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 learning from observing role models

Abstract

This study examines entrepreneurial learning through the observation of role models. Adopting an interpretive and inductive approach, and using biographical interviews and life course techniques, the article examines how sixteen entrepreneurs articulate their entrepreneurial learning from role models. The overarching research question ‘How do entrepreneurs learn from observing role models?’ enables illustrating who the role models are (parents, teachers, colleagues, other entrepreneurs), the relevant social contexts (home, education, workplace) and what is learned in relation to entrepreneurial learning tasks (learning about oneself, managing relationships, the business and small business management). The study contributes to developing the social perspectives of entrepreneurial learning by demonstrating the significance of learning from role models in different social contexts and at distinct entrepreneurial stages pre- and post-start-up.     

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.

     

The effects of the gamified flipped classroom environment (GFCE) on students’ motivation,learning achievements and perception in a physics course

Increasing students’ motivation for classes and learning has been a critical research topic in the flipped classroom approach. A gamified flipped classroom environment is proposed in this study. The objective of the study is to enhance students’ motivations, learning achievements and their perceptions of the designed environment. In the study, a true experimental design was used. The study was conducted with 61 undergraduate students taking a Physics-2 course. The experimental group students learned in the gamified flipped classroom environment, while the control group students learned with the flipped classroom approach without a gamification strategy. Data were collected from a physics motivation questionnaire, electromagnetism achievement test and semi structured interviews. The experimental results indicate that the students from the experimental group had a significantly increased motivation for the classroom and learning achievements in comparison to the students in the control group. Moreover, it has been determined that the students’ opinions on the gamified classroom environment were positive. Additionally, the students interviewed stated that the approach had positive effects on their motivation for physics class. The results of this study can assist lecturers and instructors in integrating the gamification strategy to the flipped classroom approach.     

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 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.

     

Tracking precursors of entrepreneurial intention: the case of researchers involved in eco-label industry

This article is based on the adaptation of Ajzen’s theory of planned behavior (TPB) to build an entrepreneurial intention framework tailored to the specific context of researchers involved in eco-label industry, who can be perceived as nascent entrepreneurs. The entrepreneurial intention model is tested on a convenience sample of researchers involved in eco-label industry from a wide range of countries. The configurational effect of research experience, personal attitude, funding instruments and entrepreneurial education level is tested for causal condition related to entrepreneurial intention of 25 eco-label researchers. The qualitative approach of data reveals that research experience and personal attitude relate positively to entrepreneurial career intentions and that these relationships are mediated by entrepreneurial education level. A multi-sided online platform connecting innovators and potential investors is considered a suitable solution for funding respondents’ results of research and innovation activities. Stimulating entrepreneurial motivations and intentions may help researchers to better adapt to alternative career perspectives. Results of this study suggest several ways to stimulate entrepreneurial career choices among researchers involved in eco-label industry.

     

非智力因素对高职院校学生实践能力的培养

影响学生学习的心理因素主要是智力因素与非智力因素,在高职教育中非智力因素对高职学生的学习效果、能力的培养有很大影响。本文根据高职教育教学的特点,并结合学生学习过程的实际情况,阐述了兴趣、习惯、情感、意志和性格等非智力因素在教学中的作用,提出重视学生非智力因素可以在实验、实训教学中提高学生的操作技能,培养学生严谨的工作作风和实事求是的态度。     

Student clubs: experiences in entrepreneurial learning

Student-led clubs that seek to enhance entrepreneurial learning can be found in many universities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process student's encounter when they take part in clubs. The study explores the literature on entrepreneurial learning; it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature, a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs ‘entrepreneurship clubs’ and ‘Enactus clubs’ and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately, the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning.     

Role and impact of the environment on entrepreneurial learning

Abstract

This article is presenting an overview of the literature devoted to entrepreneurial learning and, more specifically, those research bringing environmental elements into the study of the entrepreneurial learning process. Then, it shows how each of the four Special Issue selected research papers contribute to enhancing our knowledge of the complexity of the learning process vis-à-vis entrepreneurial processes placed in context. By doing this, it makes an attempt to explain the specific context behind each contribution as well as presenting the wider context. Finally, the article is suggesting a set of key challenges and research pathways that might be explored in the future.     

