Competencies development for women edupreneurs community – an integrated AHP-TOPSIS approach

Purpose - Education is the most promising and prominent domain for entrepreneurs who are willing to infuse innovation and creation to initiate the change in existing educational practices. These changing agents are known as edupreneurs. Educational domain generates an opportunity for women entrepreneurs to balance work and life, both. However, women edupreneurs community needs to enhance their competencies and capacities to handle diverse issues and challenges posed by stakeholders. This paper aims to explore competencies helpful in designing a customized leadership development program, especially for women edupreneurs community. Design/methodology/approach - From the extensive literature, a number of competencies for women's edupreneurs were found and 12 competencies were selected in this study after experts’ opinions. These competencies were analyzed by an integrated analytical hierarchy process (AHP)-TOPSIS approach. Findings - The study has extracted competencies (visionary, delegative, inquisitive, learning agility, cognitive ability, self-reflection, tolerance, decisive, self-development, receptive to feedback, building partnership networks and save face) to be included in leadership development program specially designed for women edupreneurs community engage in operating child care, pre-school, primary-elementary schools and secondary-high schools, addressing the problems and issues related to students and parents community. Practical implications - Future leadership development programs designed for women edupreneurs can include these competencies and trainers, educators and policymakers can follow the suggested structure for execution purpose. Originality/value - This study is an initial attempt to set a benchmark for improving competencies of women edupreneurs.