Propensity to firm creation: empirical research using structural equations

The identification of the entrepreneurs’ characteristics and the knowledge of the entrepreneurial profile of university students have been assuming a growing importance in the development of educational programs directed towards the entrepreneurship and start-up processes. This study aims to identify the factors that most contribute for the intention to start up a business. The research also tries to identify the profile of a potential entrepreneur student concerning several characteristics: personal attributes, family, demographic variables and motivations. Research findings include the idea that entrepreneurship education is the most relevant factor in what concerns the propensity to business creation. On the other side, personal characteristics have an important role in shaping motivation to start-up a business and perceived hurdles have a negative impact in the intention to start-up. The results may be relevant when developing an adequate educational program directed to the entrepreneurship education and start-up processes.     

Emotional competencies and cognitive antecedents in shaping student’s entrepreneurial intention: the moderating role of entrepreneurship education

This paper focuses on the analytic thinking of emotional competencies and their influence, in particular, in shaping university students’ entrepreneurial intentions, backed by an extended model of Ajzen’s Theory of Planned Behaviour, and analyses the moderating role of entrepreneurial education among the variables under study. The results, derived from an ex-ante and ex-post questionnaire addressed to Spanish university students engaged in a compulsory entrepreneurship course, were subjected to structural equation modelling analysis. Our findings show that entrepreneurship by university students is favoured by the development of their emotional competencies, due to the direct influence of the latter in shaping entrepreneurial intention and its positive impact on their cognitive antecedents (entrepreneurial attitudes and perceived self-efficacy), and suggest that students with a higher degree of emotional competencies who receive entrepreneurship education will have a more positive attitude towards entrepreneurship and will perceive themselves more capable of becoming entrepreneurs. The primary contribution of this paper is to spotlight the use of emotional competencies in encouraging entrepreneurship, and to heighten awareness of the positive effect of education on emotionally-competent students, a factor that should be taken into account to improve entrepreneurship education programmes.

     

University training for entrepreneurial competencies: Its impact on intention of venture creation

This study tests the effect of entrepreneurship education programmes on the entrepreneurial competencies and intention of university students in order to confirm (or disconfirm) conventional wisdom that entrepreneurial education increases the intention to start a business. We address the following research question: Do entrepreneurship education programmes raise the entrepreneurial competencies and intention of students? We used a pretest-post-test quasi-experimental design. Data were collected from 864 university students of Castilla & León (Spain), from 863 students (403 taking the programme and 460 in a control group). The results showed that students in the ‘programme’ group increased their competencies and intention towards self-employment, whereas students in the control group did not. The findings contribute to the theories of planned behaviour and to the literature of entrepreneurship education itself, by revealing the effect of specific benefits for the students derived from the entrepreneurship ‘programme’.     

女大学生创业意识现状与高校的作为

本文通过问卷调查,分析了解在校女大学生创业意识与高校创业教育现状:多数女生有明确职业规划,对创业认识客观,对同辈创业态度宽容,但创业素养不够使信心不足,自主创业非未来职业首要选择,真正创业需有物质精神双助力。究其原因,与不少高校女大学生创业教育开展力度广度不够有关。高校必须加强心理健康教育和创业教育,建立健全创业教育体系,培养女大学生创业素养和能力,并创造条件,建立创业基地,加大扶持力度,为女大学生创业指引导航。     

The moderating role of anticipated affective ambivalence in the formation of entrepreneurial intentions

Students’ predictions of the affective consequences of starting their own business encompass, simultaneously, positive and negative thoughts and feelings (anticipated affective ambivalence). We theorize that anticipated affective ambivalence constitutes a significant element in the entrepreneurial process holding a central role in the realization of entrepreneurial intentions. In the herein presented research, we propose and test a model within which anticipated affective ambivalence is expected to moderate the impact of attitudes towards entrepreneurship (ATT), subjective norms (SN), and perceived behavioral control (PBC) on entrepreneurial intention. Results from a large sample of university student participants found that anticipated affective ambivalence moderated the effects of ATT and SN on entrepreneurial intention (INT) but not the effect of PBC on INT. Theoretically the findings introduce affective ambivalence in the area of nascent entrepreneurship and within the Theory of Planned Behavior model. Practically, the study highlights affective ambivalence in the context of universities’ increasing interest to promote entrepreneurship and to develop suitable educational programs.     

