The lack of progress in achieving the UN Sustainable Development Goals, especially those relating to erasing poverty and providing access to quality education and decent work without leaving anyone behind, has been evidenced globally. Furthermore, geopolitical tensions around the world have contributed to the historical migration wave which has caused many people (especially women, children and the elderly) to be left behind. At the same time the rise of new technologies and AI is transforming industries, opening doors to both new opportunities and problems. In this changing scenario, characterized by increasing uncertainties and inequalities, inclusiveness and ethical practices are becoming more important in how governments, businesses and educational institutions operate.
Against this backdrop, entrepreneurship education (EE) has become more crucial than ever. Enhancing entrepreneurial competency is key to developing resilient, proactive problem-solvers who can innovate in the face of these challenges. Entrepreneurship programs are leading the way in creating entrepreneurial mindsets and practical business models that boost productivity globally. These programs not only foster business acumen but also focus on ethical practices and humanitarian efforts that help build and rebuild communities, driving social progress across the globe.
Why inclusivity is important in EE
Integrating an inclusivity agenda into our global new reality is vital for enhancing social cohesion and addressing social divides. Economic resilience benefits significantly from inclusive reconstruction. Diverse and inclusive economies, which leverage a wide range of perspectives and talents, are better equipped to withstand future shocks and enable all community members to contribute to and benefit from economic growth.
Systemic inequalities require embedding inclusivity in key sectors like education, healthcare, and employment. Creating fairer systems will provide equal opportunities for success, aligning closely with sustainable development goals to ensure long-term societal and environmental benefits.
Good practice in inclusive EE
In our paper “Exploring inclusivity in entrepreneurship education provision: A European study,” published in the Journal of Business Venturing Insights, we identified six multifaceted strategies for inclusive EE in higher education institutions (HEIs):
Systematic Inclusivity-Proofing. Enhancing entrepreneurship education programs by systematically assessing and revising their curricula and teaching methods ensures accessibility and relevance for all students. This can be achieved by using tools like adapted scoring grids to measure and improve inclusivity consistently.
Diversity and Equality Strategies. Implementing Equality, Diversity, and Inclusion (EDI) strategies that combat discrimination based on age, race, and gender helps address unconscious biases and reflects the diverse reality of entrepreneurship, boosting economic and social impact.
Collaborative Approaches. Sharing insights and experiences across departments and HEIs promotes collective learning and the spread of effective practices.
Cultural Adaptation. Adapting frameworks to fit local cultural and legal contexts is crucial. An example (as illustrated in this study) includes modifying the Canadian GEET+ framework to suit European contexts, enhancing its effectiveness.
Inclusive Teams. Ensuring programs are spearheaded by diverse teams, encompassing varied genders, ethnicities, and experiences, ensures they meet the diverse needs of learners.
Alignment with SDGs. Aligning inclusivity efforts with the UN Sustainable Development Goals, such as gender equality and quality education, ensures EE programs contribute to global objectives.
These practices enhance inclusivity in European entrepreneurship education and can serve as valuable sources of learning for HEIs across the globe, demonstrating a commitment to creating truly inclusive education systems. Effective strategies to advance inclusivity require the establishment of robust EDI training and expertise, as well as strengthening support mechanisms. Continuous improvement is critical, achieved through regular monitoring and evaluation. Additionally, adopting cross-sector and cross-disciplinary collaborative approaches allows for a holistic response to common challenges in education, ensuring comprehensive inclusivity for all stakeholders.
Read the full paper here to find out more: https://www.sciencedirect.com/science/article/pii/S2352673424000465
Author bios
The authors are part of the Start for Future entrepreneurship team.
Colette Henry is Head of Department of Business Studies at Dundalk Institute of Technology, Ireland & Adjunct Professor at Griffith University, Queensland, Australia.
Wendy Wu is a Lecturer in Entrepreneurship and Innovation at Edinburgh Napier University, Edinburgh.
Kåre Moberg is a Senior Researcher at the Danish Foundation for Entrepreneurship, Denmark.
Slavica Singer is Professor Emerita of Entrepreneurship at the J.J. Strossmayer University in Osijek, Croatia.
Bárbara Coelho Gabriel is Vice-Dean for Internationalization in the Department of Mechanical Engineering, University of Aveiro, Portugal.
Robertt Valente is Dean at the Department of Mechanical Engineering, University of Aveiro, Portugal.
Carolina Carlos is a doctoral student in Business and Economics at the University of Aveiro, Portugal.
Nick Fannin is Director of Partnerships at Edinburgh Napier University, Edinburgh.
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