Journal articles on the topic 'Entrepreneurial learning theory'
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Bosman, Lisa, and Stephanie Fernhaber. "Applying Authentic Learning through Cultivation of the Entrepreneurial Mindset in the Engineering Classroom." Education Sciences 9, no. 1 (December 31, 2018): 7. http://dx.doi.org/10.3390/educsci9010007.
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Higher education provides plenty of opportunity for theory and in many cases, even the ability to apply theory in a laboratory setting. Yet, there remains limited opportunity for students to learn by doing through participation in authentic learning experiences. The purpose of this paper is to provide one potential solution for integrating authentic learning into the engineering classroom by cultivating the entrepreneurial mindset. As entrepreneurship serves as an integral part of the economy, developing an entrepreneurial mindset through authentic learning experiences is essential for engineers. While online discussion prompts represent a useful way for educators to facilitate student learning, less is known about how to facilitate online discussions in a way that truly cultivates an entrepreneurial mindset for engineering students. In this paper, the key intentions of entrepreneurially-minded learning are reviewed, and a guide for creating online discussions applicable to any engineering course is presented. Example online discussion prompts incorporating the entrepreneurial mindset are then shared from an Introduction to Engineering course. Results from a mixed methods survey instrument suggests positive impacts towards student perceptions of online discussions and development of the entrepreneurial mindset. Recommendations for effectively and efficiently facilitating online discussions for entrepreneurially-minded learning in the engineering classroom are offered.
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Scherer, Robert F., Janet S. Adams, and Frank A. Wiebe. "Developing Entrepreneurial Behaviours: A Social Learning Theory Perspective." Journal of Organizational Change Management 2, no. 3 (March 1, 1989): 16–27. http://dx.doi.org/10.1108/eum0000000001186.
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Research on entrepreneurial behaviour has been largely descriptive in nature. Critics of the field have called for an interdisciplinary approach to build theory. A social learning theory framework is proposed for explanation and prediction of entrepreneurial development. Research questions are posed and a model developed to guide future enquiry.
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Petkova, Antoaneta P. "A theory of entrepreneurial learning from performance errors." International Entrepreneurship and Management Journal 5, no. 4 (February 13, 2008): 345–67. http://dx.doi.org/10.1007/s11365-008-0075-2.
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Markowska, Magdalena, and Johan Wiklund. "Advancing Entrepreneurial Learning Theory by Focusing on Learning Mode and Learning Target." Academy of Management Proceedings 2012, no. 1 (July 2012): 17153. http://dx.doi.org/10.5465/ambpp.2012.17153abstract.
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Kubberød, Elin, and Inger Beate Pettersen. "The role of peripherality in students’ entrepreneurial learning." Education + Training 60, no. 1 (January 8, 2018): 2–15. http://dx.doi.org/10.1108/et-06-2016-0106.
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Purpose The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students’ entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis’ entrepreneurial learning framework to explore empirically students’ entrepreneurial learning transformations and entrepreneurial learning outcomes. Design/methodology/approach The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs. Findings The research identified important factors influencing students’ entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students’ learning, the authors demonstrate and exemplify how these influence students’ entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students’ contributions to the practice community. Originality/value The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students’ entrepreneurial learning in situated practice.
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Bernardus, Denny, Fulgentius Danardana Murwani, Imanuel Deny Krisna Aji, Wirawan E. D. Radianto, Liestya Padmawidjaja, Stefan Yudana Jatiperwira, Imanuel Hitipeuw, and Gabriel Henry Jacob. "Do Entrepreneurial Characteristics Moderate the Relationship between Experiential Learning and Entrepreneurial Mindset?" Journal of Educational and Social Research 13, no. 1 (January 5, 2023): 106. http://dx.doi.org/10.36941/jesr-2023-0010.
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This study aims not only to verify ‘the experiential learning–entrepreneurial mindset relationship’, but also to test which entrepreneurial characteristics (i.e., innovativeness, risk-taking propensity, need for achievement, and proactiveness) moderate ‘the experiential learning–entrepreneurial mindset relationship’. The data were collected from 313 undergraduate students who have already taken the entrepreneurship course and analyzed using confirmatory factor analysis and hierarchical regression analysis. The results showed the positive relationships between experiential learning and elaboration mindset, and between experiential learning and implementing mindset. However, need for achievement and proactiveness were found to moderate ‘the experiential learning–entrepreneurial mindset relationship’, whereas innovativeness and risk-taking propensity did not moderate that relationship. This study provides theoretical implications in extending the literature of experiential learning theory, Dweck’s implicit theory of intelligence, and entrepreneurial characteristics. This study also has practical implications for entrepreneurship educators.
