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Recognizing the socioeconomic importance of STEM-based entrepreneurial initiatives, several entrepreneurship education programs (EEPs) have been initiated to foster and incentivize the translational of academic scientific and technological research into commercially offered products. However, STEM-focused entrepreneurship continues to be challenged by diversity, equity, and inclusion issues, with limited research examining women STEM faculty’s perspectives in regard with EEPs. We argue that to develop EEPs that are inclusive to women, one of the foremost needs is to better understand their intentions behind engagement in EEPs. The purpose of this qualitative study is to investigate women STEM faculty’s intentions to engage in entrepreneurship education programs. In-depth, semi-structured interviews were conducted with 32 self-identified women STEM faculty who have (n = 13), and have not participated (n = 19) in EEPs. The participants represented different STEM fields and were situated across multiple institutions in the USA. Five core themes emerged from analyzing the qualitative interviews using first and second cycle coding methods. These themes identify different intentions behind women STEM faculty’s engagement in entrepreneurship programming—translation intent, innovation intent, intent to engage students, personal intent, and entrepreneurial intent. Overall, the findings suggest that the singular “venture-creation” focus in EEPs does not sufficiently capture the varied intentions that inform women STEM faculty’s engagement in EEPs. Implications of the findings in regard with improving inclusivity in entrepreneurship program development and implementation, and entrepreneurship education research are discussed. We call for further research that examines how women STEM faculty navigate academic entrepreneurial pathways that include broader issues within the mainstream entrepreneurial ecosystems. We anticipate that continued research efforts paired with administrative implementations will assist in addressing systemic issues and contribute to the broadening participation of STEM women faculty in EEPs. 

PurposeThe National Science Foundation (NSF) Research Experience for Undergraduates (REU) programs are traditionally delivered in-person and full-time (40 h per week) for 10 weeks during the summer. However, this type of format has the potential to limit broader student participation. This study aims to compare learning assessment data between a traditional NSF REU (10 weeks of summer, full-time, in-person) to an alternative NSF REU delivered virtually, part-time and over 10 months as a result of the coronavirus disease 2019 (COVID-19) pandemic. Design/methodology/approachA retrospective pre-then-post survey was completed to assess perceived learning gains for each REU program. Three learning gains categories were assessed: entrepreneurial competencies, career goals and research skill development.T-tests were used to evaluate a difference in means between pre and post. FindingsFindings show the greatest quantity of learning gains within the alternative program delivery. Moreover, a larger quantity of learning gains was perceived within the first semester of the alternative program delivery compared to the second semester. Practical implicationsThe authors propose the NSF should be intentional about trying new approaches to REU programs delivery, including duration and format, as a way to broaden participation in engineering. Originality/valueThis study is original in that it is the first of its kind to assess an alternative REU program delivery (allowed only because of the COVID-19 pandemic) in comparison to traditional REU program delivery. 

The German Energiewende is the planned transition by Germany to a low carbon, environmentally sound, reliable, and affordable energy supply. This paper reports on a U.S. faculty international study program, which took place in May 2019, to explore the intersection of the German renewable energy and energy storage sectors. The international program included eleven instructional faculty from throughout the United States on a two-week learning and discovery experience starting in Frankfurt and ending in Munich, Germany. This paper provides an overview of the German renewable energy and energy storage landscape in comparison to the United States. Emphasis is placed on differences related to the historical context, policy and regulatory differences, and technology advances in the renewable energy and energy storage sectors. The comparison of Germany and the U.S. provides a nice example for faculty and students to investigate how technology readiness, regulatory policies, and economic forces all intersect to establish markets for a multinational industry. Findings from the international program and their impact on the education practices of faculty in the United States are provided, with a focus on academic curriculum, teaching practices, and career pathways for the energy industry.