the 'making' of an entrepreneur: testing a model of entrepreneurial intent among engineering students at MIT

In the present study a covariance structure model is tested to identify the causes of entrepreneurial intent among engineering students. Specifically, we explore whether steady personal dispositions or whether perceptions of contextual founding conditions have an impact on the intention to found one's own business. The survey of 512 students at the MIT School of Engineering broadly confirms the model. Personality traits have a strong impact on the attitude towards self–employment. The entrepreneurial attitude is strongly linked with the intention to start a new venture. The students' personality therefore shows an indirect effect on intentions. Furthermore, the entrepreneurial intent is directly affected by perceived barriers and support factors in the entrepreneurship–related context. The findings have important implications for policy makers inside and outside universities.     

Passionate about designing

In the school based subject of design and technology (D&T) a fundamental element is designing and making functional products using critical and creative thinking whilst developing skills in the use of a variety of processes and materials. Teachers of the subject need to be more then just ‘enthusiastic’ about the processes involved if they are to develop enthusiasm in their pupils that will sustain them through the exciting but sometimes arduous and difficult processes required to achieve outcomes of which they and their teachers can be proud. The intention of this research project, using an initial sample of forty-nine students and a non-probability purposive sample of ten students studying to become D&T teachers was to tease out the factors which appear to enable some students to be passionate about creating a product to a given brief while others from similar backgrounds and expectations, given the same brief, and in the same learning situation, do not reach this level of enthusiasm. The data collection method used was an attitude scale and semi-structured interviews which were qualitatively analysed in order to identify factors involved, with the intention of informing and improving the way the authors teach their students, to design, and about design, with the additional aim of improving the students teaching of that activity once they become D&T teachers. Within the full paper results are discussed and tentative conclusions drawn.     

How are students’ attitudes related to learning outcomes?

This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in technology education related to the school subject Sloyd (craft). The research question of this article is: “How are ninth grade students’ attitudes towards the subject related to their learning outcomes?” The empirical data (n = 4792) was collected by stratified sampling from 152 secondary schools as a part of the Finnish National Board of Education (FNBE) assessment. A shortened Finnish version of the Fennema–Sherman attitude test was carried out in a narrowed sample (n = 1548). The three attitude factors for learners were ‘Liking Sloyd as a school subject’, ‘Experiencing Utility in Sloyd’ and ‘Self-concept in Sloyd’. Structural equation modelling revealed that ‘Experiencing Utility’ predicts learning outcomes while ‘Liking’ and ‘Self-concept’ were interveners. The results suggest more learner-centred pedagogics for developing technology education.     

A Study of the Attitude toward Convergent Products: A Focus on the Consumer Perception of Functionalities

The convergent product is an increasingly important phenomenon in the marketplace. The convergent product allows the developer to include more and more diverse functionalities into their products, which can satisfy a broad range of consumer needs. However, failures of convergent products arouse the need to understand its functionalities, and the optimal combination of functionalities and their relationships to attitude and purchase intention. In addition, because convergent product has the potential to offer more diverse functionality, we consider if this will have impacts on instrumental and emotional needs fulfillment and attitude and purchase intention. Additionally, consumer innovativeness was examined to ascertain if there were differences among consumers on their classification of the functionalities, or if it will moderate functional diversity, needs fulfillment, and product attitude. Using the Kano model, this study examined the nature of these relationships by examining the functionalities of a smartphone. Overall, our results show that the convergent products that include functionalities from two of the three categories of the Kano model, must‐have and attractive, were rated more positively. Consumer innovativeness differences were found. Consumers with high innovativeness considered must‐have and one‐dimensional functionalities the most important, and consumers with low innovativeness considered all three important, although one‐dimensional functionalities were considered significantly less important. Although increasing functional diversity positively raises product attitude and purchase intention, it tends to raise emotional needs fulfillment only once instrumental needs have been met, especially for respondents showing low innovativeness. The findings should arouse interest about factors that should not be overlooked when developing new convergent products.     

How entrepreneurial orientation can leverage innovation project portfolio management

Innovation project portfolio management (IPPM) is a key task in R&D management because this decision‐making process determines which R&D projects should be undertaken and how R&D resources are allocated. Previous research has developed a good understanding of the role of IPPM in R&D strategy implementation and of successful IPPM practices. But the fundamental orientations that drive the strategy formation and implementation process have never been investigated in the context of IPPM, and it is unclear whether successful practices are equally valid for different strategic orientations. This study, therefore, investigates the moderating impact of a firm’s entrepreneurial orientation on the relationship between strategic portfolio management practices and portfolio success. An empirical analysis of 257 firms shows that both innovativeness and risk taking as entrepreneurial orientation’s dimensions positively moderate the relationship between managerial practices and performance. Specifically, we find that firms high in innovativeness profit more from stakeholder engagement compared to firms low in innovativeness. Firms high in risk‐taking profit more from a clearly formulated strategy. With increasing innovativeness and risk‐taking propensity, firms also profit more from business case monitoring and agility in portfolio steering. The results suggest that a firm’s entrepreneurial orientation can leverage the effect of IPPM practices. Vice versa, a lacking entrepreneurial orientation can render these practices ineffective. Strategic orientation and IPPM practices should, therefore, be aligned with each other to enable firms to better implement their strategy and generate competitive advantage.     