Received: 16 September 2022 / Accepted: 25 December 2022 / Published: 5 January 2023
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Duarte Alonso, Abel, Seng Kiat Kok, Seamus O'Brien, and Louis Geneste. "Understanding entrepreneurial deviance through social learning and entrepreneurial action theory: an empirical study." European Business Review 32, no. 4 (May 14, 2020): 643–66. http://dx.doi.org/10.1108/ebr-05-2019-0088.
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Purpose The purpose of this exploratory study is to examine entrepreneurial deviance from the perspective of New Zealand's commercial honey producers. The study adopts entrepreneurial action and social learning theories and proposes a theoretical framework in the context of entrepreneurial deviance. Design/methodology/approach Data were collected through online surveys from 52 professional beekeepers. Findings Overstocking of beehives, encroachment, biosecurity threats and unfair competition were most common forms of deviance affecting participants. While these predominantly responded through investing in disease prevention, security equipment or by reporting deviant incidents, finding proper solutions remains elusive. The findings revealed robust alignments with both theories. Overall, offenders’ perceived incentives to act illustrate alignment with social learning theory’s four key constructs. Entrepreneurial action emerged through individual perpetrators’ evaluation and subsequent maximisation of potentially lucrative opportunities. Originality/value The study addresses an important and under-researched dimension, notably, the negative or “dark” side of entrepreneurs, in this case, illustrated through greed and disregard for fair and proper ways of conducting business. This knowledge gap is even more obvious among small and medium business, which is also the focus of the research.
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Liu, Yanbin, Wei Wang, Ping Yuan, and Yanpeng Yuan. "Curvilinear relationship of entrepreneurial experience and entrepreneurial self-efficacy: Entrepreneurial passion as a moderator." Social Behavior and Personality: an international journal 49, no. 5 (May 5, 2021): 1–15. http://dx.doi.org/10.2224/sbp.10181.
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We combined experience curve theory and social learning theory and proposed that the relationship between entrepreneurs' prior experience and their entrepreneurial self-efficacy would be curvilinear, with the upward slope of the curve gradually decreasing. Participants were 266 entrepreneurs in Southeast China who completed a survey. Our results show there was a nonlinear relationship between entrepreneurial experience and entrepreneurial self-efficacy, suggesting that as entrepreneurs gained more experience, the rate of entrepreneurial self-efficacy slowed down. Furthermore, we found that entrepreneurial passion moderated this curvilinear relationship, such that when entrepreneurial passion was strong, nascent entrepreneurs with less experience exhibited greater entrepreneurial self-efficacy than did entrepreneurs with more experience. Theoretical contributions and future research directions are discussed.
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Smith, Sue, Steve Kempster, and Stewart Barnes. "Up the ANTe." Industry and Higher Education 31, no. 2 (February 12, 2017): 132–39. http://dx.doi.org/10.1177/0950422217691667.
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This article explores the role of educators in supporting the development of entrepreneurial leadership learning by creating peer learning networks of owner-managers of small businesses. Using actor-network theory, the authors think through the process of constructing and maintaining a peer learning network (conceived of as an actor-network) and frame entrepreneurial leadership learning as a network effect. The article has significance for theory and practice in terms of understanding the dynamics, challenges and opportunities involved in the construction and ongoing maintenance of networks and how to stimulate entrepreneurial leadership learning.
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NYAMUNDA, J., and T. VAN DER WESTHUIZEN. "Developing Entrepreneurial Self-Efficacy: A Transformative Learning Theory Approach." Journal of Contemporary Management 17, no. 2 (December 31, 2020): 44–66. http://dx.doi.org/10.35683/jcm194e.76.
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Zhang, Feng, Liqun Wei, Hongyi Sun, and Lo Choi Tung. "How entrepreneurial learning impacts one’s intention towards entrepreneurship." Chinese Management Studies 13, no. 1 (April 1, 2019): 146–70. http://dx.doi.org/10.1108/cms-06-2018-0556.
