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Entrepreneurship education and its gendered effects on feasibility, desirability and intentions for technology entrepreneurship among STEM students

Albena Pergelova (Department of International Business, Marketing Strategy, and Law, School of Business, MacEwan University, Edmonton, Canada)
Fernando Angulo-Ruiz (Department of International Business, Marketing Strategy, and Law, School of Business, MacEwan University, Edmonton, Canada)
Tatiana S. Manolova (Bentley University, Waltham, Massachusetts, USA)
Desislava Yordanova (Faculty of Economics and Business Administration, Sofia University “St. Kliment Ohridski”, Sofia, Bulgaria)

International Journal of Gender and Entrepreneurship

ISSN: 1756-6266

Article publication date: 10 July 2023

Issue publication date: 20 July 2023

467

Abstract

Purpose

This study aims to examine how entrepreneurship education influences intentions for starting a technology venture among science, technology, engineering and mathematics (STEM) students with particular attention to gender differences. This study builds on the model of entrepreneurial event and social role theory to assess the impact of entrepreneurship education on feasibility, desirability and intentions for technology entrepreneurship.

Design/methodology/approach

The hypotheses are tested with a sample of 879 Bulgarian science and engineering students from 15 universities. To test the models, this study uses ordinary least squares and logistic regressions with robust standard errors and Hayes mediation analysis with bootstrap bias-corrected confidence interval estimations for indirect effects. Two-stage Heckman regressions to control for sample selection bias and other robustness checks including propensity score matching were used.

Findings

Results show that entrepreneurship education, measured as participation in an entrepreneurship course, has a stronger impact on feasibility, desirability and intentions for technology entrepreneurship for female STEM students compared to their male counterparts. As such, this study supports the notion that entrepreneurship education could be part of a solution to counteract societal norms that position technology entrepreneurship as a less desirable and/or less feasible choice for women in STEM. However, attention should be paid to the operationalization of entrepreneurship education, as other measures of entrepreneurship education (role models, entrepreneurship education support) did not have a moderation effect with gender.

Research limitations/implications

The authors assume a positive correlation between entrepreneurial intentions and entrepreneurial behavior. Future studies should include actual entrepreneurial behavior to paint a more complete picture of the effect of entrepreneurship education.

Originality/value

Little is known about the role of entrepreneurship education in the field of technology entrepreneurship, and even less about the potential gender differences in entrepreneurship education among STEM students. The study contributes to the literature by examining factors that could help close the persistent gender gap in technology entrepreneurship.

Keywords

Acknowledgements

The authors acknowledge the editorial and reviewers team for their constructive feedback to improve earlier versions of this manuscript. This article also benefited from feedback received from the participants at the Diana International Research Conference (2019) and the C4BG Colloquium on Entrepreneurship (2022).

Citation

Pergelova, A., Angulo-Ruiz, F., Manolova, T.S. and Yordanova, D. (2023), "Entrepreneurship education and its gendered effects on feasibility, desirability and intentions for technology entrepreneurship among STEM students", International Journal of Gender and Entrepreneurship, Vol. 15 No. 2, pp. 191-228. https://doi.org/10.1108/IJGE-08-2022-0139

Publisher

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Emerald Publishing Limited

Copyright © 2023, Emerald Publishing Limited

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