The Learning Process in Technology Entrepreneurship Education—Insights from an Engineering Degree

We propose a model for the learning process in technology entrepreneurship based on the findings from an in‐depth case study of an engineering degree that emphasizes technology entrepreneurship. Taking learning paradigms from entrepreneurship education into account, we specify the links between pedagogical approaches, activities, and learning contexts and specific technology entrepreneurship learning outcomes. For example, we examine how the use of existential learning with self‐directed activities in real‐world contexts contributes to achieving high‐level entrepreneurial competencies such as the ability to critically self‐reflect on the choices made by the technology‐based venture. As such, we contribute to the definition of teaching models for technology entrepreneurship education.     

Entrepreneurship Education in a Poverty Context: An Empowerment Perspective

Empowerment is an important but understudied phenomenonExperiential Learning in entrepreneurship education. We integrate literatures on empowerment theory and experiential learning to propose a conceptual model of empowerment‐based entrepreneurship education. The concept of entrepreneurial empowerment is introduced as a cognitive state characterized by meaning, competence, self‐determination, and impact toward entrepreneurial activities. The model proposes that empowerment has a mediating role in the relationship between experiential learning approaches in a poverty context and the acquisition of learning outcomes. The model is illustrated using an entrepreneurship and adversity program that supports local low‐income individuals in starting and growing their ventures.     

The Impact of Social Capital on the Start‐ups' Performance Growth

This paper analyzes the development of strong and weak ties of social capital between a start‐up and its main customers and its impact on the growth of the start‐up's economic and innovative task performance outcomes. Results confirm that there are different configurations of social capital able to influence the start‐up's performance growth during its life cycle, which are contingent on the selected measures of task performance outcomes. Our findings can offer some interesting reflections in the field of social capital, entrepreneurship, and performance research, raising critical strategic implications for start‐ups in terms of opportunities, resources, and governance.     

Using Mind Maps to Distinguish Cultural Norms between French and United States Entrepreneurship Students

The globalization of entrepreneurship education requires instructors to understand, and adjust the curriculum for, cultural disparities. This study investigates the impact of cultural norms on the attitudes of university entrepreneurship students in France and the United States—regions with contrasting Hofstede and Global Entrepreneurship Monitor indices. It uses mind maps from students as culturally agnostic open‐ended measures of their attitudes. Two mind maps were collected from each student, one on the appeal of entrepreneurship and one on the apprehension toward entrepreneurship, for a total of 1,213 concepts that were then scored using the Moore–Bygrave staged model of entrepreneurship to measure student likes and dislikes toward innovation, the decision to launch a start‐up, new venture implementation, and venture growth. The Shannon entropy of a mind map was used as a measure of student fixation; lower entropy indicates the student is motivated or deterred by a subset of the curriculum, whereas higher entropy indicates that attitudinal components are more balanced across the curriculum. Participating students were enrolled in similar entrepreneurship courses, and exhibited attitudes with similar entropy. However, French students found the growth stage to be the most appealing and were most apprehensive about innovation, whereas U.S. students found innovation to be the most appealing stage and were most apprehensive about the growth stage, thus revealing different contextual drivers of learning and engagement with the educational materials. This research contributes to the advancement of entrepreneurship education in two ways. First, by using mind maps and differential model‐based semantic scoring, it distinguishes between motivation and deterrence, and accounts for both cognitive and affective components of attitudes toward entrepreneurship. Second, it presents a formative assessment technique with which educators can measure students' cultural disposition to the different topics of an entrepreneurship course, and can then tailor the syllabus to this disposition. This technique can potentially improve the effectiveness of entrepreneurship education in multicultural settings, such as those involving educators, students, or course material from different regions and cultures.     

Learning outcomes of entrepreneurship education: Entrepreneurship education for knowing,doing, being,and living together

The authors try to identify the learning outcomes of entrepreneurship education at high schools. The statistical population of this research consists of vocational high school students in Tehran, Iran. The findings showed that learning outcomes for knowing are more than the aspects of doing, being, and living together. More specifically, 65 learning outcomes of entrepreneurship education have been identified in four pillars. This study presents a comprehensive framework for the philosophy of entrepreneurship education.     