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Purpose Although entrepreneurial learning is widely believed as an important factor in shaping one’s entrepreneurial intention, research finds little consistent results on the direct effect of entrepreneurial learning on one’s entrepreneurial intention. To solve the conflicted effects of entrepreneurial learning, the purpose of this paper is to explore how entrepreneurial learning may impact individual entrepreneurial intention. Design/methodology/approach Drawing on the theory of planned behavior (TPB), the authors proposed and tested on a three mediating effect model, in which entrepreneurial learning is associated with entrepreneurial intention through attitude, subjective norm and perceived behavioral control toward entrepreneurship. Moreover, the moderating role of prior exposure to entrepreneurship was proposed and tested. Based on a sample of 200 university students who have taken entrepreneurial courses in Hong Kong, the hierarchical regressions and moderated mediation tests were used to test the hypotheses. Findings The authors find that the positive relationship between entrepreneurial learning and entrepreneurial intention is significantly mediated by attitude, subjective norm and perceived behavioral control toward entrepreneurship; and the mediating effects of entrepreneurial learning on entrepreneurial intention via attitudes and perceived behavioral control respectively, is moderated by exposure to entrepreneurship. Originality/value Contributing to the literature of entrepreneurship education, this study identifies individuals who exposed to the same entrepreneurship education may perform differently in entrepreneurial learning. The findings also help us to better understand the mechanism through which and under which context one’s entrepreneurial learning may enhance his/her entrepreneurial intention.
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Theodorakopoulos, Nicholas, Carmel McGowan, David Bennett, Nada Kakabadse, and Catarina Figueira. "Diversifying into technical clothing manufacture as entrepreneurial learning." Journal of Manufacturing Technology Management 25, no. 5 (May 27, 2014): 676–93. http://dx.doi.org/10.1108/jmtm-09-2013-0122.
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Purpose – The purpose of this paper is to demonstrate analytically how entrepreneurial action as learning relating to diversifying into technical clothing – i.e. a high-value manufacturing sector – can take place. This is particularly relevant to recent discussion and debate in academic and policy-making circles concerning the survival of the clothing manufacture industry in developed industrialised countries. Design/methodology/approach – Using situated learning theory (SLT) as the major analytical lens, this case study examines an episode of entrepreneurial action relating to diversification into a high-value manufacturing sector. It is considered on instrumentality grounds, revealing wider tendencies in the management of knowledge and capabilities requisite for effective entrepreneurial action of this kind. Findings – Boundary events, brokers, boundary objects, membership structures and inclusive participation that addresses power asymmetries are found to be crucial organisational design elements, enabling the development of inter- and intracommunal capacities. These together constitute a dynamic learning capability, which underpins entrepreneurial action, such as diversification into high-value manufacturing sectors. Originality/value – Through a refinement of SLT in the context of entrepreneurial action, the paper contributes to an advancement of a substantive theory of managing technological knowledge and capabilities for effective diversification into high-value manufacturing sectors.
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Lattacher, Wolfgang, and Malgorzata Anna Wdowiak. "Entrepreneurial learning from failure. A systematic review." International Journal of Entrepreneurial Behavior & Research 26, no. 5 (July 7, 2020): 1093–131. http://dx.doi.org/10.1108/ijebr-02-2019-0085.
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PurposeFailure plays a pivotal role in entrepreneurial learning. Knowledge of the learning process that enables an entrepreneur to re-emerge stronger after a failure, though considerable, is fragmented. This paper systematically collects relevant literature, assigns it to the stages of the experiential learning process (concrete experience, reflective observation, abstract conceptualization, active experimentation; Kolb, 1984), evaluates the research coverage of each stage and identifies promising avenues for future research.Design/methodology/approachThis systematic literature review follows the guidelines articulated by Short (2009) and Tranfield et al. (2003), using Web of Science and EBSCO as primary data sources. Kolb’s (1984) experiential learning theory provides a basis for organizing the identified material into a framework of entrepreneurial learning from failure.FindingsThe literature provides insights on all stages of the process of entrepreneurial learning from failure. Particularly well elaborated are the nature of failure and its triggering effect for reflection, the factors influencing reflection, the contents of the resulting learning and their application in entrepreneurial re-emergence. Other topics remain under-researched, including alternative modes of recovery, the impact of personal attributes upon reflection, the cognitive processes underlying reflection, the transformation of failure-based observations into logically sound concepts and the application of this learning in non-entrepreneurial contexts.Originality/valueThis review provides the most complete overview of research into the process of entrepreneurial learning from failure. The systematic, theory-based mapping of this literature takes stock of current knowledge and proposes areas for future research.
