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.     

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.     

The Impact of Entrepreneurship Education: A Study of Iranian Students' Entrepreneurial Intentions and Opportunity Identification

Building on the theory of planned behavior, an ex ante and ex post survey was used to assess the impacts of elective and compulsory entrepreneurship education programs (EEPs) on students' entrepreneurial intention and identification of opportunities. Data were collected by questionnaire from a sample of 205 participants in EEPs at six Iranian universities. Both types of EEPs had significant positive impacts on students' subjective norms and perceived behavioral control. Results also indicated that the elective EEPs significantly increased students' entrepreneurial intention, although this increase was not significant for the compulsory EEPs. The findings contribute to the theory of planned behavior and have implications for the design and delivery of EEPs.     

Task Conflict,Narcissism and Entrepreneurial Capability in Teams Planning a Business: A Moderated Moderation Approach to Explaining Business Planning Performance

Drawing on the dynamic self‐regulatory processing model of narcissism, we hypothesize that in teams planning a business, task conflict relates positively to business planning performance and that this link is reinforced by the team's narcissism. By integrating aspects of human capital theory, this brighter side of narcissism is amplified where the narcissism is aligned with entrepreneurial capability and the team members' belief in their entrepreneurial capability. The findings of the moderated moderation analysis examining 66 teams of entrepreneurship students support the study's assumptions and provide meaningful implications for social psychology and personality researchers in entrepreneurship.     

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.     

The need for inclusion of entrepreneurship education in Nigerian school curricula

This article advocates the inclusion of entrepreneurship education as a subject in the curricula of all the educational institutions in Nigeria and other developing countries. Some innovative entrepre‐neurship education practices such as periodic entrepreneur‐pupil/student interaction and students' attachment period with established entrepreneurs are also proposed in inculcating the entrepreneurial culture. The regular interactive sessions with entrepreneurs from the organized private sector will engender consistent and systematic orientation of the young adults in acquisition of skills, competencies, and knowledge requisite for self‐employment. © 2012 Wiley Periodicals, Inc.     

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.     

The Role of Entrepreneurial Passion and Creativity in Developing Entrepreneurial Intentions: Insights from American Homebrewers

The study investigates the role of entrepreneurial passion and creativity as antecedents of entrepreneurial intentions, applying social cognitive theory as an underpinning framework. Specifically, this research focuses on American homebrewing, seen as a potential incubator for entrepreneurs. Results demonstrate entrepreneurial passion having a strong positive relationship with entrepreneurial intentions, even when entrepreneurial self‐efficacy is introduced as a mediator. Conversely, the relationship between creativity and entrepreneurial intentions is mediated by entrepreneurial self‐efficacy, confirming that individuals also need to feel self‐efficacious enough to pursue entrepreneurial career. The findings advance the understanding of nascent entrepreneurship phenomenon within a particular hobby context.     

大学生创业倾向和创业教育需求研究

以湖北大学在校学生为例,对创业态度与意向、创业路径与策略、创业知识与能力和创业教育需求进行调查。结果表明：男生比女生创业自信度高;就业前景好,创业意愿也高;大学生倾向于先就业后创业：行业发展是创业地点选择的主要因素,行业选择起点较低;认为缺乏管理实践经验是创业的主要劣势：对于创业教育有很高的渴求度,倾向以公选课方式学习,内容上则希望了解更多的优惠政策。     

Institutions and entrepreneurship development in Russia: A comparative perspective

In this paper we use a comparative perspective to explore the ways in which institutions and networks have influenced entrepreneurial development in Russia. We utilize Global Entrepreneurship Monitor (GEM) data to study the effects of the weak institutional environment in Russia on entrepreneurship, comparing it first with all available GEM country samples and second, in more detail, with Brazil and Poland. Our results suggest that Russia's institutional environment is important in explaining its relatively low levels of entrepreneurship development, where the latter is measured in terms of both number of start-ups and of existing business owners. In addition, Russia's business environment and its consequences for the role of business networks contribute to the relative advantage of entrepreneurial insiders (those already in business) to entrepreneurial outsiders (newcomers) in terms of new business start-ups.     

