TRAINING FEMALE ENTREPRENEURS: A SELF-GOVERNED OR TUTOR-DRIVEN LEARNING PROCESS?

ULIANA PROSKUNINA, JULIANE MOEHRING, KAETHE SCHNEIDER, MONIKA STORCH

Abstract:

The key features of female entrepreneurs’ learning and its outcomes within the four dimensions of Kirkpatrick model are well documented. At the same time, each training program provides a unique instructional and social framework to be empirically explored. The current paper contributes to the evaluation of the Women Entrepreneurs: The Education and Training for Success Programme, which is a four-year project within the Horizon 2020 European Union initiative. We apply GLS Fixed-Effects and Logistic Regression models for a merged student-tutor log dataset to examine the interaction between participants’ learning and instructors’ direct facilitation levels. Our analysis shows that despite a low share of student-tutor interactions within the course activity, they are the only significant predictor of learners’ engagement with the course content (p<0.001) and dropout probability (p<0.05). This implies that the exclusive application of the constructivist perspective for business education should be revisited, in particular with regard to the female firm owners.

Keywords:
Online learning behavior, instructional conditions, student-tutor interaction, contribution and observation, female entrepreneurs training

DOI: 10.52950/TE.2019.7.1.006

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APA citation:
ULIANA PROSKUNINA, JULIANE MOEHRING, KAETHE SCHNEIDER, MONIKA STORCH (2019). Training female entrepreneurs: a self-governed or tutor-driven learning process? . International Journal of Teaching and Education, Vol. VII(1), pp. 73-91. , DOI: 10.52950/TE.2019.7.1.006

Data:
Received: 20 Jan 2019
Revised: 8 Mar 2019
Accepted: 6 Apr 2019
Published: 20 Apr 2019


Copyright © 2019, Uliana Proskunina et al, uliana.proskunina@uni-jena.de