(366i) Developing a Framework to Examine Women STEM Faculty’s Participation in Entrepreneurship Education Programs

Over the past decade, there has been an increase in entrepreneurship education programs (EEPs) offered to faculty in universities, especially in science, technology, engineering, and mathematics (STEM) fields. Given the economic impact of research translation, EEPs have become an essential tool in academic settings to accelerate the translation of STEM research into marketable products. However, the underrepresentation of women in STEM entrepreneurship spaces is an ongoing problem that warrants further investigation. EEPs provide opportunities to address women’s underrepresentation in the STEM entrepreneurship space by supporting women in entrepreneurial training and practice. Although several EEPs in university settings have been created, research examining women faculty’s participation in EEPs is minimal. Furthermore, there is a need for a detailed, theoretical understanding of STEM women faculty participation in EEPs, to inform the development of inclusive and equitable programs.

In the presented study, we describe our project involving the development of a qualitative framework to build an understanding of women STEM faculty’s participation/non-participation in EEPs. In-depth interviews of 32 self-identified women faculty, 19 non-EE participants and 13 EEP participants were used as the data source. The sample was racially and ethnically diverse, achieving similar representation across women identifying as Black, Latina, Asian and White. Furthermore, to incorporate different STEM disciplines, maximum variation sampling across engineering, natural science and mathematics was applied to recruit the participants. The research question examined was – What factors inform women STEM faculty’s participation/non-participation in EEPs?

Qualitative analysis of the interview data using first and second cycle coding, identified factors that inform women faculty’s participation/non-participation. Building on the previously reported Participation in Entrepreneurship Education Program (PEEP) Model, a qualitative framework was developed that further explicated the factors and sub-factors informing women STEM faculty’s participation in EEPs that are noted in the pertinent literature. The results from this study provide guidance to administrators and practitioners engaging in university EEPs in developing new or revising ongoing entrepreneurship programming to create inclusive and equitable programming for women STEM faculty, and consequently promote diversity, equity, and inclusion in the area of STEM entrepreneurship.