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Yang, Shiyuan, Mengjia Li, Longhua Yue, Lina Yu, and Wei Li. "From Farmers’ Entrepreneurial Motivation to Performance—The Chain Mediating Effect of Entrepreneurial Learning and Entrepreneurial Ability." Sustainability 15, no. 1 (December 31, 2022): 726. http://dx.doi.org/10.3390/su15010726.
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Farmers’ entrepreneurship is an important measure to achieve the stable development of rural areas. However, the performance of farmers’ entrepreneurship is generally low. How to improve the performance to promote farmers’ sustainable entrepreneurship has become the primary problem. Therefore, based on the entrepreneurial process theory, this paper takes entrepreneurial farmers who participated in the cultivation of new vocational farmers in Sichuan Province from 2018 to 2021 as the research object, collects 329 valid sample data through questionnaires, and empirically tests the impact of farmers’ dual entrepreneurial motivation on entrepreneurial performance, as well as the chain intermediary role of entrepreneurial learning and entrepreneurial ability. The results show that: survival entrepreneurial motivation and opportunity entrepreneurial motivation both have significant positive impacts on entrepreneurial learning, entrepreneurial ability, and entrepreneurial performance; entrepreneurial learning plays a complete intermediary role between dual entrepreneurial motivation and entrepreneurial performance, entrepreneurial ability plays a complete intermediary role between dual entrepreneurial motivation and entrepreneurial performance, and entrepreneurial learning and entrepreneurial ability play a complete chain intermediary role between dual entrepreneurial motivation and entrepreneurial performance. The research expands a new perspective on the path and mechanism of entrepreneurial motivation on entrepreneurial performance, and proposes measures to stimulate farmers’ entrepreneurial motivation, improve the entrepreneurial training system, and build a learning and exchange platform, which are of great practical significance to improve farmers’ entrepreneurial performance.
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Gemmell, Robert M. "Learning styles of entrepreneurs in knowledge-intensive industries." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (May 2, 2017): 446–64. http://dx.doi.org/10.1108/ijebr-12-2015-0307.
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Purpose The purpose of this paper is to explore whether there is a prevalent entrepreneurial learning style trait associated with successful knowledge industry entrepreneurial practice. Design/methodology/approach The paper reviews prior entrepreneurship studies utilizing experiential learning theory and examines the learning style preferences of 168 knowledge industry entrepreneurs to deduce a hypothesized entrepreneurial learning style. The entrepreneur participants’ Kolb Learning Style Inventory scores are modeled to explore causal links to individual and firm level entrepreneurial success. Findings Preference for the Kolb Active Experimentation (AE) learning mode over Reflective Observation (RO) predicts adoption of a key entrepreneurial innovation behavior and significant entrepreneurial performance benefits. In contrast to published theories, the RO learning mode exhibits surprising negative effects on entrepreneurial performance. Data analysis also reveals that 90 percent of sampled co-founder/partners had at least one partner with the hypothesized entrepreneurial style. Research limitations/implications The study fills a major research gap in entrepreneurial learning literature by identifying learning style traits associated with entrepreneurial success. The study findings can also be used by educators, practitioners and investors to help identify, appraise and develop entrepreneurial talent. Originality/value The study provides novel insights into the learning styles of practicing technology entrepreneurs by establishing a significant preference within this community for the AE and Concrete Experience learning modes. The study illustrates the negative effects of the RO learning mode which has previously linked to successful entrepreneurial practice.
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Lecler, C. J., and J. Kinghorn. "Dynamic capabilities, expert and entrepreneurial learning." South African Journal of Business Management 45, no. 2 (June 30, 2014): 65–81. http://dx.doi.org/10.4102/sajbm.v45i2.125.
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This article focuses on how managers sense and seize opportunities for learning and developing dynamic capabilities in organisations. An approach of building process theory from cases traces learning events in the technological innovationapproaches of three securities custodians facing an increasingly dynamic market. The article extends and elaborates the dynamic capability learning framework (Lecler, 2013) which proposes that managers recognise learning opportunitiesthrough two types of learning, expert and entrepreneurial, with variants for technological and organisational problem solving. The concept of entrepreneurial learning is further elaborated to help explain differences in the learning patternsfound. Distinctive characteristics of the two types of learning are proposed pertaining to opportunity recognition and realisation, and the problem solving strategy. The framework helps to analyse data in terms of four learning patterns: expert honing and aligning, and entrepreneurial shaping and configuring. Further, entrepreneurial learning is suggested to facilitate dynamic capability development in a highly dynamic environment.