The Impact of Entrepreneurship Education on Entrepreneurial Attitudes and Intention: Hysteresis and Persistence

Do entrepreneurship education programs (EEPs) really influence participants’ attitudes and intention toward entrepreneurship? How is this influence related to past experience and how does it persist? Researchers and entrepreneurship education stakeholders alike have been looking into this question for quite a while, with a view to validating the efficacy of such programs. The authors of this paper propose to operationalize the concept of entrepreneurial intention and its antecedents in an attempt to address those issues. In particular, we propose an original research design where (1) we measure the initial state and persistence of the impact and not only short‐term effects; (2) we deal with a compulsory program, allowing to avoid self‐selection biases; and (3) we deal with an homogeneous “compact” program rather than programs combining multiple teaching components whose effects cannot be disentangled. Our main research results show that the positive effects of an EEP are all the more marked when previous entrepreneurial exposure has been weak or inexistent. Conversely, for those students who had previously significantly been exposed to entrepreneurship, the results highlight significant countereffects of the EEP on those participants.     

The Resource‐Based View in Entrepreneurship: A Content‐Analytical Comparison of Researchers' and Entrepreneurs' Views

The resource‐based view (RBV) is one of the most influential perspectives in the organizational sciences. Although entrepreneurship researchers are increasingly leveraging the RBV's tenets, it emerged in strategic management. Despite some important similarities between entrepreneurship and strategic management, there are also important differences, raising questions as to whether and to what extent the RBV needs to be adapted for the entrepreneurship field. As a first step toward answering these questions, this study focuses on resources as the fundamental building block of the RBV and presents a content‐analytical comparison of researchers' and practicing entrepreneurs' resource conceptualizations to derive similarities and differences between established theory and entrepreneurial practice. We find that although the two conceptualizations exhibit some overlap, there are also important differences in the emphasis on different dimensions of resources and ownership requirements, as well as in the understanding of how those resources shape outcomes. These results suggest important contextual conditions when applying the RBV's tenets within the field of entrepreneurship.     

Behavioral Criteria for Grounding Entrepreneurship Education and Training Programs: A Validation Study

The entrepreneurship literature lacks a systematically developed and validated framework to ground educational programs. We previously developed behavioral observation scales (BOS) consisting of 9 dimensions and 47 behaviors. In this study, we validated the BOS using 12 performance measures and a national survey of 149 entrepreneurs. The BOS were found to be valid. All 9 BOS dimensions, as well as the total score on the BOS, correlated significantly with many of the 12 nonbehavioral performance measures. These BOS provide entrepreneurship education and educators with a validated and systematically developed instrument that can be used to appropriately ground education programs.     

Toward a Typology of Family Firm Corporate Entrepreneurship

Family involvement in business creates idiosyncrasies in firm behavior that promote long‐term, often transgenerational, strategic logics that ostensibly align with the motivations and outcomes of corporate entrepreneurship. Interestingly, extant research provides only minimal insight into the heterogeneous nature of corporate entrepreneurship orientations pursued by family firms. To better understand this heterogeneity, we develop a typology of corporate entrepreneurship in family firms providing a reconciliatory approach to this literary diversity and suggest that the varied corporate entrepreneurship orientations of family firms are impacted by the duality of a family's distinct intention to pursue transgenerational succession and capabilities to acquire external knowledge.     

