Abstract
This study aims to explore the effect of intrinsic and extrinsic motivation on business school students’ aspirations to become entrepreneurial managers in the future and whether the gender of their university instructor affects such a relationship. Gender equivalence proved to devour an instructive advantage over students (Aragonés-González, Rosser-Limiñana, & Gil-González, 2020), in addition to the idea that gender competence is a key element in the educational field (Palmén et al., 2020). The hypothesized paradigm is tested through multiple regression and univariate tests based on the responses of 321 Jordanian university students who finished entrepreneurship courses to pursue nexuses between the endogenous and exogenous variables. Results indicated that both intrinsic and extrinsic motivations affect students’ aspirations to become entrepreneurial managers in the future in favor of their role models. Additionally, both intrinsic and extrinsic motivations are affected by female instructors. However, male instructors only inspired the intrinsic motivation of the students. As female academic instructors face challenges attributed to gender bias, especially in the Arab and Middle Eastern countries, the results of the study hope to help change the discerning negative perceptions of female instructors in Jordanian and Arab universities. Such problems in gender inspiration affect the prospect of the outcomes required and may have an indirect effect on the educational field in general. The study recommends focusing more on the effect of motivation and innovation efficiency based on gender type in addition to converging entrepreneurship educational research due to the COVID-19 pandemic (Ratten & Jones, 2021).
Highlights
This study addresses how gender diversity of university instructors and their attitudes may affect students and their willingness to become entrepreneurial managers in the future
The hypothesized paradigm is tested through multiple regression and univariate tests based on the responses of 321 Jordanian university students who finished entrepreneurship courses to pursue nexuses between the endogenous and exogenous variables. Results indicated that both intrinsic and extrinsic motivations affect students’ aspirations to become entrepreneurial managers in the future in favor of their role models. Both intrinsic and extrinsic motivations are affected by female instructors
The primary data are collected through anonymous e-surveys via Jordanian University pages on social media from June 2019 until February 2020 relying on anonymous surveys, which protect the confidentiality of the information of the students who completed an entrepreneurship course; as motivation is a respected constituent that touches all life aspects (Kiliç et al, 2020)
Summary
This study addresses how gender diversity of university instructors and their attitudes may affect students and their willingness to become entrepreneurial managers in the future. Female managers in equal civilizations retain greater skills and exercise more influence due to improved access to educational and professional opportunities and more cordial refinements (Belaounia, Tao, & Zhao, 2020). Around the world women professors’ presence is changing on college campuses, for example, India statistics show that slightly more than one-fourth of academic instructors in India are women, while parity has been reached at junior colleges in Japan between female and male professors. Women in Turkey are trying to retrieve change in order to improve gender equality in the academic profession through offering certain advantages in women’s academic life in order to influence equality with men, which are expected to dominate precise inadequacies (Sağlamer et al, 2018). Kiliç, Kiliç, and Akan (2021) added that motivation attracts attention of all branches of social sciences these days, especially in classrooms
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