Gender and Entrepreneurship Education Effectiveness. A Comparative Study

Studies that have taken gender into account in determining entrepreneurial intention changes, following an intervention of entrepreneurship education are scant. The purpose of this study is to examine entrepreneurship education effectiveness, using the Theory of Planned Behavior (TPB) and gender. A questionnaire-based approach is used with a pre-test-post-test design. A pre-course questionnaire used at the start of a university-level entrepreneurship course, and a post-course questionnaire at the end of the semester. There were 315 university students from a business administration department (126 males and 189 females). Depending on the gender of the individuals, the sample was divided into two groups. Finally, the use of MEMORE macro, in each group, revealed a new approach between the combinations of entrepreneurship education, entrepreneurial intention, and the factors of the TPB. Results indicated that after the entrepreneurship course, females showed a statistically significant positive change in entrepreneurial intention and a positive change in perceived behavioral control (this change affected positively the positive change of entrepreneurial intention). Furthermore, the research findings indicate a statistically significant negative change in subjective norms (this change did not affect the change of entrepreneurial intention levels). On the other hand, after the entrepreneurship course, males indicated a statistically significant positive change only in perceived behavioral control. These findings will benefit entrepreneurs, policy makers, educational institutions, investors, and organizations by offering insights to develop inclusive policies, educational programs, and support systems that promote equal entrepreneurial opportunities.