Entrepreneurial intention and startup preparation: A study among business students in Malaysia

Intention, as the starting point of pursuing self-employment and creating new ventures, is crucial before actually establishing a business enterprise. Entrepreneurship is understood to be an essential ingredient for enhancing a country's economic competitiveness, growth, and sustainability while confronting the escalating challenges of globalization, such as increasing unemployment. This study provides empirical evidence on the factors influencing entrepreneurial intention and startup preparations among university students in Malaysia. The findings provide scholars and academic policymakers with insights into the effectiveness of Malaysia's entrepreneurial education as designed and practiced by public universities. The Malaysian government should apply these findings to fortify existing policies and programs and formulate new ones to support graduate entrepreneurs, while universities and other higher education institutions should provide high-quality entrepreneurial courses and programs to young Malaysians to foster an inclination toward entrepreneurship.     

Innovative and creative entrepreneurship support services at universities

In the context of entrepreneurial universities, new stakeholders and new roles for old ones have emerged. Accordingly, university entrepreneurship support services have to behave in a creative and innovative manner to actively support business creation at universities. This means that a common framework is necessary that includes the different stakeholders and goals, which gives a clear picture of the process of entrepreneurship encouragement and business development support (EE&BDS). We present a model for knowledge transfer and company growth within the context of entrepreneurial universities. This alternative integrative approach of the different stakeholders, actors, activities, tools, goals, and needs helps us to arrange and manage them in a better way. Our analysis allows us to show the role and relationships among the different university stakeholders and how this integrative approach contributes to the enhancement of the EE&BDS process for this institution.     

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.     

Crescive entrepreneurship in complex social problems: Institutional conditions for entrepreneurial engagement

This paper explores entrepreneurship in the context of complex social problems (often referred to as ‘social’ entrepreneurship). Most management research in this area studies the entrepreneurs; we explore the institutional conditions which frame the likelihood of entrepreneurial engagement. We name these conditions ‘crescive’ and, following A.O. Hirschman's studies on institutional conditions for development we identify two analytically different sets of conditions: those that can stir up actors' motivations to engage and those that can alter their decision making logic. Our exploration of crescive conditions yields a novel conceptual model for entrepreneurial engagement in the context of complex social problems, which we label ‘crescive entrepreneurship’ and place in a space between functionalist and institutional action.     

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.     

Determinants of entrepreneurial activities in China

The institutional environment – including protection of private properties and contract enforcement – has been rather unfavorable for the emergence and development of China's private enterprises. This is in sharp contrast to the case of the developed economies where the institutional environment is conductive to the entrepreneurial activities and only the personal attributes of would-be entrepreneurs determine their entrepreneurship decision. We thus propose a theoretical framework for the entrepreneurship decision in China with a focus on the role of the institutional environment. Using a life-histories survey data of 2854 respondents from twenty cities in China, we find strong support for the impacts of the institutional environment and its interactions with other determinants of entrepreneurship decision.     

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.     

