Engineering Entrepreneurship Program Participation: Differences across Men and Women

Autor/in	Shekhar, Prateek
Titel	Engineering Entrepreneurship Program Participation: Differences across Men and Women
Quelle	In: IEEE Transactions on Education, 66 (2023) 2, S.188-196 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shekhar, Prateek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2022.3208524
Schlagwörter	College Students; Entrepreneurship; Professional Education; College Programs; Student Participation; Gender Differences; Influences; Engineering Education; Decision Making; Self Efficacy; Intention; Objectives; Peer Influence; Preferences + Suchen Sie Ihr Suchwort? Collegestudent; Unternehmungsgeist; Berufsausbildung; Studienprogramm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt; Influence; Einfluss; Einflussfaktor; Ingenieurausbildung; Decision-making; Entscheidungsfindung; Self-efficacy; Selbstwirksamkeit; Goal definition; Zielsetzung
Abstract	Background: Entrepreneurship education has gained significant attention in engineering. This has led to the widespread development of engineering entrepreneurship programs (EEPs) that instill entrepreneurial skills and mindsets in engineering graduates. While research has documented the benefits of EEPs, there is a paucity of research examining differences among men and women on factors informing their participation in EEPs. The purpose of the study is to examine differences across men and women regarding the factors that influence their decision to participate in EEPs. Methodology: This study uses an interpretative, qualitative approach using 20 student interviews as the data source. The interview transcripts are analyzed to identify key emergent themes pertinent to the differences among men and women. Findings: The findings identify five themes that unpack the differences between men and women in regard with factors informing their participation in EEPs: entrepreneurial self-efficacy, entrepreneurial intent, venture and nonventure creation goals, subjective influence of peers, and instructional preferences. Conclusion: Factors informing participation in EEPs are nuanced in meanings across men and women. Administrators and practitioners may use the differing factors and their nuances to better design curricular, pedagogical, advising, and outreach aspects of EEPs to create equitable and inclusive environments for women. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01