Innovation Training in Africa: How Prior Experience and Gender Shape Skill Gains in a Multi-Country Product Development Workshop

 Background: Innovation bootcamps are proliferating across sub-Saharan Africa, yet evidence on who benefits most from these compressed learning environments remains fragmentary. Prior studies rarely isolate skill gains or examine how personal attributes and team composition jointly shape learning outcomes. Purpose: This study quantifies variation in product-innovation skill acquisition during a five-day workshop and tests whether prior product-development experience, gender, and team diversity explain differential gains. Methods: Using paired pre- and post-training self-assessments from 45 early-career innovators drawn from 12 African nations, we computed average gains across customer discovery, value-opportunity analysis, and prototyping. Ordinary least squares models regressed gain scores on experience, gender, a composite gender–nationality diversity index, baseline skill, and an experience-by-gender interaction. Robust standard errors addressed intra-team dependence. Results: Participants improved by an average of 1.97 points on a 10-point scale despite a high initial baseline (8.44). Prior experience emerged as the strongest predictor, increasing gains by 0.26 points (p = 0.032) after baseline adjustment. Gender alone was not significant, but inexperienced women registered the lowest gains, whereas experienced women matched their male peers, underscoring an exposure-mediated equity gap. Team diversity showed no independent effect, suggesting that heterogeneity must be actively integrated to translate into learning advantages. Domain analyses revealed that experience chiefly enhanced customer-discovery skills, with negligible effects in value analysis and prototyping. Conclusion: Innovation capability in short training accrues cumulatively and is moderated by structural inequities. Programs should scaffold novices—especially women without prior exposure—and pair diverse team assignments with deliberate inclusion practices to turn diversity into a learning asset. Findings inform the design of equitable, high-impact entrepreneurship education across emerging African ecosystems.