Feeling the risks: effects of the development of emotional competences with outdoor training on the entrepreneurial intent of university students

Nowadays, one of the roles of universities is the promotion of entrepreneurship, particularly, among students. Research on entrepreneurship at an individual level of analysis focuses on the personal characteristics and the entrepreneurial attitude that stimulate its development, studying the factors affecting that some individuals discover and exploit opportunities by creating a company, while others do not. Yet, it has been proved that psychological characteristics of individuals affect their entrepreneurial intention. Additionally, experiential learning techniques, such as outdoor training have been showed as useful to change emotional competences. However, there is not any research on how changes in emotional competencies influence individual entrepreneurial intent in university students, particularly after participating in an outdoor training experience. This paper analyses quantitative and qualitative data of last-year university students who participated in an outdoor training experience, measuring its emotional competences and entrepreneurial orientation, before and after that experience. It contributes to the understanding on how changes in emotional competences affect the entrepreneurial intent of university students. Results indicate that changes in emotional competences, such as self-management, social awareness, and relationship management affect entrepreneurial orientation, particularly innovation and risk, affecting, thus, entrepreneurial intention.     

Entrepreneurial education and learning at universities: exploring multilevel contingencies

Abstract

Despite the worldwide increase in entrepreneurship education offered at universities, there is an ongoing debate whether and under which conditions this type of education contributes to students’ entrepreneurial learning. Building on human capital theory, we hypothesize that the exposure to various entrepreneurship education initiatives has an inverted U-shaped relationship with entrepreneurial learning outcomes. We also argue that this relationship is moderated by the entrepreneurial experience of the students, the teaching pedagogy applied in entrepreneurial initiatives offered at the university and the prevalence of opportunity-driven entrepreneurship in the country. A multi-level analysis on a cross-country sample of 87,918 students resulting from GUESSS (‘Global University Entrepreneurial Spirit Students’ Survey’) strongly confirms our hypotheses, and allows us to discuss implications for researchers, educators and policy makers with respect to the nature of entrepreneurial learning, the design of entrepreneurial education programs, as well as the contextual conditions that impact entrepreneurial learning outcomes.     

Entrepreneurial intention among University students in Malaysia: integrating self-determination theory and the theory of planned behavior

The present study endeavors to develop a deeper understanding of the motivational processes involved in intentional entrepreneurial behavior. For this purpose, it integrates the social cognitive approach of the theory of planned behavior (TPB) and the organismic theory of motivation of self-determination theory (SDT). More specifically, it tests the role of basic psychological needs of autonomy, competence and relatedness as defined in SDT in shaping university students’ attitudes and intentions toward entrepreneurship. The sample of this study consisted of 438 (Males?=?166, Females =272) 3rd and 4th year university students from four Malaysian Public Universities. The results of the study show that the model strongly explains about 71% of the variance in entrepreneurial intention. Basic psychological needs of autonomy, competence and relatedness have a strong indirect impact on entrepreneurial intention via their attitudinal antecedents: attitude, subjective norm, and perceived behavioral control. This indicates a full-mediational model, where the attitudinal factors operated as transmitters of effects from the distal constructs of SDT on entrepreneurial intention. These findings confirm that both SDT and the TPB provide complementary explanations of the motivational processes of entrepreneurial behavior. The study contributes to the existing knowledge by providing a theory-based understanding of the role of motivations in the formation of entrepreneurial intentions. It opens the way for future research to analyze how alternative motivations may affect new venture creation, survival and success.

     

Extending the link between entrepreneurial self-efficacy and intention: a moderated mediation model

This study extended the research on the relationship between entrepreneurial self-efficacy and intention by developing a moderated mediation model. This model posits that the link between entrepreneurial self-efficacy and intention is mediated by attitudes toward entrepreneurship and planned entrepreneurial control, and that these mediation processes are further moderated by subjective norms. Based on a sample of 308 valid responses, regression analysis yielded two noteworthy results. First, entrepreneurial self-efficacy positively affects intention through attitudes toward entrepreneurship and planned entrepreneurial control. Second, the direct effect of entrepreneurial self-efficacy on intention decreases as subjective norms increase. By contrast, the indirect intention effects of entrepreneurial self-efficacy through attitudes toward entrepreneurship and planned entrepreneurial control increase as subjective norms increase. In addition, the results indicated that subjective norms positively affect entrepreneurial intention. These findings indicated that the model advances the use of the theory of planned behavior and can be used to define a person as an entrepreneur.     

