Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training

Käthe Schneider

doi:doi:10.11648/j.sjedu.20170502.13

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Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training

Käthe Schneider

Published in Science Journal of Education (Volume 5, Issue 2)

Received: 23 February 2017 Accepted: 7 March 2017 Published: 21 March 2017

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Abstract

To support early stage women entrepreneurs there is a need to increase their performance and growth potential through entrepreneurial education and training. The objective of the study is to develop a theoretically and empirically based entrepreneurship education and training for early stage women entrepreneurs. The focus of this study is placed exemplarily on early stage women entrepreneurs in Germany and Ireland. The components, program goals, program elements, as well as the participants’ characteristics, the program’s contextual environment, and the availability of funding for operations provide a framework for designing a theoretically and empirically based program to help early stage women entrepreneurs increase their entrepreneurial success. This Entrepreneurship Education and Training is built on the core dimensions of entrepreneurship education action-orientation, autonomy and the interplay between risk and responsibility. Action-orientation is reflected in acting in learning to solve business problems in one’s own company. Autonomy is manifested by selecting individual learning objectives. Interplay between risk and responsibility is shown through taking responsibility for individual and organizational development, which participants will learn is in part a risk-taking process. Because we expand on these core dimensions, entrepreneurial learning can be understood as learning through entrepreneurial action, reflection and narration. The design of the program targeted at early stage women entrepreneurs not only shows how the core components of an entrepreneurial education and training program can be designed for the specific target group of early stage women entrepreneurs in Germany and Ireland, but also how the Entrepreneurship Education and Training Effectiveness Framework can be enriched. We include the process of deriving program and learner goals as a critical starting point for designing programs affecting both learning performance and outcome.

Published in	Science Journal of Education (Volume 5, Issue 2)
DOI	10.11648/j.sjedu.20170502.13
Page(s)	50-59
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Entrepreneurship Education, Women Entrepreneurs, Education and Training

References

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Käthe Schneider. (2017). Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training. Science Journal of Education, 5(2), 50-59. https://doi.org/10.11648/j.sjedu.20170502.13

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Käthe Schneider. Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training. Sci. J. Educ. 2017, 5(2), 50-59. doi: 10.11648/j.sjedu.20170502.13

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Käthe Schneider. Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training. Sci J Educ. 2017;5(2):50-59. doi: 10.11648/j.sjedu.20170502.13

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@article{10.11648/j.sjedu.20170502.13,
  author = {Käthe Schneider},
  title = {Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training},
  journal = {Science Journal of Education},
  volume = {5},
  number = {2},
  pages = {50-59},
  doi = {10.11648/j.sjedu.20170502.13},
  url = {https://doi.org/10.11648/j.sjedu.20170502.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170502.13},
  abstract = {To support early stage women entrepreneurs there is a need to increase their performance and growth potential through entrepreneurial education and training. The objective of the study is to develop a theoretically and empirically based entrepreneurship education and training for early stage women entrepreneurs. The focus of this study is placed exemplarily on early stage women entrepreneurs in Germany and Ireland. The components, program goals, program elements, as well as the participants’ characteristics, the program’s contextual environment, and the availability of funding for operations provide a framework for designing a theoretically and empirically based program to help early stage women entrepreneurs increase their entrepreneurial success. This Entrepreneurship Education and Training is built on the core dimensions of entrepreneurship education action-orientation, autonomy and the interplay between risk and responsibility. Action-orientation is reflected in acting in learning to solve business problems in one’s own company. Autonomy is manifested by selecting individual learning objectives. Interplay between risk and responsibility is shown through taking responsibility for individual and organizational development, which participants will learn is in part a risk-taking process. Because we expand on these core dimensions, entrepreneurial learning can be understood as learning through entrepreneurial action, reflection and narration. The design of the program targeted at early stage women entrepreneurs not only shows how the core components of an entrepreneurial education and training program can be designed for the specific target group of early stage women entrepreneurs in Germany and Ireland, but also how the Entrepreneurship Education and Training Effectiveness Framework can be enriched. We include the process of deriving program and learner goals as a critical starting point for designing programs affecting both learning performance and outcome.},
 year = {2017}
}

