Coding framework (Gioia methodology)
| First-order concepts | Second-order themes | Aggregate dimensions |
|---|---|---|
| “The programme accommodates women and they’re given equal opportunities.” | Gender inclusivity | Promoting Inclusive Practices |
| “Participants are empowered in other non-academic skills such as networking … improving communication skills …” | Empowering women | Promoting Inclusive Practices |
| “We … celebrate diversity during our courses … do not want to discriminate against sex, gender, religious affiliation …” | Celebrating diversity | Promoting Inclusive Practices |
| “I learned from mentors who understood my challenges … They were very patient …” | Mentorship and empathy | Empowerment through Mentorship |
| “The programme carefully matches students with mentors who possess not only business acumen but also affective empathy …” | Guidance and support | Empowerment through Mentorship |
| “E4Impact prioritises connecting students with mentors who are actively involved in social entrepreneurship.” | Role models | Empowerment through Mentorship |
| “We incorporated SDGs into our projects … equipped us to measure and report on the business venture.” | Social impact and responsibility | Bridging Structural Gaps in Entrepreneurship Education |
| “The programme has contributed to my personal growth and lifestyle development.” | Personal growth | Bridging Structural Gaps in Entrepreneurship Education |
| “It’s important to understand the importance of building an incubator … enabling them to employ a few people.” | Incubator | Bridging Structural Gaps in Entrepreneurship Education |
| “It gave me confidence to pursue business ideas …” | Confidence and self-efficacy | Fostering Entrepreneurial Minds |
| “The programme changed how I see myself as a business leader.” | Entrepreneurial identity formation | Fostering Entrepreneurial Minds |
| First-order concepts | Second-order themes | Aggregate dimensions |
|---|---|---|
| “The programme accommodates women and they’re given equal opportunities.” | Gender inclusivity | Promoting Inclusive Practices |
| “Participants are empowered in other non-academic skills such as networking … improving communication skills …” | Empowering women | Promoting Inclusive Practices |
| “We … celebrate diversity during our courses … do not want to discriminate against sex, gender, religious affiliation …” | Celebrating diversity | Promoting Inclusive Practices |
| “I learned from mentors who understood my challenges … They were very patient …” | Mentorship and empathy | Empowerment through Mentorship |
| “The programme carefully matches students with mentors who possess not only business acumen but also affective empathy …” | Guidance and support | Empowerment through Mentorship |
| “E4Impact prioritises connecting students with mentors who are actively involved in social entrepreneurship.” | Role models | Empowerment through Mentorship |
| “We incorporated SDGs into our projects … equipped us to measure and report on the business venture.” | Social impact and responsibility | Bridging Structural Gaps in Entrepreneurship Education |
| “The programme has contributed to my personal growth and lifestyle development.” | Personal growth | Bridging Structural Gaps in Entrepreneurship Education |
| “It’s important to understand the importance of building an incubator … enabling them to employ a few people.” | Incubator | Bridging Structural Gaps in Entrepreneurship Education |
| “It gave me confidence to pursue business ideas …” | Confidence and self-efficacy | Fostering Entrepreneurial Minds |
| “The programme changed how I see myself as a business leader.” | Entrepreneurial identity formation | Fostering Entrepreneurial Minds |
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.