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.     

Women's Perceived Empowerment in Entrepreneurial Efforts: The Role of Bricolage and Psychological Capital

Women's entrepreneurial empowerment—perceived competence, self‐determination, and ability in managing a firm as an entrepreneur—is important to women's entrepreneurship in developing countries. Drawing on a sample of 369 women entrepreneurs from small and medium enterprises (SMEs) located in Gujarat, a western state in India, we find that women's entrepreneurial empowerment is positively associated with firm revenues. Gains from empowerment could be further enhanced for women entrepreneurs managing resource constraints—through bricolage—and meeting the challenges of self‐employment—through psychological capital. The present study contributes to literature on women's entrepreneurial empowerment and SME performance. Women's empowerment and the bolstering effects of bricolage and psychological capital could help government agencies and non‐government organizations devise programs and policies to improve the performance of women‐owned SMEs in developing countries.     

Behaviours and entrepreneurial intention: Empirical findings about secondary students

This paper aims to identify some factors that may be explaining differences among secondary students in start-up intentions. For that, the study develops an entrepreneurial intention model sustained by the use of Azjen’s Theory of Planned Behaviour (TBP). Using a sample of students aged between 14 and 15 years old, a questionnaire based on the Li?án and Chen’s Entrepreneurial Intention Questionnaire was administrated. The purpose is to test a model of entrepreneurial intention using structural equations. The findings point that TPB is an appropriate tool to model the development of entrepreneurial intention through pedagogical processes and learning contexts. The education and training should centre itself much more in changing personal attitudes than in knowledge. Moreover, it is desirable that an entrepreneurship educational programme could contribute to the development of competences related to entrepreneurship, social and civic skills, and cultural awareness.     

Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique “hands‐on” global consulting program that is integrated into an international EMBA program for mid‐career and senior American and European managers. It details the challenges for the integration of experiential action learning, double‐loop learning, service learning, and tacit learning into global management education and discusses the value of such integration for the EMBA‐participant's learning experience. The lessons learned from the implementation of the use of integrated global consulting based on an experiential action learning model on EMBA education are discussed. The andragogical model of education used should be a useful guide for designing and implementing experiential action learning based MBA/EMBA programs.     

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.     

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.     

Gender factors and female entrepreneurship: International evidence and policy implications

Nowadays, the transformations taking place in female entrepreneurship at the national and international levels and the importance of such entrepreneurship for economic growth and poverty alleviation underscore the need for more global and diversified analysis of female entrepreneurial activities. The literature however regarding international comparisons of female entrepreneurship practices remains limited and becomes even more limited when exploring such practices beyond the developed countries context. To this end, this paper examined the impact of five gender-related variables on the extent of female entrepreneurial activities in 44 developed and developing countries. Among its five focused variables, the paper found female education, extent of female economic activities, female earnings ratio, and fertility rate to be significant in all estimations with two different dependent variables representing female entrepreneurial activities. The remaining focus variable related to gender empowerment was found to be significant with one of the two dependent variables. Among its contributions, the paper explored gender entrepreneurship from an international perspective and extended the analysis of the topic beyond the main stream Anglo-Saxon context. It also highlighted the variations in results with regards to developed and developing countries environment. Understanding factors that could influence the development of female entrepreneurial activities and exploring their potential variability across stages of economic development could also be useful for policy makers exploring effective incentive structure to promote gender entrepreneurship in their respective countries.     

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.     

创新创业文化导向下创业型商科人才培养路径探索

在应用型本科院校商科专业中倡导创业意识、构建创业文化氛围、实施有效的创业教育是实现其培养目标的重要途径。文章分析了目前创业教育在应用型商科学生培养中遇到的问题;解析了创业文化导向对培养商科创业型人才的重要意义;对创业型商科人才培养的优化路径进行了创新性探索。     

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.     

Educating for self‐interest or ‐transcendence? An empirical approach to investigating the role of moral competencies in opportunity recognition for sustainable development

Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit‐driven mentality. As sustainable development is a value‐oriented and normative concept, the role of individual ethical norms and values in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would‐be entrepreneurs were subjected to a questionnaire (n = 398) and to real‐life decision‐making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit‐driven mentality.     

Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning,inspiration and resources

Drawing on the theory of planned behaviour, this study tests the effect of entrepreneurship programmes on the entrepreneurial attitudes and intentions of science and engineering students. This is necessary in order to confirm (or disconfirm) conventional wisdom that entrepreneurship education increases the intention to start a business. The results show that the programmes raise some attitudes and the overall entrepreneurial intention and that inspiration (a construct with an emotional element) is the programmes' most influential benefit. The findings contribute to the theories of planned behaviour and education and have wider implications for a theory of entrepreneurial emotions and also for the practice of teaching entrepreneurship.     

From Rational to Wise Action: Recasting Our Theories of Entrepreneurship

In this article, I argue that if we challenge some tacit assumptions of narrow rationality that endure in much of entrepreneurial studies, we can elevate entrepreneurial ethics beyond mere external constraints on rational action, and move toward fuller integration of ethics as an intrinsic part of the process of value creation itself. To this end, I propose the concept of practical wisdom as a framework for exploring entrepreneurial decision making and action that can broaden the scope of our research to recognize entrepreneurship as an inherently normative enterprise. Specifically, I suggest that a framework built upon a concept of practical wisdom enables us to adopt a richer and more complex view of entrepreneurial decision making that is well suited to the dynamic and uncertain context of entrepreneurship. Further, this framework enriches our view of entrepreneurial ethics to include consideration of the personal character, values, and purpose of the entrepreneur. By examining entrepreneurship through a lens of practical wisdom, we can open up new avenues of fruitful inquiry for scholars of entrepreneurship.     

Collaborative Learning Instrument in Teaching Entrepreneurship Issues

Abstract

Due to the shortcomings associated with the largely passive learning experience currently experienced by students at the University level in Central and Eastern Europe, active learning approaches have been promoted by educationalists as a more effective method for teaching business and entrepreneurship. This paper contributes to this literature by outlining a collaborative learning instrument involving active learning that can be used to teach entrepreneurship at university level in Central and Eastern Europe. This instrument illustrates the role of entrepreneurship and proprietorship in both a well-established market economy and in the post-communist economies of Central and Eastern Europe. Students outcomes should include the following: firstly, the recognition that the emerging small business sectors of the post-communist economies have much potential as a vehicle for economic growth and for developing capitalist forms of economic production; secondly, an understanding that entrepreneurial behavior is an essential element in the development of the small business sector; thirdly, an ability to identify traits common to successful entrepreneurs; and fourthly, they will develop and practice a variety of entrepreneurial skills themselves that may make them aware of their potential as entrepreneurs.     

Exploring factors motivating entrepreneurial intentions: the case of Italian university students

This study aims to identify the factors motivating the intentions of university students to become entrepreneurs. Leveraging data from a survey of 941 Italian students and adopting Ajzen's theory of planned behaviour, this paper employs the structural equation model to identify factors explaining students’ entrepreneurial intentions. The findings show that attitudes, subjective norms and perceived behavioural control positively shape Italian students’ intentions. Moreover, the findings signal that the skills acquired during the university pathway play a crucial role in encouraging students to consider entrepreneurial choices. The paper extends and complements the academic and policy debate in the field of entrepreneurship offering a comprehensive investigation of the factors affecting entrepreneurial intentions. It also allows us to contend that higher education may have an important role to play in fostering the entrepreneurial intentions of young people. This is especially significant given current global economic conditions and the renewed importance of self‐employment strategies.     

