Entrepreneurship Education for Women in Engineering: A Systematic Review of Entrepreneurship Assessment Literature with a Focus on Gender
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
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Entrepreneurship & Engineering Innovation Division Technical Session 7
- Tagged Division
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Entrepreneurship & Engineering Innovation
- Tagged Topic
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Diversity
- Page Count
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19
- DOI
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10.18260/p.26725
- Permanent URL
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https://peer.asee.org/26725
- Download Count
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981
Paper Authors
Christina S. Morton University of Michigan
Christina S. Morton is a doctoral student in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. Christina has professional experience in Academic and Student Affairs, serving as an Academic Success Coach at Johnson C. Smith University and a Residential Director at North Carolina State University. Her primary research interests are in the motivation and persistence of underrepresented minorities in Science, Technology, Engineering, and Mathematics (STEM).
Aileen Huang-Saad University of Michigan
Aileen is an Associate Professor of Practice in Entrepreneurship and Biomedical Engineering. Previously, Aileen was the Associate Director for Academics in the Center for Entrepreneurship and was responsible for building the Program in Entrepreneurship for UM undergraduates, co-developing the masters level entrepreneurship program, and launching the biomedical engineering graduate design program. Aileen has received a number of awards for her teaching, including the Thomas M. Sawyer, Jr. Teaching Award, the UM ASEE Outstanding Professor Award and the Teaching with Sakai Innovation Award. Prior to joining the University of Michigan faculty, she worked in the private sector gaining experience in biotech, defense, and medical device testing at large companies and start-ups. Aileen’s current research areas include entrepreneurship engineering education, impact and engaged learning. Aileen has a Bachelor’s of Science in Engineering from the University of Pennsylvania, a Doctorate of Philosophy from The Johns Hopkins University School of Medicine, and a Masters of Business Administration from the University of Michigan Ross School of Business. Aileen is also a member of Phi Kappa Phi and Beta Sigma Gamma.
Julie Libarkin Michigan State University
Abstract
The nation’s economic vitality and global competitiveness depends on the creativity and innovation of its citizenship. While institutions of higher education nationwide are being pressured to train and produce a highly skilled technical workforce, engineering schools are especially challenged with preparing their students to anticipate societal needs and translate their technical expertise into commercializable solutions. In response to this challenge, engineering schools have begun incorporating entrepreneurship education programs within their curriculums. Regardless of differences in size, scope, and student participation, generally, these programs are intended to provide students with fundamental business skills and foster an entrepreneurial mindset(Gilmartin, Shartrand, Chen, Estrada, & Sheppard, 2014).
While research has shown that entrepreneurship education programs do increase science and engineering students’ entrepreneurial intent (Souitaris, Zerbinati, & Al-Laham, 2007), potential differences in outcomes based on gender were not examined. Additionally, what is occurring within entrepreneurship education environments that might be influencing women’s entrepreneurial outcomes and experiences? Curious about how gender has been addressed in entrepreneurship education scholarship, we have conducted a systematic literature review of entrepreneurship education research to date as found in three databases (Scopus, API/INFORM, and ERIC) and extracted articles that specifically focus on gender. After applying inclusion and exclusion criteria, our search yielded 24 articles for this review.
In addition to synthesizing current entrepreneurship education research with an emphasis on gender, this review also provides recommendations for engineering education researchers who desire to examine how entrepreneurship education environments influence women. The purpose of this review is to guide future research on engineering entrepreneurship through a gendered lens. Further, this review serves to inform the development or improvement of existing engineering entrepreneurship education programs that seek to attract and retain more women.
Gilmartin, S., Shartrand, A., Chen, H., Estrada, C., & Sheppard, S. (2014). U.S.-based entrepreneurship programs for undergraduate engineers: Scope, development, goals, and pedagogies. Epicenter Technical Brief 1. Stanford, CA and Hadley, MA: National Center for Engineering Pathways to Innovation.
Souitaris, V., Zerbinati, S., & Al-Laham, A. (2007). Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources. Journal of Business Venturing, 22(4), 566–591. doi:10.1016/j.jbusvent.2006.05.002
Morton, C. S., & Huang-Saad, A., & Libarkin, J. (2016, June), Entrepreneurship Education for Women in Engineering: A Systematic Review of Entrepreneurship Assessment Literature with a Focus on Gender Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26725
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