development for nations worldwide, as aligned with the UN’s sustainable development goals (SDGs). The purpose of this paper is to explore gender inclusion in VET programmes from an economic feminist (EF) theoretical perspective. Design/methodology/approach This integrative literature review identified and analysed relevant empirical studies to create a more comprehensive representation of supports for global gender equity and economic growth through VET. Findings A gap exists between EF theory, human resource development and VET practices. Consequently, instructor preparation and practice do not adequately contribute to equitable workplaces beyond VET programmes. VET programmes continually struggle to create inclusive environments that support women and challenge masculinized fields and workplace norms. Research limitations/implications This paper limits empirical studies addressing gender in VET. Future empirical work should investigate the value to students, instructors and communities when masculine industry norms are reconstructed and redesigned for gender inclusivity. Practical implications VET advisors and instructors are influential in contextualizing vocational fields for students and influencing students’ career trajectories. Women need more accessible training and employment in traditional masculine industries. Originality/value This comprehensive review of gender in VET can aid in inclusivity efforts of programmes and employers and support nations’ efforts to achieve the UN’s SDGs.

Technology adoption and gender-inclusive entrepreneurship education and training

2019 ◽  
Vol 11 (3) ◽  
pp. 273-298
Author(s):  
Barbara Orser ◽  
Allan Riding ◽  
Yanhong Li
Keyword(s):  
Large Scale ◽  
Evaluation Criteria ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Structured Interviews ◽  
Content Type ◽  
Gender Barriers ◽  
Ict Adoption ◽  
Gender Influences ◽  
And Training

Purpose Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and the provision of entrepreneurship education and training (EET) programs. Design/methodology/approach Empirical findings are drawn from 21 semi-structured interviews (22 informants) possessing differing training expertise regarding digital technology among women entrepreneurs. An open-coding technique was adopted where descriptive codes were first assigned to meaningful statements. Interpretive and pattern codes were then assigned to indicate common themes and patterns, which were reduced to higher-order categories to inform the research questions. Findings The findings specify and validate further gender influences in the digital economy. Digital skills are identified, and strategies to close gender barriers to ICT adoption with EET are described. The findings are discussed in reference to a large-scale, Canadian ICT adoption program. Research limitations/implications Perceptual data may be idiosyncratic to the sample. The work did not control for type of technology. Gender influences may differ by type of technology. Practical implications Findings can be used to construct gender-inclusive ICT supports and inform ICT adoption policies. This includes program eligibility and evaluation criteria to measure the socio-economic impacts. Originality/value The study is among the first to examine the intersection between knowledge about gender-related barriers to ICT adoption and EET. The findings can be adopted to ICT support programs targeted at small business owners and entrepreneurs.

Making the point? The audiovisual/digital media dissertation

2014 ◽  
Vol 6 (1) ◽  
pp. 98-118
Author(s):  
Coral Houtman ◽  
Maureen Thomas ◽  
Jennifer Barrett
Keyword(s):  
Digital Media ◽  
Film Theory ◽  
Education And Training ◽  
Content Type ◽  
Hands On ◽  
Practice Based Research ◽  
The University ◽  
Depth Interviews ◽  
And Training ◽  
Practical Recommendations

Purpose – The purpose of this paper is to address the advantages of education and training in creating the “Audiovisual/Digital Media Essay” (AV/DME), starting from visual and cinematic thinking as a way of setting up, developing and concluding an argument. Design/methodology/approach – Recognising the advantages to education and training of the “AV/DME” this paper explores ways of enabling visually disciplined students to work on film theory within their chosen medium, and to develop arguments incorporating audiovisual sources, using appropriate academic skills. It describes a hands-on BA/MA workshop held at Newport Film School (May 2011) and subsequent initial implementation of an examinable DME. The paper contextualises the issue in the light of practice-led and practice-based research and of parity with written dissertations. Drawing on analysis of in-depth interviews with students and tutors, it makes practical recommendations for how to resource, staff and support the implementation and continuation of the AV/DME and/or dissertation. Findings – The paper feeds back from both students and staff on the running of an initial AV/DME workshop and finds that the Film School Newport is suited to running the AV/DME and suggests a framework for its support. Research limitations/implications – The study needs to be followed up when the students complete their full dissertations. Practical implications – The AV/DME needs sufficient technical and human resources to support student learning. Originality/value – The paper provides a clear and original framework for teaching, supporting and assessing the AV/DME. This framework can be disseminated beyond the University of Wales Newport, and can be used to teach the AV/DME in further contexts and to wider groups of students.

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