Differences in Entrepreneurial Opportunities: The Role of Tacitness and Codification in Opportunity Identification*

The role of opportunities in the entrepreneurial process remains relatively underdeveloped. To address this issue, we develop a definition of an entrepreneurial opportunity and draw upon a distinction from the domain of knowledge management to suggest a continuum of entrepreneurial opportunities ranging from codified to tacit. Though both traditional and contemporary research has examined how individual differences relate to the identification of opportunities, we focus instead on the importance of differences in the opportunities themselves. Specifically, we examine how relative differences in the degree of opportunity tacitness relate to the process of opportunity identification. We find that relatively more codified opportunities are more likely to be discovered through systematic search, whereas more tacit opportunities are more likely to be identified due to prior experience. These findings contribute to an increased understanding of the role of the opportunity in entrepreneurship research and have important implications for economic theories of entrepreneurship, entrepreneurial learning, entrepreneurial networks, and entrepreneurial education.     

The Improvisational Entrepreneur: Improvisation Training in Entrepreneurship Education

Entrepreneurs constantly face unexpected and unanticipated situations; those that thrive are ones that are identified by the literature as “improvisational.” Yet extant entrepreneurship research has not distinguished what improvisation is from how to do it. I propose training in the principles developed from the theory of performing improvisation promotes the entrepreneurship mindset through pedagogy. Qualitative studies reveal entrepreneurial self‐efficacy themes related to interpersonal/team considerations for entrepreneurs, and introduce “improvisational alertness” as a critical entrepreneurship consideration. Entrepreneurs can learn to keenly pay attention to interpersonal conditions of the present and the future in order to adapt potential limitations for venture success.     

Practice makes perfect: Entrepreneurial-experience curves and venture performance

This study tackles the puzzle of why increasing entrepreneurial experience does not always lead to improved financial performance of new ventures. We propose an alternate framework demonstrating how experience translates into expertise by arguing that the positive experience–performance relationship only appears to expert entrepreneurs, while novice entrepreneurs may actually perform increasingly worse because of their inability to generalize their experiential knowledge accurately into new ventures. These negative performance implications can be alleviated if the level of contextual similarity between prior and current ventures is high. Using matched employee–employer data of an entire population of Swedish founder-managers between 1990 and 2007, we find a non-linear relationship between entrepreneurial experience and financial performance consistent with our framework. Moreover, the level of industry, geographic, and temporal similarities between prior and current ventures positively moderates this relationship. Our work provides both theoretical and practical implications for entrepreneurial experience—people can learn entrepreneurship and pursue it with greater success as long as they have multiple opportunities to gain experience, overcome barriers to learning, and build an entrepreneurial-experience curve.     

Integrating psychological approaches to entrepreneurship: the Entrepreneurial Personality System (EPS)

Understanding the psychological nature and development of the individual entrepreneur is at the core of contemporary entrepreneurship research. Since the individual functions as a totality of his or her single characteristics (involving the interplay of biological, psychosocial, and context-related levels), a person-oriented approach focusing on intraindividual dynamics seems to be particularly fruitful to infer realistic implications for practice such as entrepreneurship education and promotion. Applying a person-oriented perspective, this paper integrates existing psychological approaches to entrepreneurship and presents a new, person-oriented model of entrepreneurship, the Entrepreneurial Personality System (EPS). In the empirical part, this model guided us to bridge two separate research streams dealing with entrepreneurial personality: research on broad traits like the Big Five and research on specific traits like risk-taking, self-efficacy, and internal locus of control. We examine a gravity effect of broad traits, as assumed in the EPS framework, by analyzing large personality data sets from three countries. The results reveal a consistent gravity effect of an intraindividual entrepreneurial Big Five profile on the more malleable psychological factors. Implications for entrepreneurship research and practice are discussed.     

基于创新创业能力培养的投资项目评估课程教学体系研究

在实施创新驱动发展战略的背景下,我国对创新创业人才的需求空前迫切。投资项目评估课程作为一门理论性与实践性并重的经济与管理专业课程,在创新创业教育教学实践中存在专业教育与创新创业教育缺乏融合、教师创新创业教育教学能力欠缺、学校缺乏创新创业实践平台供学生实践等问题。基于投资项目评估课程在教育教学实践中所存在的问题,研究该课程与创新创业教育有机融合的教学模式,为提高该课程的应用性,激发学生学习的积极与创造性,满足投资项目评估行业的创新创业人才需求,促进经济高质量发展提供参考意见。