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TY  - JOUR
T1  - Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training
AU  - Käthe Schneider
Y1  - 2017/03/21
PY  - 2017
N1  - https://doi.org/10.11648/j.sjedu.20170502.13
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JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 50
EP  - 59
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20170502.13
AB  - To support early stage women entrepreneurs there is a need to increase their performance and growth potential through entrepreneurial education and training. The objective of the study is to develop a theoretically and empirically based entrepreneurship education and training for early stage women entrepreneurs. The focus of this study is placed exemplarily on early stage women entrepreneurs in Germany and Ireland. The components, program goals, program elements, as well as the participants’ characteristics, the program’s contextual environment, and the availability of funding for operations provide a framework for designing a theoretically and empirically based program to help early stage women entrepreneurs increase their entrepreneurial success. This Entrepreneurship Education and Training is built on the core dimensions of entrepreneurship education action-orientation, autonomy and the interplay between risk and responsibility. Action-orientation is reflected in acting in learning to solve business problems in one’s own company. Autonomy is manifested by selecting individual learning objectives. Interplay between risk and responsibility is shown through taking responsibility for individual and organizational development, which participants will learn is in part a risk-taking process. Because we expand on these core dimensions, entrepreneurial learning can be understood as learning through entrepreneurial action, reflection and narration. The design of the program targeted at early stage women entrepreneurs not only shows how the core components of an entrepreneurial education and training program can be designed for the specific target group of early stage women entrepreneurs in Germany and Ireland, but also how the Entrepreneurship Education and Training Effectiveness Framework can be enriched. We include the process of deriving program and learner goals as a critical starting point for designing programs affecting both learning performance and outcome.
VL  - 5
IS  - 2
ER  -

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APA Style

Käthe Schneider. (2017). Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training. Science Journal of Education, 5(2), 50-59. https://doi.org/10.11648/j.sjedu.20170502.13

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Käthe Schneider. Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training. Sci. J. Educ. 2017, 5(2), 50-59. doi: 10.11648/j.sjedu.20170502.13

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Käthe Schneider. Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training. Sci J Educ. 2017;5(2):50-59. doi: 10.11648/j.sjedu.20170502.13

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@article{10.11648/j.sjedu.20170502.13,
  author = {Käthe Schneider},
  title = {Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training},
  journal = {Science Journal of Education},
  volume = {5},
  number = {2},
  pages = {50-59},
  doi = {10.11648/j.sjedu.20170502.13},
  url = {https://doi.org/10.11648/j.sjedu.20170502.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170502.13},
  abstract = {To support early stage women entrepreneurs there is a need to increase their performance and growth potential through entrepreneurial education and training. The objective of the study is to develop a theoretically and empirically based entrepreneurship education and training for early stage women entrepreneurs. The focus of this study is placed exemplarily on early stage women entrepreneurs in Germany and Ireland. The components, program goals, program elements, as well as the participants’ characteristics, the program’s contextual environment, and the availability of funding for operations provide a framework for designing a theoretically and empirically based program to help early stage women entrepreneurs increase their entrepreneurial success. This Entrepreneurship Education and Training is built on the core dimensions of entrepreneurship education action-orientation, autonomy and the interplay between risk and responsibility. Action-orientation is reflected in acting in learning to solve business problems in one’s own company. Autonomy is manifested by selecting individual learning objectives. Interplay between risk and responsibility is shown through taking responsibility for individual and organizational development, which participants will learn is in part a risk-taking process. Because we expand on these core dimensions, entrepreneurial learning can be understood as learning through entrepreneurial action, reflection and narration. The design of the program targeted at early stage women entrepreneurs not only shows how the core components of an entrepreneurial education and training program can be designed for the specific target group of early stage women entrepreneurs in Germany and Ireland, but also how the Entrepreneurship Education and Training Effectiveness Framework can be enriched. We include the process of deriving program and learner goals as a critical starting point for designing programs affecting both learning performance and outcome.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Promoting the Entrepreneurial Success of Women Entrepreneurs Through Education and Training
AU  - Käthe Schneider
Y1  - 2017/03/21
PY  - 2017
N1  - https://doi.org/10.11648/j.sjedu.20170502.13
DO  - 10.11648/j.sjedu.20170502.13
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 50
EP  - 59
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20170502.13
AB  - To support early stage women entrepreneurs there is a need to increase their performance and growth potential through entrepreneurial education and training. The objective of the study is to develop a theoretically and empirically based entrepreneurship education and training for early stage women entrepreneurs. The focus of this study is placed exemplarily on early stage women entrepreneurs in Germany and Ireland. The components, program goals, program elements, as well as the participants’ characteristics, the program’s contextual environment, and the availability of funding for operations provide a framework for designing a theoretically and empirically based program to help early stage women entrepreneurs increase their entrepreneurial success. This Entrepreneurship Education and Training is built on the core dimensions of entrepreneurship education action-orientation, autonomy and the interplay between risk and responsibility. Action-orientation is reflected in acting in learning to solve business problems in one’s own company. Autonomy is manifested by selecting individual learning objectives. Interplay between risk and responsibility is shown through taking responsibility for individual and organizational development, which participants will learn is in part a risk-taking process. Because we expand on these core dimensions, entrepreneurial learning can be understood as learning through entrepreneurial action, reflection and narration. The design of the program targeted at early stage women entrepreneurs not only shows how the core components of an entrepreneurial education and training program can be designed for the specific target group of early stage women entrepreneurs in Germany and Ireland, but also how the Entrepreneurship Education and Training Effectiveness Framework can be enriched. We include the process of deriving program and learner goals as a critical starting point for designing programs affecting both learning performance and outcome.
VL  - 5
IS  - 2
ER  -

Copy | Download