A Manager's Perspective on Virtual Customer Integration for New Product Development

Despite the high potential of virtual customer integration (VCI) methods for new product development (NPD) mentioned in the literature, practical use is still limited. This paper aims to provide a deeper understanding of managers’ perspectives on VCI and their intentions to use these methods for NPD. The theory of planned behavior (TPB) served as basis for developing a research model, which considers managers’ cognition, attitude, subjective norms, and perceived behavioral control as important factors affecting their intention to apply VCI. Because more recent literature has expressed doubts about the explanatory potential of the rather simple TPB model, a more complex alternative model was proposed for comparison. The alternative model included the market orientation of the company, the hierarchical position of the innovation manager as well as the manager's level of innovativeness as additional explanatory variables. An empirical online study was conducted in the field of consumer goods and services. Based on a sample of 216 German‐speaking innovation managers, the results show that the model derived from the TPB explains 68% of the variance in the managers’ intention to apply VCI compared with 69% of variance explained by the model containing additional explanatory variables. An extension of the model does not significantly improve its explanatory power. Managers show high interest in virtually integrating customers in NPD processes. Managers consider identification of future customer needs, a broader decision basis, increased efficiency in gathering and use of customer information, and increased customer retention as major advantages of VCI. Disadvantages considered by managers in making their overall judgment are the lack of secrecy and only incremental innovations. The perceived potential contribution of VCI to NPD, the assessment of its general acceptance within the company, and the perceived ability of innovation managers to successfully implement VCI mainly influence the adoption decision. Managers’ attitudes toward VCI have no significant influence on their intention to use VCI. The results suggest that strong promotion of VCI through senior management would enforce the positive effect of subjective norms on applying VCI. Measures such as including VCI on innovation managers’ personal scorecard, trainings offered, and cross‐functional meetings could help speed up VCI in NPD processes by increasing innovation managers’ perceived behavioral control toward VCI.     

Technical entrepreneurship: what do we know?

The factors influencing the birth of new, high-technology firms have been investigated in a number of separate studies. This paper summarizes and reports upon this research. New, technologically-based firms have had, in the aggregate, substantial economic impact. The birth of these companies has been concentrated in particular places and at particular times. The decision to found a new company appears to be influenced by three major factors. The characteristics of the entrepreneur, including the many aspects of his background which make him more or less inclined toward entrepreneur-ship, are important. The organization for which he has been working, which might be termed ‘the incubator organization’ also influences the entrepreneurial decision in various ways. A third factor consists of a complex of external influences, including the availability of venture capital and the collective attitudes toward entrepreneurship. Feedback processes appear to be at work such that past entrepreneurship makes future entrepreneurship more likely.     

Innovativeness: Its antecedents and impact on business performance

In this study, we address three research questions: (1) Why are some industrial firms more innovative than others? (2) What effect does innovativeness has on business performance? (3) Does the linkage between innovativeness and business performance depend on the environmental context? Accordingly, we draw on various theoretical perspectives to develop hypotheses that propose market orientation, entrepreneurial orientation, and learning orientation as key antecedents to innovativeness, as well as a direct relationship between innovativeness and business performance. A model is devised and tested that examines these relationships in general and in the context of varying market turbulence. Findings confirm the validity of the model and afford various insights on the role of market turbulence in the proposed relationships. Lastly, implications are offered on the antecedents and consequences of organizational innovativeness.     

Modeling the factors affecting rural consumers’ purchase of organic and free-range produce: A case study of consumers’ from the Island of Arran in Scotland,UK

This paper investigates the roles of personal, product related and economic factors in predicting rural consumers’ attitudes and purchase intentions towards organic and free-range produce. A conceptual model is derived and tested via structural equation modeling on a sample of 222 rural consumers. The results show that attitude is explained by consumers’ food safety concern, ethical lifestyle and price perceptions. Attitude partially mediates the effects of ethical lifestyle and price on intention to purchase organic produce as well as the effect of ethical lifestyle on intention to purchase free-range produce. Attitude assumes a more central role in fully mediating the effect of food safety concern on intention to purchase organic produce, as well as the effect of price on intention to purchase free-range produce. Overall the conceptual model of consumer decision making performs well in both organic and free-range contexts yielding similar results.     