Competing models of entrepreneurial intentions

Why are intentions interesting to those who care about new venture formation? Entrepreneurship is a way of thinking, a way of thinking that emphasizes opportunities over threats. The opportunity identification process is clearly an intentional process, and, therefore, entrepreneurial intentions clearly merit our attention. Equally important, they offer a means to better explain—and predict—entrepreneurship.We don't start a business as a reflex, do we? We may respond to the conditions around us, such as an intriguing market niche, by starting a new venture. Yet, we think about it first; we process the cues from the environment around us and set about constructing the perceived opportunity into a viable business proposition.In the psychological literature, intentions have proven the best predictor of planned behavior, particularly when that behavior is rare, hard to observe, or involves unpredictable time lags. New businesses emerge over time and involve considerable planning. Thus, entrepreneurship is exactly the type of planned behavior Bird 1988, Katz and Gartner 1988 for which intention models are ideally suited. If intention models prove useful in understanding business venture formation intentions, they offer a coherent, parsimonious, highly-generalizable, and robust theoretical framework for understanding and prediction.Empirically, we have learned that situational (for example, employment status or informational cues) or individual (for example, demographic characteristics or personality traits) variables are poor predictors. That is, predicting entrepreneurial activities by modeling only situational or personal factors usually resulted in disappointingly small explanatory power and even smaller predictive validity. Intentions models offer us a significant opportunity to increase our ability to understand and predict entrepreneurial activity.The current study compares two intention-based models in terms of their ability to predict entrepreneurial intentions: Ajzen's theory of planned behavior (TPB) and Shapero's model of the entrepreneurial event (SEE). Ajzen argues that intentions in general depend on perceptions of personal attractiveness, social norms, and feasibility. Shapero argues that entrepreneurial intentions depend on perceptions of personal desirability, feasibility, and propensity to act. We employed a competing models approach, comparing regression analyses results for the two models. We tested for overall statistical fit and how well the results supported each component of the models. The sample consisted of student subjects facing imminent career decisions. Results offered strong statistical support for both models.(1) Intentions are the single best predictor of any planned behavior, including entrepreneurship. Understanding the antecedents of intentions increases our understanding of the intended behavior. Attitudes influence behavior by their impact on intentions. Intentions and attitudes depend on the situation and person. Accordingly, intentions models will predict behavior better than either individual (for example, personality) or situational (for example, employment status) variables. Predictive power is critical to better post hoc explanations of entrepreneurial behavior; intentions models provide superior predictive validity. (2) Personal and situational variables typically have an indirect influence on entrepreneurship through influencing key attitudes and general motivation to act. For instance, role models will affect entrepreneurial intentions only if they change attitudes and beliefs such as perceived self-efficacy. Intention-based models describe how exogenous influences (for eample, perceptions of resource availability) change intentions and, ultimately, venture creation. (3) The versatility and robustness of intention models support the broader use of comprehensive, theory-driven, testable process models in entrepreneurship research (MacMillan and Katz 1992). Intentional behavior helps explain and model why many entrepreneurs decide to start a business long before they scan for opportunities.Understanding intentions helps researchers and theoreticians to understand related phenomena. These include: what triggers opportunity scanning, the sources of ideas for a business venture, and how the venture ultimately becomes a reality. Intention models can describe how entrepreneurial training molds intentions in subsequent venture creation (for example, how does training in business plan writing change attitudes and intentions?). Past research has extensively explored aspects of new venture plans once written. Intentionality argues instead that we study the planning process itself for determinants of venturing behavior. We can apply intentions models to other strategic decisions such as the decision to grow or exit a business. Researchers can model the intentions of critical stakeholders in the venture, such as venture capitalists' intentions toward investing in a given company. Finally, management researchers can explore the overlaps between venture formation intentions and venture opportunity identification.Entrepreneurs themselves (and those who teach and train them) should benefit from a better understanding of their own motives. The lens provided by intentions affords them the opportunity to understand why they made certain choices in their vision of the new venture.Intentions-based models provide practical insight to any planned behavior. This allows us to better encourage the identification of personally-viable, personally-credible opportunities. Teachers, consultants, advisors, and entrepreneurs should benefit from a better general understanding of how intentions are formed, as well as a specific understanding of how founders' beliefs, perceptions, and motives coalesce into the intent to start a business. This understanding offers sizable diagnostic power, thus entrepreneurship educators can use this model to better understand the motivations and intentions of students and trainees and to help students and trainees understand their own motivations and intentions.Carefully targeted training becomes possible. For example, ethnic and gender differences in career choice are largely explained by self-efficacy differences. Applied work in psychology and sociology tells us that we already know how to remediate self-efficacy differences. Raising entrepreneurial efficacies will raise perceptions of venture feasibility, thus increasing the perception of opportunity.Economic and community development hinges not on chasing smokestacks, but on growing new businesses. To encourage economic development in the form of new enterprises we must first increase perceptions of feasibility and desirability. Policy initiatives will increase business formations if those initiatives positively influence attitudes and thus influence intentions. The growing trends of downsizing and outsourcing make this more than a sterile academic exercise. Even if we successfully increase the quantity and quality of potential entrepreneurs, we must also promote such perceptions among critical stakeholders including suppliers, financiers, neighbors, government officials, and the larger community.The findings of this study argue that promoting entrepreneurial intentions by promoting public perceptions of feasibility and desirability is not just desirable; promoting entrepreneurial intentions is also thoroughly feasible.     

The Effect of Threat of Job Loss on Entrepreneurial Intentions and Gestation Actions

The purpose of this study is to examine the effect of impending layoff on employees’ entrepreneurial intention and gestation actions in Kenya. Results from a sample of 394 employees drawn from three Kenyan firms facing possibility of retrenchment show that an impending layoff adversely affected individual’s entrepreneurial intention both directly and indirectly, with the indirect negative effect being mediated by entrepreneurial self‐efficacy and gestation actions. The results highlight the importance of cultivating employees’ positive perceptions about themselves and helping them view the layoff exercise as an opportunity to turn a new page.     

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.