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Politis, Diamanto, Jonas Gabrielsson, Nataliya Galan, and Solomon Akele Abebe. "Entrepreneurial learning in venture acceleration programs." Learning Organization 26, no. 6 (September 9, 2019): 588–603. http://dx.doi.org/10.1108/tlo-04-2018-0082.
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Purpose This study aims to better understand entrepreneurial learning in the context of venture acceleration programs. Design/methodology/approach A qualitative research strategy was used based on multiple in-depth interviews with 21 lead entrepreneurs complemented with participatory observations and secondary sources. The data were inductively analysed following the Gioia methodology (Gioia et al., 2012). Findings The authors build on experiential learning theory to generate a process-focussed model exploring the learning dynamics that venture acceleration programs can facilitate. In this model, the authors identify three catalysts that trigger processes of experiential learning and two contingencies that alleviate the effects of the catalysts on learning outcomes. The findings suggest that the potential of venture acceleration programs to be effective learning environments pends on the presence and quality of these catalysts and contingencies. Originality/value The findings provide novel insights on how venture acceleration programs trigger entrepreneurial learning, thereby offering a deeper understanding of the learning dynamics in this setting.
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Kubberød, Elin, and Inger Beate Pettersen. "Exploring situated ambiguity in students’ entrepreneurial learning." Education + Training 59, no. 3 (March 13, 2017): 265–79. http://dx.doi.org/10.1108/et-04-2016-0076.
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Purpose Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to contextual entrepreneurial learning in education, and whether ambiguity induced by cross-cultural situated experience can stimulate critical reflection and important learning outcomes in entrepreneurship and increase entrepreneurial self-efficacy (ESE). Design/methodology/approach The authors adopted a phenomenological perspective in the research, and used focus group interviews and the critical incident technique to investigate Norwegian master’s students’ experiences of entrepreneurial learning in a long-term practice in an American startup. Findings The empirical findings reveal that the students perceived the foreign cultural learning setting as imbued with ambiguity and uncertainty. However, as the students enhanced their understanding of the culture and entrepreneurial milieu through observations and co-participating, they managed to adapt and develop new strategies and methods to cope with the new environment. Eventually, the students became more entrepreneurial and developed their ESE. Practical implications The research demonstrates how educators can design educational programmes that approach real entrepreneurial learning contexts. Nevertheless, the research also displays several ethical dilemmas that educators need to address. Originality/value The study delineates a new concept for educational designs called situated ambiguity, which reinforces the essence of situated entrepreneurial learning with cross-cultural learning. This concept offers a promising avenue for educators to approach real entrepreneurial learning in both theory and practice.
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Dutta, Dev K., and Mary M. Crossan. "The Nature of Entrepreneurial Opportunities: Understanding the Process Using the 4I Organizational Learning Framework." Entrepreneurship Theory and Practice 29, no. 4 (July 2005): 425–49. http://dx.doi.org/10.1111/j.1540-6520.2005.00092.x.
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In this article, we drew upon insights from two rather disparate streams of literature—entrepreneurship and organizational learning—to develop an informed understanding of the phenomenon of entrepreneurial opportunities. We examined the nature of entrepreneurial opportunities from two contrasting views—Schumpeterian and Kirznerian—and delved into their ontological roots. By applying the 4I organizational learning framework to entrepreneurial opportunities, we were able to not only resolve the apparently conflicting explanations of opportunities arising out of the contrasting ontological positions but also to achieve a level of pragmatic synthesis between them. In highlighting the article's contributions to theory and practice, we suggest that just as research on entrepreneurial opportunities benefits from applying organizational learning theory, so is organizational learning informed by research arising within the field of entrepreneurship studies.
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Kiani, Ataullah, Jingjiang Liu, Usman Ghani, and Anastasia Popelnukha. "Impact of Future Time Perspective on Entrepreneurial Career Intention for Individual Sustainable Career Development: The Roles of Learning Orientation and Entrepreneurial Passion." Sustainability 12, no. 9 (May 9, 2020): 3864. http://dx.doi.org/10.3390/su12093864.