Entrepreneurial self-efficacy and entrepreneurial intention: the Turkish case

This paper examines the relationship of entrepreneurial self-efficacy (ESE) and entrepreneurial intention in the Turkish culture. Sub-dimensions of ESE were investigated and the level of entrepreneurial intention was discussed. The sample comprised of 245 undergraduate students of a university in Turkey. Results suggest that students have a high intention to be entrepreneurs. ESE has a strong effect on entrepreneurial intention, but sub-dimensions of ESE have different impacts. The results of the study were compared with a previously published study conducted in the USA and Korea by a group of researchers. In this comparison, the national cultural context was considered as an influential factor in entrepreneurship.     

Influence of a culture-based entrepreneurship program on student interest in business ownership

This paper reports the results of a study that examined the impact of a culture-based entrepreneurship study abroad program on student interest in business ownership. Ninety-six students were asked to complete a pre-and post-study abroad program questionnaire that asked about their understanding of a variety of program activities and to gauge their interest in starting a business. Little similar research has been reported in the literature. Pre- and post- program mean rankings of the variable are reported. The results indicated that post-program mean ranking of knowledge, understanding, and skill ability variables tend to be higher than pre-program mean rankings. Fifteen of the 22 post-program mean values of the measured variables are significantly different from pre-program mean values. Logit regression analysis indicated that the language and program structure variables were positively associated with interest in starting a business while the Spanish business and entrepreneurial skills were negatively associated with business ownership. The results of this study may be of interest to educators involved in developing entrepreneurship and study abroad courses and programs. The study may be of special interest to those involved in developing integrative entrepreneurship programs.     

Unveiling the role of entrepreneurial knowledge and cognition as antecedents of entrepreneurial intention: a meta-analytic study

Although entrepreneurial intention has been regarded as one of the most important drivers of creativity, innovation, and performance in firms, a comprehensive framework that integrates the relevant influential factors has yet to be developed. Drawing on the theory of planned behavior and the social cognitive career theory, this study investigates the critical antecedents, mediators, and moderators of entrepreneurial intention. A meta-analytic approach is employed to validate the proposed hypotheses, and 89 primary studies with a total sample size of 51,919 are analyzed. The results indicate the existence of differences in the manner in which entrepreneurial knowledge influences cognitive antecedents in the individuals who participate in new ventures. Furthermore, personal attitude and self-efficacy play a vital role in predicting entrepreneurial intention. Demographic characteristics (such as age, gender, and education background) significantly moderate the relationship between cognitive antecedents and entrepreneurial intention, indicating that men tend to adopt more entrepreneurial behaviors than women, that older individuals with more positive attitudes have a higher propensity to start ventures than younger ones, and that those with higher education attainment tend to have lower self-employment. These findings offer several recommendations. They could provide valuable references for further academic work, which should aim to extend and validate them. The findings are also very beneficial for professional experts tasked with the design of effective programs for enhancing entrepreneurial behavior.

     

University Students’ Attitudes Towards Entrepreneurship: A Two Countries Comparison

There is general agreement that attitudes towards the entrepreneur, entrepreneurial activity, and its social function are determinant factors for university students to decide an entrepreneurial career.This empirical study aims at assessing and comparing the attitudes of university students towards entrepreneurship and enterprise formation in Catalonia and Puerto Rico, using a sample of 837 and 435 students, respectively.Results reveal a positive entrepreneur’s image. Both samples have a favorable perception of desirability of new venture creation, although the perception of feasibility is by far not so positive and only a small percentage has the firm intention to create a new company.     

Behavioral agency and corporate entrepreneurship: CEO equity incentives & competitive behavior

Scholars have long studied drivers of entrepreneurial behavior among established firms. Yet little is known about how individual factors shape a firm’s choice to pursue entrepreneurship. We draw on behavioral agency theory to explore the role of equity incentives in driving corporate entrepreneurship. Our findings suggest CEOs avoid corporate entrepreneurial behaviors as their option wealth increases. However industry dynamics also prove to be an important contingency when predicting the effects of both restricted stock and stock options on the likelihood that the CEO engages in corporate entrepreneurship. Our findings provide a theoretical platform for predicting dimensions of entrepreneurial behavior and highlight effects of CEO equity ownership.

