A conceptual model and assessment criteria to inform gender-smart entrepreneurship education and training plus
ISSN: 1754-2413
Article publication date: 2 December 2021
Issue publication date: 17 March 2022
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.
Keywords
Acknowledgements
The investigators would like to thank and acknowledge the invaluable expertise and advice shared generously by staff of the Jordanian-education NGO. Their leadership in entrepreneurship education is exemplary. The authors would like to acknowledge the project management expertise, ongoing support and funding of the Canadian contract authority. Thanks are also extended to the Jordanian gender expert, student participants of the focus group and training program, women entrepreneurs, volunteer instructors, mentors, and two faculty colleagues who helped to design and delivery the Canadian case study.
Citation
Orser, B.J. and Elliott, C.J. (2022), "A conceptual model and assessment criteria to inform gender-smart entrepreneurship education and training plus", Gender in Management, Vol. 37 No. 3, pp. 360-387. https://doi.org/10.1108/GM-12-2020-0378
Publisher
:Emerald Publishing Limited
Copyright © 2021, Emerald Publishing Limited