Business innovation accelerator: an entrepreneurship education program in a K-12 Canadian independent school for girls

Purpose The present study sought to examine how a K-12 school-based business accelerator program in Canada supported girls’ experience of entrepreneurship through the lens of self-determination theory (SDT). This study presents findings from the program pilot within an independent school for girls. Design/methodology/approach The program was piloted in 2019–2020, and the research team attended and recorded program meetings and pitch competition (N = 12), collected learning artifacts and interviewed students and program instructors (N = 6). Findings The program successfully built girls’ competence in key business skills. The autonomy-supportive environment was empowering but also challenging, highlighting the importance of structured guidance for novices and the interdependence between competence and autonomy. A powerful sense of relatedness was fostered through teamwork, the cohort structure, and mentorship from teachers and parents, which students described as crucial supports. This was contrasted by a notable lack of professional mentorship, suggesting that effective programs for girls must address the need for both peer and professional relationships. Originality/value This article offers a novel and theoretically-grounded analysis rooted in SDT of a secondary-school (ages 12–18) entrepreneurship intervention, a critical but under-researched context for fostering female entrepreneurial talent. The findings add critical nuance to SDT itself when applied to this specific context, namely the importance of scaffolding autonomy and distinguishing between “peer relatedness” and “professional relatedness.” To further foster business and innovation competencies among girls, the authors identify significant implications for reconsidering core components of accelerator programs, including timeline, duration and the nature of competition and collaboration.