Does gender balance in entrepreneurship education make a difference to prospective start-up behaviour?
Hägg, Gustav LU ; Politis, Diamanto LU
and Alsos, Gry
LU
(2023)
In Education and Training
65(4).
p.630-653
- Abstract
- Purpose
This study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices, asking: Does gender balance in entrepreneurship education influence start-up behaviour after graduation? Based on gender mainstreaming, this study builds on the assumption that gender balance influences classroom and student community discourses. This study presents two hypotheses suggesting a positive relationship between gender balance (student and mentor gender balance, respectively) and the likelihood of engaging in start-up behaviour after graduation.
Design/methodology/approach
The context is an international one-year master's programme in... (More) - Purpose
This study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices, asking: Does gender balance in entrepreneurship education influence start-up behaviour after graduation? Based on gender mainstreaming, this study builds on the assumption that gender balance influences classroom and student community discourses. This study presents two hypotheses suggesting a positive relationship between gender balance (student and mentor gender balance, respectively) and the likelihood of engaging in start-up behaviour after graduation.
Design/methodology/approach
The context is an international one-year master's programme in entrepreneurship and innovation, which adopts an experienced-based pedagogical approach to support learning. This study applies binary logistic regression analysis to test the hypotheses on a sample of 107 graduates who responded to a web-based questionnaire on post-graduation career paths.
Findings
This study finds support for the first hypothesis indicating that student gender balance in the classroom has a significant positive impact on graduates' likelihood of engaging in start-up activity post-graduation. In the interpretation of these findings, this study emphasizes that a master's programme in entrepreneurship is an important arena where students' attitudes, values, aspirations and intentions towards entrepreneurship are shaped and their identity developed.
Originality/value
While studies have demonstrated gender bias in the discourses on entrepreneurship education and content, there is little evidence of its consequences or how it is addressed. Findings of this study point directly to this gap by revealing that improved gender balance is not only beneficial to the underrepresented gender, but to the overall student group.
(Less) - Abstract (Swedish)
- Purpose: This study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices, asking: Does gender balance in entrepreneurship education influence start-up behaviour after graduation? Based on gender mainstreaming, this study builds on the assumption that gender balance influences classroom and student community discourses. This study presents two hypotheses suggesting a positive relationship between gender balance (student and mentor gender balance, respectively) and the likelihood of engaging in start-up behaviour after graduation.
Design/methodology/approach: The context is an international one-year master's programme in... (More) - Purpose: This study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices, asking: Does gender balance in entrepreneurship education influence start-up behaviour after graduation? Based on gender mainstreaming, this study builds on the assumption that gender balance influences classroom and student community discourses. This study presents two hypotheses suggesting a positive relationship between gender balance (student and mentor gender balance, respectively) and the likelihood of engaging in start-up behaviour after graduation.
Design/methodology/approach: The context is an international one-year master's programme in entrepreneurship and innovation, which adopts an experienced-based pedagogical approach to support learning. This study applies binary logistic regression analysis to test the hypotheses on a sample of 107 graduates who responded to a web-based questionnaire on post-graduation career paths.
Findings: This study finds support for the first hypothesis indicating that student gender balance in the classroom has a significant positive impact on graduates' likelihood of engaging in start-up activity post-graduation. In the interpretation of these findings, this study emphasizes that a master's programme in entrepreneurship is an important arena where students' attitudes, values, aspirations and intentions towards entrepreneurship are shaped and their identity developed.
Original/value: While studies have demonstrated gender bias in the discourses on entrepreneurship education and content, there is little evidence of its consequences or how it is addressed. Findings of this study point directly to this gap by revealing that improved gender balance is not only beneficial to the underrepresented gender, but to the overall student group. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/9f5dff5a-dad5-4514-9e01-20e33af2d7a9
- author
- Hägg, Gustav
LU
; Politis, Diamanto
LU
and Alsos, Gry
LU
- organization
- publishing date
- 2023
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Entrepreneurship education, Gender balance, Graduate start-up, Masculine norm, Entrepreneurship education, Gender balance, Graduate start-up, Masculine norm
- in
- Education and Training
- volume
- 65
- issue
- 4
- pages
- 630 - 653
- publisher
- Emerald Group Publishing Limited
- external identifiers
-
- scopus:85125257009
- ISSN
- 0040-0912
- DOI
- 10.1108/ET-06-2021-0204
- language
- English
- LU publication?
- yes
- id
- 9f5dff5a-dad5-4514-9e01-20e33af2d7a9
- date added to LUP
- 2022-02-27 11:30:44
- date last changed
- 2024-08-11 23:39:27
@article{9f5dff5a-dad5-4514-9e01-20e33af2d7a9,
abstract = {{Purpose<br/>This study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices, asking: Does gender balance in entrepreneurship education influence start-up behaviour after graduation? Based on gender mainstreaming, this study builds on the assumption that gender balance influences classroom and student community discourses. This study presents two hypotheses suggesting a positive relationship between gender balance (student and mentor gender balance, respectively) and the likelihood of engaging in start-up behaviour after graduation.<br/><br/>Design/methodology/approach<br/>The context is an international one-year master's programme in entrepreneurship and innovation, which adopts an experienced-based pedagogical approach to support learning. This study applies binary logistic regression analysis to test the hypotheses on a sample of 107 graduates who responded to a web-based questionnaire on post-graduation career paths.<br/><br/>Findings<br/>This study finds support for the first hypothesis indicating that student gender balance in the classroom has a significant positive impact on graduates' likelihood of engaging in start-up activity post-graduation. In the interpretation of these findings, this study emphasizes that a master's programme in entrepreneurship is an important arena where students' attitudes, values, aspirations and intentions towards entrepreneurship are shaped and their identity developed.<br/><br/>Originality/value<br/>While studies have demonstrated gender bias in the discourses on entrepreneurship education and content, there is little evidence of its consequences or how it is addressed. Findings of this study point directly to this gap by revealing that improved gender balance is not only beneficial to the underrepresented gender, but to the overall student group.<br/>}},
author = {{Hägg, Gustav and Politis, Diamanto and Alsos, Gry}},
issn = {{0040-0912}},
keywords = {{Entrepreneurship education; Gender balance; Graduate start-up; Masculine norm; Entrepreneurship education; Gender balance; Graduate start-up; Masculine norm}},
language = {{eng}},
number = {{4}},
pages = {{630--653}},
publisher = {{Emerald Group Publishing Limited}},
series = {{Education and Training}},
title = {{Does gender balance in entrepreneurship education make a difference to prospective start-up behaviour?}},
url = {{http://dx.doi.org/10.1108/ET-06-2021-0204}},
doi = {{10.1108/ET-06-2021-0204}},
volume = {{65}},
year = {{2023}},
}