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

Abstract

PurposeThis study aims to problematize how gender is enacted within entrepreneurship education and training (EET).Design/methodology/approachUsing 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.FindingsThe 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/implicationsThe 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 implicationsThe proposed principles, framework, criteria and performance will assist stakeholders in EET program/course design, content, delivery and evaluation.Social implicationsAligned 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/valueTo 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.