Training female entrepreneurs: a self-governed or tutor-driven learning process?

Uliana Proskunina (), Juliane Moehring (), Kaethe Schneider () and Monika Storch ()
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Uliana Proskunina: Friedrich-Schiller-University Jena
Juliane Moehring: Friedrich-Schiller-University Jena
Kaethe Schneider: Friedrich-Schiller-University Jena
Monika Storch: Friedrich-Schiller-University Jena

International Journal of Teaching and Education, 2019, vol. 7, issue 1, 73-91

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

Keywords: Online learning behavior; instructional conditions; student-tutor interaction; contribution and observation; female entrepreneurs training (search for similar items in EconPapers)
JEL-codes: A29 (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:sek:jijote:v:7:y:2019:i:1:p:73-91

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