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This study addressed the underlying mechanisms through which future time perspective (FTP) motivates entrepreneurial career intention. By focusing on entrepreneurship as an important career decision for individual sustainable career development, we argued that the generic use of a learning orientation approach mediates the effect of the presence of an extended FTP on individual entrepreneurial career intention. We also posited that entrepreneurial passion for founding moderates the relationship between learning orientation and individual entrepreneurial career intention. Using a survey data of 416 students attending a Chinese public sector university, we found that FTP enhanced learning orientation, which, in turn, stimulated entrepreneurial career intention. Moreover, the positive relationship between learning orientation and entrepreneurial career intention became strong as entrepreneurial passion for founding increased. Results were discussed in terms of implications for theory and practice.
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Scherer, Robert F., Janet S. Adams, Susan S. Carley, and Frank A. Wiebe. "Role Model Performance Effects on Development of Entrepreneurial Career Preference." Entrepreneurship Theory and Practice 13, no. 3 (April 1989): 53–72. http://dx.doi.org/10.1177/104225878901300306.
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Critics of the trait approach to the study of entrepreneurship have called for adaptation of theory from other disciplines to explain entrepreneurial behavior. This study responds by focusing on the first step in the process by which entrepreneurial career preference is developed. Social Learning Theory was used to investigate the link between a parent role model and development of preference for an entrepreneurial career. Results indicated that presence of a parent entrepreneurial role model was associated with increased education and training aspirations, task self-efficacy, and expectancy for an entrepreneurial career. Two dimensions of entrepreneurial career preference, entrepreneurial preparedness and expectancy, were identified.
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Ramsgaard, Michael Breum, and Sara Juul Østergaard. "An entrepreneurial learning approach to assessment of internships." Education + Training 60, no. 7/8 (August 23, 2018): 909–22. http://dx.doi.org/10.1108/et-11-2016-0164.
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Purpose The purpose of this paper is to investigate how using an entrepreneurial learning approach for assessment of internships could increase the reflected value of combining theory and practice articulated in students’ learning outcomes. Furthermore, the purpose was to investigate whether the applied approach led to enhanced perception of professional identity and new understandings of employability for students in the internship course. Design/methodology/approach A qualitative research design was the basis for investigation of the topics in focus. The data consisted of five focus groups, observation notes, and documentation from the exam situations. Two consecutive groups of students (2015 and 2016) participated in the study at a university of applied science in Denmark. Findings Results from the study provided evidence that students in internships collectively develop a comprehensive understanding of how to apply theory to practical settings. By working with an entrepreneurial learning approach in the professional practice, students reported an enhanced reflective understanding of learning outcomes and the theory-practice gap, developed an ability for opportunity identification, and established a grounded feeling of professional identity and employability. Practical implications The current pilot project serves as a full and context-rich case study that can inform educators about formative and summative assessment practices when designing internships courses. Furthermore, internship supervisors can get valuable insight into learning processes during an internship. Originality/value The suggested model for an entrepreneurial learning approach to assessment of internships provides a basis for further research within entrepreneurial learning and the application to design of assessment practices in this context.
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Makhloufi, Lahcene, Abderrazak Ahmed Laghouag, Alhussain Ali Sahli, and Fateh Belaid. "Impact of Entrepreneurial Orientation on Innovation Capability: The Mediating Role of Absorptive Capability and Organizational Learning Capabilities." Sustainability 13, no. 10 (May 12, 2021): 5399. http://dx.doi.org/10.3390/su13105399.
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Learning and knowledge creation are acknowledged as crucial drivers associated with entrepreneurial orientation (EO) and innovation capability (IC). Absorptive capacity (AC) harmonizes internal innovation-building activities with external opportunities, while organizational learning capabilities (OLC) foster entrepreneurial cognitive skills and innovation capabilities. This study aims to (1) predict the impact of absorptive capacity and organizational learning on IC and (2) to estimate the mediation effect of OLC and AC on the relationship between entrepreneurial orientation and innovation capabilities. Drawing upon the dynamic capability theory, the study had applied a cross-sectional survey targeting Algerian firms to test the hypotheses. The study findings indicate that EO is positively associated with innovation capability. Besides, even though both OLC and AC partially increase EO’s interaction impact on innovation capability as a mediation role, suggesting that the more a firm is entrepreneurially oriented, the more learning and knowledge creation processes are involved in the interaction relationship. This study’s core focus is to overcome the substantial role of learning and knowledge creation processes as an intangible proactive resource that fosters the EO mindset to get involved in innovation activities. It has been discovered that AC and OLC as a connectedness mechanism links external knowledge and internal learning processes to accompany EO readiness during innovation development.