Measuring entrepreneurship over time

This article is a review of three measurement issues that impact the study of entrepreneurship over time: (1) level of analysis difference between firms and individuals, (2) differences between rate and stock measures, and (3) the effects of choosing particular time frames on subsequent analytical results. Based on theory that views entrepreneurship as depending on ownership rights (Hawley 1907), this article develops a longitudinal measure of entrepreneurship in the United States—the number of organizations per capita. The problems and advantages of using a measure based on organizations per capita as an indicator of entrepreneurship is examined.Understanding how and what is being measured in studies of changes in entrepreneurship over time is an important issue for academic researchers and public policy makers. Measurement of changes in entrepreneurship over time can shed light on important research questions and public policy issues about entrepreneurship. For example, is entrepreneurship increasing in the United States? If entrepreneurship is increasing, is this trend comparable to any previous time periods, or is the current increase in entrepreneurship a new or unique social phenomenon? What influences changes in entrepreneurship over time?The choice of certain measures of entrepreneurship is likely to influence the answers to these questions. For example, the measures used in an entrepreneurship study are an implicit specification of one's views of entrepreneurship (e.g., entrepreneurship as self-employment or firm creation), and few measures of entrepreneurship reflect critical changes in important environmental influences (e.g., technological change) because of short measurement time frames. Therefore, determining the contribution of entrepreneurship to the well-being of an economy is dependent on understanding what measures of entrepreneurship are utilized for making these evaluations and the time frame used for these measures.We review three measurement issues that impact the study of entrepreneurship over time: (1) level of analysis differences between firms and individuals, (2) differences between rate and stock measures, and (3) the effects of choosing particular time frames on subsequent analytical results. Based on theory that views entrepreneurship as depending on ownership rights (Hawley 1907) this article develops a longitudinal measure of entrepreneurship in the United States—the number of organizations per capita.Studies of entrepreneurship focus on either individual level activity (e.g., self-employment) or on firm level activity (e.g., new incorporations). Self-employment research focuses on individuals who employ themselves; that is, individuals who report wages, but not wages paid to them by other individuals or organizations. In most studies of the self-employed, firm founders would, therefore, be classified as wage earners and not as entrepreneurs. New firm research focuses on the rate of new firm entrants, typically measured as new incorporations, so such businesses as proprietorships or partnerships will not be counted.A rate is a change from one state to another (e.g., the number of people who become self-employed for a specific year, or the number of new firms created for a specific year), whereas a stock specifies a particular level (e.g., much like a stock of inventory), such as the number of self-employed, or a particular number of firms, for a specific time period. It is important to recognize that entry into business does not necessarily guarantee remaining in business. For example, although the number of people who become self-employed may increase for a specific year, the number of people who remain self-employed may actually decrease if more of the self-employed fail to remain in business than those that enter. The stock of the self-employed can decrease if the outflow of self-employed is greater than the inflow. For those persons interested in whether entrepreneurial activity results in wealth creation (either individually or societally), the realization that entry into business may not lead to a sustainable business (and therefore no creation of wealth) should be a signal that measuring rates of business formation and rates of self-employment may not be appropriate for this type of research.The factors that drive changes in the rate of entrepreneurship are not likely to be manifest over short timeperiods. Changes in values, attitudes, technology, government regulations, and world economic and social changes have a significant influence on changes in entrepreneurship over time. Studies that have measured entrepreneurship over recent time periods are, therefore, likely to miss the influence of these variables.We introduce a measure of entrepreneurship (organizations per capita) based on a theory of entrepreneurship as ownership. This measure shows the stock of organizations in the U.S. economy over time (from 1857 to 1992). The problems and advantages of using a measure based on organizations per capita as an indicator of entrepreneurship is examined. We conclude with some suggestions for improving entrepreneurship research by recognizing the limitations of particular longitudinal entrepreneurship measures and by challenging the field to seek convergent validity among measures.     

Variations in University entrepreneurship education: An empirical study of an evolving field

University entrepreneurship education is in the embryonic stage, still a new venture in itself. Recent years have shown unabated growth in the number of universities offering entrepreneurship courses, but the subject is still considered suspect by many faculty and administrators.Effectively meeting university resistance to entrepreneurship course-work first requires an appreciation of the perceptions and misperceptions of the faculty and administration. Once the viewpoints are understood, counteractive communication strategies can be developed. Perceptions may include the following: (a) “small business” (vs. entrepreneurship) is a low-status realm associated with poor-quality research, and small is by connotation less worthwhile than large; (b) sophisticated management practices reside in larger firms and these practices coincide well with the functional organization in business colleges; and (c) entrepreneurship is a fad. More important, however, is the perception that “non-industry, non-stage-of-the-business-life-cycle, non-size truths apply to all,” and that entrepreneurship is therefore too specialized an area for scholarly endeavor. Yet a hard sciences scholar recently pondered, “How could the business discipline ever hope to develop comprehensive theories of business behavior without the equivalent in biology of developmental biology? How do organisms grow and mature into Fortune 500 firms?”With this backdrop an in-depth survey of expert opinion is presented, based on the beliefs and experiences of 15 highly regarded university entrepreneurship educators. These peer-identified respondents reacted to a wide variety of factors that were hypothesized to affect the outcomes of entrepreneurship education efforts. They included (a) educational objectives, (b) administrative and program development issues, and (c) course attributes.Although there were a variety of educational objectives cited by the respondents, most important was to “increase awareness and understanding of the process involving in initiating and managing a new business enterprise.” Other important objectives included attention to entrepreneurship as a career option, contributing to understanding functional business interrelationships, and attention to the characteristics of the entrepreneur. Other objectives concerned building students' selfconfidence, opportunity sensitivity, and analytical skills. Attention to the role of new and smaller firms in the economy was not rated as important.Organizationally, it was viewed as critical to have the support of the college administration. It was not universally agreed that an entrepreneurship major is desirable, with a bimodal response distribution. For universities with multiple courses, there appear to be three conceptual bases, sometimes interspersed, including the business functions, the business plan, and the business life cycle. It was agreed that entrepreneurship coursework should be more experientally oriented than other business school coursework, that the involvement of adjunct faculty should not be minimized, and that faculty research is important to an entrepreneurship education program. There was lukewarm support for business outreach programs and disagreement over the desirability of a student entrepreneurship club.Entrepreneurship course features considered most important were development of a business plan project and entrepreneurs as speakers and role models. Cases ranked next in importance followed by lectures and assigned readings.The future will bring experimentation with various program and course attributes, more research on pedagogy with the measurement of learning outcomes, the increased entree of entrepreneurship Ph.D.'s, and the maturation of this early-stage venture into entrepreneurship education.     