Engineering attitudes: an investigation of the effect of literature on student attitudes toward engineering

The growth of STEM career occupations is outpacing the college enrollment of STEM students in the United States. There have been many research projects investigating this issue. There has not however been a study which investigated the impact non-fiction literature has on student interest in studying STEM (specifically engineering) content. The purpose of this study was to investigate the change of student attitudes toward engineering after reading literature involving non-fiction engineering centric narratives. The study used a modified version of the PATT (Pupils Attitudes Towards Technology) called the TEAS (Technology and Engineering Attitudes Scale) to measure student attitude change. The students were high-school aged students in the United States (ages: 15–17) who were enrolled in an English Literature course. The students completed the TEAS before and after reading and studying two engineering and technology centric non-fiction books (The Boy Who Harnessed The Wind and October Sky). The data revealed that student attitude after reading and studying the two books did not statistically change.     

Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment

Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey and interview methods. The participants were 30 freshmen with engineering related backgrounds from five institutes of technology in Taiwan. Questionnaires and semi-structured interviews were used to examine student attitudes towards STEM before and after the PjBL activity. The results of the survey showed that students’ attitudes to the subject of engineering changed significantly. Most of the students recognized the importance of STEM in the science and engineering disciplines; they mentioned in interview that the possession of professional science knowledge is useful to their future career and that technology may improve our lives and society, making the world a more convenient and efficient place. In conclusion, combining PjBL with STEM can increase effectiveness, generate meaningful learning and influence student attitudes in future career pursuit. Students are positive towards combining PjBL with STEM.     

Analysing teacher knowledge for technology education in primary schools

Teacher knowledge guides a teacher’s behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils’ learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesised relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires. Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers’ self-efficacy was found to have a strong influence on teachers’ attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers’ subject matter knowledge and pedagogical content knowledge. This knowledge will positively affect teachers’ confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers’ pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.     

What preconceptions and attitudes about engineering are prevalent amongst upper secondary school pupils? An international study

In the Netherlands, as well as in many other countries, there is an increasing interest in implementing education about engineering as a part of general education at the upper secondary school level. In order to know what pupils at that level think about engineering, a study has been done to investigate their attitude towards and their concept of engineering. This study was done not only in the Netherlands but also in 39 other countries. In the preparation of the study, pupils were asked to draw concept maps of what they thought engineering was about. In the quantitative main part of the study, pupils were asked to respond to 33 Likert-type attitude items and 32 concept-items of the same type. A factor analysis was done in order to reveal the dimensions in the pupils’ attitude and concept. In contrast to studies carried out amongst students in lower secondary school levels, a fairly clear concept about engineering was found. The gender differences relating to engineering, found in lower secondary education, were not found in upper secondary education. The prevalent attitude of students towards engineering indicated a fairly positive image of engineering.     

A model of junior high school students’ attitudes toward technology

The purposes of this study were to develop and verify a model that contributes to our understanding of the attitudes toward technology held by students in junior high school, as well as to explore relationships among the factors in this model. We distributed questionnaires to research participants selected on the basis of stratified random sampling. A total of 1,437 questionnaires were distributed, and 1,330 valid questionnaires were collected, reflecting a valid return rate of 92%. Structural equation modeling was used to construct and verify a model of student attitudes toward technology. The results of the study included (1) a complete model of student attitudes toward technology and (2) identification of the main factors influencing the pursuit of careers in technology, identification with technology, and experiences with technology-related curricula.     

Students’ interest and expectancy for success while engaged in analysis- and creative design activities

Inasmuch as design is a central activity in K-12 engineering education, understanding the students’ motivation during engaging in engineering design activities will help educators to develop and evaluate strategies for engineering design challenges, and improve curriculum. The objective of this study is to better understand the relationship between students’ interest and expectancy for success while engaged in two design activities in grades 9–12. The primary difference between the two activities was the strategy used to solve the design problems from a predictive analysis and a creative approach. Constructs of motivation for students’ interest include task value (TV) and intrinsic goal orientation (IGO) and extrinsic goal orientation (EGO). Expectancy for success includes control of learning beliefs and self-efficacy for learning and performance. In this study, students (n = 31) from three high schools that implement the Project Lead the Way curriculum in three states in the US participated in the study. Immediately after completing their design projects, each student was asked to complete a modified version of the Motivated Strategies for Learning Questionnaire survey instrument which evaluates their interest and expectancy for success. The results show that students were more intrinsically motivated to engage in a design activity that involves a predictive analysis than a creative approach. No significant correlation was found between students’ expectancy for success and EGO in design tasks that utilized either predictive analysis or creative approach. The study also found that TV and IGO were good predictors for students’ expectancy for success. Demographic information associated with students’ motivation in the design activities is also presented.     