Understanding relational qualities of entrepreneurial learning: Towards a multi-layered approach

The aim of this paper is to present a multi-layered relational framework of entrepreneurial learning by embedding the conceptual tools of a continental thinker, Pierre Bourdieu, in a social constructionist paradigmatic approach. Through a longitudinal study based on participant observation and in-depth qualitative interviews, entrepreneurial learning processes of five nascent entrepreneurs who have formed a venture team have been examined as a case study. Relational qualities of entrepreneurial learning can be illuminated by exploring dispositions and different forms of capital that nascent entrepreneurs hold at the micro-individual level, which are inextricably linked to the meso-relational level of developing an entrepreneurial habitus as they navigate through the process of business venturing. Such a multi-layered conceptualisation of entrepreneurial learning transcends individual-, team-, firm- and network-level analyses of the subject by generating insights from both micro- and meso-layers.     

Reinforcing collectiveness in entrepreneurial interactions within start-up teams: a multiple-case study

ABSTRACT

Using a qualitative multiple-case study approach and data from four high-technology team startups, we elaborate a theory on organizing entrepreneurial actions as team efforts and the kinds of interactions that reinforce collectiveness amongst entrepreneurial teams. Through systematic thematic analysis, we find that entrepreneurial action reinforces collectiveness through and during (a) the joint analysis and planning of entrepreneurial opportunities and strategies, (b) the joint decision-making and realization of opportunities and (c) the evaluation, feedback and sanction of entrepreneurial action. We analyse the dimensions through Giddens’s ideas on the duality of structures and agencies. We identify interactions that reflect a joint elaboration of opportunities, open and continuous sharing of knowledge and feelings, equality and democracy, joint effort and credit, informality and lack of bureaucracy, and feedback and helping. Our insights could be applied to create collectively entrepreneurial teams and to design education and training activities at a macro level to enable regional development.     

谈树立高职院校服装专业学生创业观的途径

高职院校服装专业学生的创业观需要从环境氛围的营造、理论的引导、实践的检验等方面加以引导与激发,学生的创业观才会慢慢确立。创业氛围的营造是树立学生创业观的环境基础,创业理论的学习是树立学生创业观念的理论基础,创业实践的进行是树立学生创业观的行动基础。学习无止境,实践无止境,创业的学生要以实践为出发点和落脚点,与时俱进,才能树立良好的创业观。     

Unlocking the influence of family business exposure on entrepreneurial intentions

Although the impact of family business exposure on offspring’s entrepreneurial intentions has attracted significant attention, assessments of this impact remain inconsistent. To solve this puzzle, we switch the focus from the presence of family business exposure to the content of exposure by examining the learning experiences of business family offspring. Specifically, we test the impact of perceived parental entrepreneurial rewards on entrepreneurial intentions and explore the underlying process in this relationship. Findings from a sample of 131 Chinese business family offspring support that perceived parental entrepreneurial rewards are positively related to entrepreneurial intentions, and this relationship is found to be partially mediated by entrepreneurial self-efficacy; additionally, offspring’s family business involvement weakens the positive impact of perceived parental entrepreneurial rewards on entrepreneurial intentions but strengthens the impact of entrepreneurial self-efficacy. The findings from this research contribute to the social cognitive career theory, family business, and entrepreneurial cognition literature. We also provide practical guidance for parent entrepreneurs by clarifying the impact of perceived parental entrepreneurial rewards and family business involvement on their children’s entrepreneurial intentions.     

Proactive and reactive views in the transition towards circular business models. A grounded study in the plastic packaging industry

This article contributes to the studies on the transition towards circular business models in incumbent entrepreneurial firms. The focus of our research is the plastic packaging industry, a paradigmatic case of firms with a high environmental impact who are currently under pressure to change their business models. Following a grounded theory approach, we conducted an exploratory research on five case studies, longitudinally analyzed over two years. The results of our research suggest that the circularity challenge raises dilemmas about how to interpret the transition to sustainability. On one hand, the transition may be interpreted in a reactive way, based on compliance to the law and the highest possible levels of continuity. On the other hand, the transition may be interpreted in a proactive way, based on radical experimentation and openness to change. Our results highlight that the reactive-proactive dilemma unfolds at three interconnected levels: the firm’s network (including the customers), the entrepreneur, and the organization. Our study also suggests that the entrepreneur is in a position to play a pivotal role in the multi-level adoption of a proactive (or reactive) view. More specifically, our longitudinal analysis suggests that if the effectiveness and impact of transition to circularity is to be maximized, then a multi-level proactive view of the circularity transition is key to transforming the three interconnected levels (network, entrepreneur, organization) into a proper, sustainability-oriented innovation ecosystem.

