Gender and Learning Results: A Study on Their Relationship in Entrepreneurship Education and Business Plans

Autor/inn/en	Ferreras-Garcia, Raquel; Hernández-Lara, Ana Beatriz; Serradell-López, Enric
Titel	Gender and Learning Results: A Study on Their Relationship in Entrepreneurship Education and Business Plans
Quelle	In: Studies in Higher Education, 46 (2021) 11, S.2355-2370 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferreras-Garcia, Raquel) ORCID (Hernández-Lara, Ana Beatriz) ORCID (Serradell-López, Enric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1723525
Schlagwörter	Entrepreneurship; Foreign Countries; Gender Differences; Business Administration Education; Competence; Job Skills; Time Management; Learning Processes; Undergraduate Students; Planning; Spain + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Ausland; Geschlechterkonflikt; Kompetenz; Produktive Fertigkeit; Zeitmanagement; Learning process; Lernprozess; Ablaufplanung; Planungsprozess; Spanien
Abstract	This paper aims to analyse whether the entrepreneurial competencies acquired by students when they work on a business plan have any kind of influence on student learning process results in terms of gender. To do so, we used data obtained from questionnaires distributed among 425 students on the Bachelor's Degree in Business Administration at the Universitat Oberta de Catalunya. Comparing men and women, we performed exploratory factor analyses on competencies and learning process results, and linear regression analyses to determine the influence of gender and competencies on learning. Our findings indicated that women reported poorer learning results than men using the business plan methodology. Another key finding was the highly positive influence on learning process results of time-management and entrepreneurial competencies in particular. Finally, we found no significant differences between men and women in terms of the impact of competencies on learning process results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01