Capacity development through digital informal learning experiences: an exploration of the entrepreneurial competency development of self-employed canadian mothers using a learning ecologies framework

• Autores: Nicole Johnson
• Directores de la Tesis: Mercedes González Sanmamed (codir. tes.), Albert Sangrá Morer (codir. tes.)
• Lectura: En la Universitat Oberta de Catalunya ( España ) en 2021
• Idioma: español
• Tribunal Calificador de la Tesis: Dimitrios Vlachopoulos (presid.), Juliana Elisa Raffaghelli (secret.), Dianne Conrad (voc.)
• Programa de doctorado: Programa de Doctorado en Educación y TIC (e-learning) por la Universitat Oberta de Catalunya
• Materias:
  • Ciencias de la vida
    • Biología humana
      • Desarrollo humano
    • Microbiología
  • Pedagogía
    • Organización y planificación de la educación
      • Educación de adultos
  • Sociología
    • Cambio y desarrollo social
      • Tecnología y cambio social
    • Grupos sociales
      • Posición social de la mujer
• Enlaces
  • Tesis en acceso abierto en: O2 Repositori UOC
• Resumen

  • Motherhood tends to negatively impact workforce participation due to competing work- family demands. Many Canadian women opt out of the traditional workforce and pursue self- employment during the motherhood years to create flexible working conditions for themselves.

    Although there is ample literature on the motherhood penalty and female entrepreneurship, little research exists on the development of entrepreneurial competencies among self-employed women who are mothers from an educational standpoint. Further, there is a gap in the research as to how digital learning to develop entrepreneurial competencies impacts capacity development.

    An interpretivist paradigm and an ethnographic approach guided the design of a mixed-methods research study, which focused on the learning experiences of 47 Canadian entrepreneurs who are mothers. The study investigated how participants used digital technology to develop the competencies necessary to establish and sustain a business. A learning ecologies framework was used in the design and analysis of the study to address the multidimensionality and complexities of individual learning experiences and the overall learning culture of the sample.

    The study commenced with an original quantitative survey, designed based on the theoretical foundations of the study, and the researcher administered the survey through one-on- one structured interviews conducted by videoconference. Four survey participants were then selected as case studies and participated in a second, semi-structured interview. The findings showed that the demands of motherhood influenced the learning culture of participants: learning was primarily informal and occurred in digital contexts, affording flexible learning experiences based on self-identified needs. Participants also activated different learning contexts to differing extents. Notably, contexts that facilitated relational learning experiences (e.g. social media or using technology for one-on-one conversation) were activated to a greater extent. Competency development also varied from context to context and was not well-rounded. For instance, participants frequently activated contexts to develop business relationships, the ability to come up with new ideas and innovations, and the ability to take advantage of new opportunities.

    Conversely, few participants reported activating contexts to develop human resource competencies associated with hiring and managing others. The findings also indicated that participants’ digital learning experiences positively impacted their capacity development.

    Ultimately, the study determined that the learning ecologies of participants were complex, digital informal learning experiences were predominant, and flexible learning was important.

    Muchas mujeres canadienses buscan el trabajo por cuenta propia durante la maternidad para crear condiciones de trabajo flexibles. Aunque existe una amplia literatura sobre la penalización de la maternidad y el espíritu empresarial femenino, existe poca investigación sobre el desarrollo de competencias empresariales a través del aprendizaje informal digital y cómo esto afecta el desarrollo de capacidades. Un enfoque etnográfico guió el diseño de un estudio de investigación de métodos mixtos, que se centró en las experiencias de aprendizaje digital de 47 emprendedoras canadienses que son madres. Se aplicó un marco de ecologías de aprendizaje para abordar la multidimensionalidad de las experiencias de aprendizaje individuales y la cultura de aprendizaje general de la muestra. Los hallazgos mostraron que las demandas de la maternidad influyeron en la cultura de aprendizaje de los participantes: el aprendizaje fue principalmente informal y ocurrió en contextos digitales, lo que permitió experiencias de aprendizaje flexibles basadas en necesidades autoidentificadas.