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|  | |  |\n|  |  |  |  |  |  |\n\nWINTER 2016  \nMotivations of Women Participating in a TechnologyBased Social Entrepreneurship Program  \nRACHEL DZOMBAK  \nCivil and Environmental Engineering University of California, Berkeley  \nSALLY MOUAKKAD  \nAND  \nKHANJAN MEHTA  \nHumanitarian Engineering and Social Entrepreneurship Program The Pennsylvania State University  \nUniversity Park, PA  \nABSTRACT  \nAcademic programs focused on engineering entrepreneurship are growing in number and popularity at American universities. However, the fields of engineering, entrepreneurship and technology-based entrepreneurship struggle to recruit and retain female students: a historic and endemic failure at obtaining gender-balanced participation. Understanding the motivations of women engaged in such academic programs can influence recruitment and retention strategies and lead to the creation of transformative learning environments and entrepreneurial ecosystems. This study investigates the motivations that women have for participating in the Humanitarian Engineering and Social Entrepreneurship (HESE) program at Penn State. In this five-year study, females from diverse academic majors cited the following to be their top motivations for participating: a) becoming a global professional; b) making a difference; and c) applying theory learned in school to address a problem. In contrast, males cited 1) making a difference 2) participating in an exciting real-world project and 3) applying theory to address a problem, as their top motivations. Studying the motivations and perceptions of enterprising women and men provides compelling insights to help make academic engineering entrepreneurship programs more appealing to both female and male students.  \nKey Words: Women, Entrepreneurship, Humanitarian, Social, Service Learning, Motivations, Gender Equity  \nWINTER 2016 1  \nADVANCES IN ENGINEERING EDUCATION  \nMotivations of Women Participating in a Technology-Based Social Entrepreneurship Program  \nINTRODUCTION  \nHistorically, significant discrepancies have existed between the numbers of female and male engineering students that matriculate and complete academic curricula at both the undergraduate and graduate level [1] . In 2010, females accounted for 18.1% of all engineering undergraduates, the largest population of women since 2002 [2] . Women received 22. 6% of all engineering masters’degrees in 2010 but the number has seemingly plateaued in recent years after rapid growth from 2000 to 2008. Role models for females in engineering are also lacking, with women representing just 13. 2% of tenured and tenure-track faculty in US universities in Fall 2010 [2] .  \nBalanced participation of genders is also not common in the field of entrepreneurship. While one study concluded that girls are less likely to want to start a business in the future [3], another study found no significant differences between male and female motivations for entrepreneurial activity [4] . Compared to men, many more young women claim that their future career plans would prevent them from engaging in entrepreneurial activity [5] . Lack of participation in entrepreneurship by females impacts the recruitment pool and demographics for academic programs at the university level. Several approaches have been pursued to combat the low enrollment of women in engineering and entrepreneurship programs. These include mentorship initiatives, community-building exercises, targeted advertising, and hiring greater numbers of female faculty members [6–9] . Additionally, research conducted on youth attitudes towards entrepreneurship and engineering has shown that many students (male and female alike) believe careers in both fields can benefit from college education that offers diverse courses covering business expertise and technical skills [5][8][10] .  \nHumanitarian engineering and social entrepreneurship are not ","cbCairtXrMlIgSr2","https://ap.wps.com/l/cbCairtXrMlIgSr2","pdf",771834,28,"English","# Abstract\n# Introduction\n## Gender disparities in engineering education\n## Gender disparities in entrepreneurship participation\n## Humanitarian engineering and social entrepreneurship context\n# Study focus: motivations in the HESE program","[{\"question\":\"What problem does the study address?\",\"answer\":\"The study addresses persistent gender imbalance in engineering entrepreneurship programs, focusing on why female students are harder to recruit and retain.\"},{\"question\":\"What motivations did women report for joining the HESE program?\",\"answer\":\"Women most often reported becoming a global professional, making a difference, and applying theory learned in school to address a problem.\"},{\"question\":\"How do the study’s findings support recruitment and retention?\",\"answer\":\"By comparing motivations and perceptions of enterprising women and men, the study provides guidance for making academic engineering entrepreneurship programs more appealing to both groups.\"}]","Motivations of Women Participating in a Technology-Based Social Entrepreneurship Program | PDF",1792065690,71]