Entrepreneurship education in higher educational institutions: the gender dimension.

Purpose – The purpose of this paper is to address entrepreneurial programs offered by Greek higher education institutions (HEIs) to 1639 students in different scientific disciplines at Aristotle University of Thessaloniki (AUTh) and Technical Educational Institution of Thessaloniki (TEITh). The programs were analyzed and it was revealed that there were differences in participation rates, attitudes towards entrepreneurship education and perceptions about required skills between the two genders. Design/methodology/approach – During the developmental phase of the particular entrepreneurship program, an evaluation stage had been predicted, whereby student participants (344 females and 370 males AUTh students and 410 females and 515 males TEITh students) would anonymously fill out questionnaires upon completion of the program, regarding male as opposed to female attitudes and perceptions. Findings – There are higher enrollment rates of males than females. Regarding attitudes towards participation in entrepreneurial educational programs, females demonstrate a stronger interest in acquiring knowledge, developing skills, facing career competition and networking with local business, to a significantly higher degree than their male counterparts. In addition, females rank all skills as of higher significance in successful entrepreneurial activity, assigning lower value only to communication skills, compared to men. The opposite holds for males, who ranked communication skills as of greatest importance among all other skills. Research limitations/implications – This paper provides insight into gender differences regarding male and female involvement in entrepreneurial education and as to their "pre-entrepreneurial" profile and characteristics. It therefore sharpens understanding as to the way in which entrepreneurship education can encourage female participation within the entrepreneurial arena in future. Practical implications – Factors that male and female students consider to be most important in issues of entrepreneurship education are identified, providing a framework for the effective design, quality and delivery of such programs. Originality/value – The present paper constitutes one of the first to examine factors accounting for male and female student participation in entrepreneurship education programs offered by HEIs in the Greek context. The value derived aids the development of curricula tailored to gender distinctive needs and demands. [ABSTRACT FROM AUTHOR]