Purpose This study aims to examine how inclusive entrepreneurship education programs can challenge the entrenched “market of privilege”, with a focus on the E4Impact Global MBA (GMBA) Program in Africa. This study also aims at identifying pedagogical strategies that differentiate inclusive programs from traditional business education. Design/methodology/approach The research employs a qualitative methodology, utilising semi-structured interviews with 50 participants across diverse roles (administrators, students, lecturers and mentors) and geographies (Ghana, Rwanda, Zimbabwe, Uganda, Mozambique, Kenya, Tunisia and Sierra Leone). The Gioia methodology framework guided the data analysis within an integrated theoretical framework that combined social cognitive career theory, critical pedagogy and network theory. Findings The E4Impact GMBA enhances access for underrepresented groups, particularly women, by cultivating non-traditional skills and perspectives. These competencies are practised through mentorship, peer collaboration and contextually relevant curricula, enabling participants to navigate systemic and gendered barriers and align their ventures with the sustainable development goals. However, persistent challenges risk reproducing conditional inclusion and sustaining elements of the privileged market. Originality/value This paper advances a cross-fertilisation of social cognitive career theory, critical pedagogy and network theory to reconceptualise inclusion as a dynamic, recursive process. Conceptually, it introduces the inclusive entrepreneurship higher education framework, a scalable model for dismantling markets of privilege in resource-constrained contexts. Simultaneously, it also provides recommendations for policymakers, educators and program designers to promote gender equity and social impact, while ensuring long-term accessibility, scalability and accountability in entrepreneurship education.
Bvochora et al. (Sat,) studied this question.