Burst Bubbles or Build Steam? Entrepreneurship Education,Entrepreneurial Self‐Efficacy,and Entrepreneurial Intentions

This paper contextualizes the relationship between student's self‐efficacy beliefs and entrepreneurial intentions in the content and pedagogy of the entrepreneurship course. Using the logic of regulatory focus theory, we argue that the nature of the entrepreneurship course—whether theoretically or practically oriented—creates a distinct motivational frame for entrepreneurship in promotion or prevention terms. When coupled with students' self‐efficacy beliefs, this frame can strengthen or weaken their intentions for future entrepreneurial efforts. We test this hypothesis through a survey of 114 students enrolled in different entrepreneurship courses at a major British university. Our results show that higher self‐efficacy is associated with lower entrepreneurial intentions in the theoretically oriented courses and higher entrepreneurial intentions in the practically oriented courses. We draw a number of implications for the theory and practice of entrepreneurship education.     

Developing a Valid and Reliable Measure of Product Innovativeness for Entrepreneurship Research

Product innovativeness is central to entrepreneurship, but extant measures are problematic for entrepreneurship research because they tend to be firm‐level and/or subjective and lack validity and reliability for new and small firms. We develop a new measure of product innovativeness that is direct, objective, contemporary, and cardinal that provides entrepreneurship researchers with a reliable measure of innovativeness at the product level that will facilitate consistent measurement of this construct in cross‐sectional and longitudinal studies of product innovation. The new measure is developed as a formative measurement model using composite indicators that are objectively identified by observation of the new product and can be used to compare rival products or a particular firm's product innovations over time.     

The Role of Perceived University Support in the Formation of Students' Entrepreneurial Intention

Entrepreneurship education is central to student entrepreneurship. Previous research has attempted to understand the role of entrepreneurship education in the formation of students' entrepreneurial intention and behavior, albeit in an isolated manner. Universities can support entrepreneurship in many ways, but it is important to measure students' perception of the support that they receive in order to understand the extent of such support and its impact on students. The current study proposed and tested an integrative, multiperspective framework. We have hypothesized that the three dimensions of university support, that is, perceived educational support, concept development support, and business development support, together with institutional support, shape students' entrepreneurial self‐efficacy. In turn, entrepreneurial self‐efficacy and individual motivations constitute the fundamental elements of the intention to start a business. A sample of 805 university students took part in the study and data were analyzed using structural equation modeling. Our findings showed that perceived educational support exerted the highest influence on entrepreneurial self‐efficacy, followed by concept development support, business development support, and institutional support. Self‐efficacy in turn had a significant effect on entrepreneurial intention. Individual motivations such as self‐realization, recognition, and role had an additional impact on intention. However, intention was not related to financial success, innovation, and independence. The findings suggest that a holistic perspective provides a more meaningful understanding of the role of perceived university support in the formation of students' entrepreneurial intention. Theoretical and practical implications are discussed.     

