Developing a Conceptual Framework: Women STEM Faculty's Participation in Entrepreneurship Education Programs

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Maya Menon, Prateek Shekhar
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Abstract

Motivated by the high socio-economic impact of innovations in science and technology, entrepreneurship in STEM disciplines is gaining increasing attention. As a result, entrepreneurship education programs (EEPs) have been introduced and designed to train STEM faculty and expose them to entrepreneurial practice. This study examines factors influencing women STEM faculty's perspectives on their participation in EEPs within the broader socio-cultural context of academia. The study addresses the under-researched and undertheorized area of women academics in STEM entrepreneurship by drawing on adult participation literature and key theoretical works in entrepreneurship education to formulate the conceptual grounding. Using qualitative methods, including in-depth interviews with 32 women STEM faculty, the findings identify internal and external influences and unpacks their complex interactions across the programmatic and systemic dimensions. Internal factors include perceptions of entrepreneurship, STEM academic identity, entrepreneurial identity, and self-efficacy, while external factors included professional mentors, personal role models, socioemotional support, and financial resources. The study conceptually synthesizes these factors and elucidates a nuanced understanding of women STEM faculty’s perspectives on their participation in EEPs, offering insights for future research and program development to enhance diversity, equity, and inclusivity in STEM entrepreneurship education.

Abstract Image

开发概念框架:女性 STEM 教师参与创业教育计划的情况
科技创新对社会经济影响巨大,在此推动下,STEM 学科的创业精神日益受到关注。因此,创业教育计划(EEPs)应运而生,旨在培训 STEM 教师并让他们接触创业实践。本研究探讨了在学术界更广泛的社会文化背景下,影响 STEM 女性教师参与 EEPs 的各种因素。本研究借鉴成人参与文献和创业教育方面的重要理论著作来构建概念基础,从而探讨女性学者参与 STEM 创业这一研究和理论不足的领域。研究结果采用定性方法,包括对 32 名 STEM 女教师进行深入访谈,确定了内部和外部影响因素,并从计划和系统两个维度解读了它们之间复杂的相互作用。内部因素包括对创业的看法、STEM 学术身份、创业身份和自我效能感,外部因素包括专业导师、个人榜样、社会情感支持和财务资源。本研究从概念上综合了这些因素,阐明了女性 STEM 教师对参与创业教育项目的细微理解,为未来的研究和项目开发提供了启示,以提高 STEM 创业教育的多样性、公平性和包容性。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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