     

Linking creativity with entrepreneurial intentions: A structural approach

The article presents a preliminary model, which links creativity with entrepreneurial intention. Model formulation is based on a random survey of students from two engineering schools. Model parameter estimation is supported by Structural Equation Modeling (SEM). Extensive statistical analysis demonstrated model and parameter validity. Results indicate that student’s self-perception of creativity and a family environment that promotes creative thinking can predict increased levels of entrepreneurial intention. Moreover, the present study argues that the contemporary university environment does not promote entrepreneurial intention through the development of creative thinking. The article ends with discussion and conclusion of the results and overview of research limitations.     

Does entrepreneurial activity matter for economic growth in developing countries? The role of the institutional environment

The discussion on which institutions determine entrepreneurial activity – and the role of institutions in the aggregated output for developing countries – is as yet unresolved. The extant literature about entrepreneurship recognizes new ventures as potential mechanisms for long-term development. Yet, there is a consensus on the lack of evidence, particularly for these countries. Drawing on institutional economics, this article explores the interrelationships among institutional environment, entrepreneurial activity, and economic growth. To this end, we use simultaneous-equation panel data models for a sample of 14 developing countries (78 observations) over the period of 2004–2012. The main findings suggest a causal chain running from institutions to opportunity entrepreneurship, which is linked to the economic growth of emerging economies. In particular, we find that institutional factors – such as the number of procedures to start a new business, private credit coverage ,, and access to communication– influence entrepreneurial activity driven by opportunity. Policy implications for developing countries could be derived in order to enhance their economic performance through entrepreneurial activity.

     

创业拼凑与机会开发过程模型--基于大学生创业的单案例分析

在"双创"教育的指引下,越来越多的大学生投身到创业活动之中,如何提高大学生创业存活率成为理论界与实践界关注的焦点。本文以一家大学生新创企业为例,采用纵向案例研究构建了大学生创业情境下"机会-资源一体化"过程模型,揭示了大学生新创企业利用创业拼凑进行机会开发的微观机制。研究发现在探索期,新创企业以资源为导向,采用物质拼凑和技能拼凑,实现"发现型机会"的开发;在稳定期,新创企业以机会为导向,采用网络拼凑和技能拼凑,实现"发现+创造型"机会的开发;在发展期,新创企业以顾客为导向,采用客户拼凑和技能拼凑,实现"创造型机会"的开发。研究结果可为揭示创业拼凑内部机理的形成提供方向,也可为从校园走出的大学生新创企业利用手边资源、开发有潜力的创业机会、实现企业可持续发展提供有益的借鉴和启示。     

Entrepreneurial intentions, motivations and barriers: Differences among American, Asian and European students

Should entrepreneurship education be the same in every country or should it be adapted to each context? In addition to answering this question, it appears to be important to identify the concerns students have regarding their entrepreneurship education programs, so as to strengthen their perceptions of feasibility and desirability of an entrepreneurial career. In this article we examine whether differences exist among American, Asian and European students in terms of entrepreneurial intentions and dispositions, as well as motivations and perceived barriers for business startup. Results indicate that entrepreneurial disposition and intentions differ by country but that students across countries are motivated and/or discouraged by similar variables. However, our results indicate that the levels of sensitivity to each motivator and barrier differ by country. Our results support the argument made by past researches that cultural differences should be taken into consideration when developing entrepreneurship education programs.     

Influence of institutional environment on entrepreneurial intention: a comparative study of two countries university students

Institutional environment influences the perceptions of desirability and feasibility, society’s social and cultural environment, such as beliefs, values and attitudes, conditions behaviour and decisions made by individuals. This research evaluates the influence of institutional environment on entrepreneurial intention using a comparative analysis of different attitudes among university students in two countries: Portugal and Spain. In particular, this study aims to examine the perceptions of desirability, feasibility and intention toward the creation of one’s own business and how that variables influence the entrepreneurial intention as compared these two different institutional contexts. Results revealed difference among attitudes toward entrepreneurship in both countries. With respect to the perception of feasibility, the majority of students in Extremadura (Spain) consider that it is easier to create a business in nowadays than it was several decades ago. However, from the students of Beira Interior (Portugal) consider that it is more difficult. Furthermore, in Extremadura, the entrepreneurial intention is higher than in Beira Interior.