     

Impact of internship quality on entrepreneurial intentions among graduating engineering students of research universities in China

This paper seeks to explore the relationship between the internship quality, entrepreneurial desirability, entrepreneurial feasibility and entrepreneurial intention(EI) through a structural equation model. The sample is composed of 702 graduating engineering students from two research universities within China. The results revealed that students’ internship quality has positive and significant impact on their EIs. More specifically, the internship quality significantly affects students’ EIs both directly and indirectly. Furthermore, entrepreneurial desirability and feasibility partially mediate the relationship between the internship quality and students’ EIs. There are some substantial differences among gender subgroups, those being family characteristics and entrepreneurial experiences which were examined by the multiple group comparison test. Theoretically the findings provide new insights on the role of internships played in university students’ EIs. Practically, this study highlights the importance of improving internship quality which can increase students’ entrepreneurial desirability and feasibility, thereby promoting their EIs.     

Robust and stable multi-task manufacturing scheduling with uncertainties using a two-stage extended genetic algorithm

ABSTRACT

In cloud manufacturing (CMfg), unexpected uncertainties can occur in real-world manufacturing processes that could make the predetermined schedule infeasible. A new multi-objective proactive method is proposed in this situation to evaluate the proactive schedule. A novel two-stage extended genetic algorithm (2S-EGA) is proposed to generate proactive schedules that consider service interruptions. The experimental results confirmed that the obtained proactive schedule produces great performance when applied to multi-task scheduling problems with service interruptions. Furthermore, the results also showed that the proactive schedule obtained by the proposed approach is more robust and stable than other baseline algorithms taken from the literature.     

Leader Emergence in Nascent Venture Teams: The Critical Roles of Individual Emotion Regulation and Team Emotions

This study advances a theory of how different aspects of emotion regulation influence individual leader emergence in the intensely emotional context of nascent venture teams. Despite the growing amount of research on the role of leadership in the entrepreneurial process, the emergence of leaders in nascent venture teams has rarely been explored. Drawing on theories and research on leadership emergence and emotion regulation, we argue that the two aspects of emotion regulation (i.e., reappraisal and suppression) exert opposite effects on the degree to which nascent venture team members come to perceive an individual as a leader. We also theorize that team emotions arising from affective events moderate the relationship between reappraisal and leader emergence in such teams. Data from 103 nascent venture teams without prior leaders show a negative relationship between individuals’ trait disposition to suppress emotions and their emergence as leaders, and a positive relationship between their trait disposition to reappraise emotions and their emergence as leaders. Moreover, we find that negative team emotions magnify the positive association between reappraisal and leader emergence, while positive team emotions mitigate it. We discuss the implications of our findings for the literature on entrepreneurial leadership, entrepreneurial emotions, and leadership in general.     

Core entrepreneurial competencies and their interdependencies: insights from a study of Irish and Iranian entrepreneurs,university students and academics

The purpose of this paper is to advance our understanding of core entrepreneurial competencies and their interdependencies. Developing entrepreneurial competencies is increasingly seen as important to foster entrepreneurship. Studies to date have highlighted different entrepreneurial competencies in the context of different sectors, regions and countries. However, there has been a lack of consensus in relation to the perceived relative importance of core entrepreneurial competences and their interdependencies among students, academic and entrepreneurs. Our paper focuses on two key questions: first, what are the core entrepreneurial competencies that need to be developed in educational contexts? Second, what are the interdependencies between these entrepreneurial competencies that need to be developed in educational contexts? Using a collective intelligence methodology a comparative study of Iran and Ireland was undertaken that involved three stakeholder groups of students, academics and entrepreneurs. This methodology was used to identify, rank, and structure entrepreneurial competencies considered important for university students. The results of the study indicated that productive thinking, motivation, interpersonal skills and leadership are core entrepreneurial competences that need to be developed in educational contexts. Findings also highlight critical interdependencies between entrepreneurial competencies and the relative influence of different competencies across groups and regions. We outline the implications of our findings for designing a curriculum for improving students’ entrepreneurial competencies.