Strategic and Operational Determinants of Relationship Outcomes With New Venture Suppliers

While the vast majority of the supplier selection and development literature has focused on relationships between mature, established firms, significantly less attention has been paid to relationships between established firms and new, entrepreneurial ventures. This study addresses this important topic and, using an interdisciplinary lens, investigates the question of how established buying firms can work with new ventures to achieve desired relationship outcomes. Drawing on the literature from the disciplines of entrepreneurship and supply chain management, we propose a theoretical model that links buying firms' strategic orientation in supplier selection (innovation and cost in strategic supplier selection) and operational approach in supplier development (direct and indirect development of new venture suppliers) with new venture‐specific relationship outcomes (purchasing volume and realized innovations). The model's predictions are tested on cross‐sectional survey data from 136 buying firms. Our results contribute to the emerging research stream at the supply chain management–entrepreneurship interface and enhance the understanding of relationships between established firms and new ventures.     

Opportunities to Improve Entrepreneurship Education: Contributions Considering Brazilian Challenges

This paper identifies challenges and opportunities for enhancing higher education in entrepreneurship considering student perceptions concerning both their demand for entrepreneurship education and their entrepreneurial intention as well as previous studies that present the points of view of experts. The main focus is Brazilian higher education, but the results address challenges that cross borders, such as the need for a practical approach. The study analyzed the data from the Brazilian version of the 2011 Global University Entrepreneurial Spirit Students' Survey (GUESSS) obtained with an online questionnaire answered by 25,751 Brazilian students from 37 colleges and universities. To give a reference for a better understanding of Brazilian statistics, data were compared to those of the 2011 international GUESSS involving also 25 other countries and 64,079 responses from them. Three hypotheses were tested. The results show that entrepreneurship education has a significant negative effect on student entrepreneurial intention and also on self‐efficacy. The same occurs between entrepreneurial intention and students' demand for entrepreneurship education. Brazilian students present higher levels of entrepreneurial intention and are significantly more motivated to take courses and activities in entrepreneurship than those students in the international sample. Approximately 50 percent of Brazilian students are potential entrepreneurs. One of the opportunities identified is to take advantage of students' positive attitudes and their high demand. The opportunities could play an important role in overcoming the challenges recognized, among which are the need for a more practical approach and the need for larger and diversified educational offerings beyond business planning. The challenges make Neck and Greene's recommendations, presented in a 2011 issue of JSBM, particularly important for Brazil. The last three sections propose different explanations, suggestions for more research, and practical recommendations.     

Business accomplishments,gender and entrepreneurial self-image

Drawing on Bem's psychological theory of self-perception, this paper presents and tests a model that examines the impact of business accomplishments and gender on entrepreneurial self-image and explores the definition of entrepreneurship according to Vesper's entrepreneurial typology. Regression techniques are used to identify those business accomplishments that university alumni associate with self-perceptions of entrepreneurship. Experience as a small business person (founding, running, and/or owning a small business) most clearly predicts entrepreneurial self-image. Results also support predictions of both direct and indirect effects of gender as well as direct effects of education and business degree. Results of a separate expert panel study are used to rank business accomplishments according to degree of entrepreneurship. Results of both studies reveal stark contrasts in the implied definition of entrepreneurship between entrepreneurship experts (academic and practitioner alike) and the general business community (as represented by the alumni). This raises questions about the meaning of the term “entrepreneurship”, what the word “entrepreneur”, in particular, conveys to the general public, and the implications for practice and future research.     

Entrepreneurs’ creativity and firm innovation: the moderating role of entrepreneurial self-efficacy

There are several studies in entrepreneurship investigating determinants of innovation outcomes in SMEs. Although entrepreneurs’ entrepreneurial creativity is often seen as a prerequisite, previous research indicates it is not an exclusive determinant of innovation. We use theoretical logics of social cognitive theory and innovation theory to develop a conceptual model of entrepreneur’s creativity, self-efficacy, and innovation outcomes. The model is then tested on a large sample of small and medium firms from two distinct economies: the United States and Slovenia. Empirical findings partially support the proposed moderation effects of entrepreneurial self-efficacy, but with the same variations between countries. The implications of these results in relation to entrepreneurship theory and practice are discussed.     

中美两国创业教育模式比较研究

当今世界创业教育备受关注,在中国高等教育研究中更是新兴领域。美国的创业教育的理论研究以及实践中都有诸多值得借鉴的地方。对中美两国创业教育模式的比较和分析,借鉴美国创业教育的成功经验,有助于促进我国创业教育进一步发展创新。