Differences and similarities between female students and male students that succeed within higher technical education: profiles emerge through the use of cluster analysis

This study focuses on female and male students who succeed in engineering programmes in Sweden, and why they have success. Data were collected through a questionnaire sent to all engineering students in Sweden registered for their seventh semester during year 2012 and about 30 % of the students in the cohort responded on several questions. The answers were then analysed and interpreted using Pierre Bourdieu’s theory and the concept of capital. The female-students as well as the male-students emerged as homogeneous groups, but SPSS-clustering shows differences and similarities between four female student-profiles and five male students-profiles. The female students who come to graduate as engineers have experiences and resources that seem to be fruitful: well-educated parents, positive attitudes to the engineer students’ traditions, and a positive view of the engineering profession. In addition, they value the traditional teaching with lectures and self-studies. They seem not to have been inspired by compulsory school teaching or teachers there. The male students have the same experiences and resources but there are differences. Among female students, a profile emerges which is absent among the male students and which emphasises the importance of doing good for society, people, and the environment in their future professional roles. Among male students, the student profiles which emerge include one with a primarily practical and technical capital despite the lack of a high degree of educational or scientific capital.     

The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students

This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform, an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at a girls’ senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students’ attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to lead students step by step toward completing the contest’s mission and to experience the meaning of integrated STEM knowledge; (3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students’ abilities and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum at the girls’ senior high school include more content related to specialty subjects to enhance their technological capabilities. In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students’ integrated and systematic knowledge about STEM.     

Modeling the relation between students’ implicit beliefs about their abilities and their educational STEM choices

Despite the large body of research on students’ educational and career choices in the field of technology, design, and science, we still lack a clear understanding of how to stimulate more students to opt for a study path or career within the STEM fields (Science, Technology, Engineering, Mathematics). In this article, we outline a new theoretical framework to describe how students’ implicit belief about the malleability of their intelligence can be an important precursor of their STEM educational and career choice behavior. Based on the different bodies of literature about STEM choices and about students’ implicit beliefs about their abilities, we present three hypothetical pathways, in the form of testable models, that describe potential relations between the implicit theories that students may hold regarding the malleability of their STEM ability and students’ intentions to pursue a STEM career. Each pathway outlines a specific mediating factor influencing this relation: (a) self-efficacy beliefs, (b) stereotypical thinking, and (c) motivational beliefs. These pathways provide more insight into the underlying mechanisms that may affect STEM choice behavior. In our view, such a theoretical underpinning is a necessary prerequisite for further scientific investigation into the potential relations between students’ implicit beliefs about their potential development, relevant psychological variables, and STEM choice behavior. Furthermore, we believe it provides a theoretical foundation for practical interventions that aim to stimulate STEM choice behavior.     

Deconstructing the relationship between entrepreneurial orientation and business performance at the embryonic stage of firm growth

Studies of entrepreneurial orientation tend to examine its three most common features only (risk-taking, innovativeness, and proactiveness), merging these into a gestalt construct of entrepreneurial orientation and then analyzing its effect on business performance. This is in contrast to Lumpkin and Dess who stressed an entrepreneurial orientation is best characterized by five dimensions which can vary independently and may not be equally valuable across performance metrics or at different stages of development. We rectify these problems by examining the independent impact of risk-taking, innovativeness, proactiveness, competitive aggressiveness, and autonomy on performance of young high-technology firms at an embryonic stage of development. Our results support the concerns of Lumpkin and Dess. Only proactiveness and innovativeness have a positive influence on business performance while risk-taking has a negative relationship. Competitive aggressiveness and autonomy appear to hold no business performance value at this stage of firm growth. From these results, we offer implications for managers in addition to guidance for future research.     

Improving engineering skills in high school students: a partnership between university and K-12 teachers

The level of science skills in Spanish students are significantly below the average of the Organisation for Economic Co-operation and Development, and university teachers agree that the level of freshmen students’ skills is too low. Moreover, the number of engineering enrollments has been declining in recent years. The purpose of this study is to improve both the level of knowledge and skills of students upon entrance into engineering programs and their general opinion about engineering studies. The aim is to establish the importance of proper coordination between groups involved in the overall educational process and to avoid, at least in part, the decline in recent engineering enrollments. The project had the following four phases: (1) determination of the freshmen’s weakest concepts; (2) assessment of high schools students’ knowledge; (3) development of educational activities; and (4) re-assessment of high school students. These measures were complemented with the high school teachers’ opinions about the students improvements and analyses of the evolution of engineering enrollments. Most of the participants significantly improved their knowledge and skills. Similarly, high school teachers believed that the attitude of the students toward engineering improved significantly.