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Zheng, Wenzhi, Miaomaio Xu, Xiaochen Chen, and Yan Dong. "Who is shaping entrepreneurial experience? A multiple case study of Chinese entrepreneurial learning." Management Decision 55, no. 7 (August 21, 2017): 1394–409. http://dx.doi.org/10.1108/md-06-2016-0370.
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Purpose The purpose of this paper is to investigate the institutions involved in providing experience to entrepreneurs in China and analyzed the types of experience they provide. Moreover, the abilities of related organizations to shape experience were analyzed. Design/methodology/approach By using a multiple case study method, this qualitative study examined various entrepreneurial experience providers (namely incubator, entrepreneurship training institution, franchise store, entrepreneurship training network, and family business experience transfer) to understand the experience types and their supplying competencies. Findings On the basis of the types of entrepreneurial experience and the criteria for entrepreneurial competency assessment, the study results showed that the primary providers in China are the Start Your Business (SYB) program, incubators, and family businesses. Furthermore, for-profit social training organizations provided less experience than did governmental or private ones. The five providers mainly provided “know-what” entrepreneurial experience. Among the providers, family businesses and SYB offered experience that was conducive to entrepreneurial learning. Research limitations/implications Entrepreneurs are the subjects of entrepreneurship education, while this study mainly focused on analyzing the experience supplying competencies. Thus, future studies should explore the required abilities that are developed during entrepreneurship for various learners. Practical implications This study interpreted how to achieve Chinese mass entrepreneurship and innovation strategy in the context of the low development of entrepreneurship higher education. To improve their competencies in providing experience, providers must focus on developing proper curricula, effective transfer methods and teacher resources, and incorporating entrepreneurship education. Originality/value On the basis of social learning theory and human capital theory, this study developed a set of criteria for the assessment of the ability of entrepreneurial experience providers. This study analyzed how related institutions enhanced entrepreneurial experience, thereby expanding the relevant learning channels and providing options for entrepreneurs to accumulate experience in China.
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Liu, Zhe. "Influence of Students’ Entrepreneurial Psychological Capital on Entrepreneurial Exploratory Learning under the Background of Extended Reality (XR)." International Journal of Emerging Technologies in Learning (iJET) 17, no. 01 (January 20, 2022): 239–53. http://dx.doi.org/10.3991/ijet.v17i01.28537.
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Students can carry out exploratory learning of entrepreneurial knowledge by reducing costs and improving efficiency. At the same time, this technology can bring new immersive experience to students and provide them with the opportunity to become the designer and creator of entrepreneurial knowledge. Based on the theory of emotion and social cognition, this study puts forward the research model of students' entrepreneurial psychological capital on entrepreneurial exploratory learning. XR technology also tests whether students' entrepreneurial psychological capital plays an intermediary role in promoting entrepreneurial exploratory learning. The results show that Cronbach α The coefficient is 0.844, the kmo value is 0.787, and the significance is 0.000, indicating that the designed questionnaire has good reliability and validity. XR technology plays a complete intermediary role in the positive promotion of students' entrepreneurial psychological capital society to students' entrepreneurial exploratory learning. This study is of great significance for understanding the important value of XR technology in exploratory learning, enriching the application research of psychological capital in the field of entrepreneurship, and innovating the teaching mode of students' Entrepreneurship Education from the perspective of psychological capital.
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Hermayanti, Mega, and Hari Mulyadi. "Pembelajaran Kewirausahaan Dan Lingkungan Keluarga Kaitannya Dengan Intensi Berwirausaha Siswa SMK." Strategic : Jurnal Pendidikan Manajemen Bisnis 17, no. 2 (May 30, 2019): 68. http://dx.doi.org/10.17509/strategic.v17i2.17541.
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This study was conducted to see how much influence entrepreneurial learning and family environment to the entrepreneurial intention of students. Type of research is descriptive and verification with samples taken as many as 108 respondents from 151 population. Data analysis techniques in this study using multiple linear regression. Based on the results of research using multiple linear regression analysis, showed that entrepreneurial learning and family environment significantly affect the entrepreneurial intention of students. The difference in this study with other studies located from the object of research, measurement instruments used, population and sample, as well as research results. In this study, using the theory of journals and books, so the theory used is different.
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Lundqvist, Mats, Karen Williams Middleton, and Pamela Nowell. "Entrepreneurial Identity and Role Expectations in Nascent Entrepreneurship." Industry and Higher Education 29, no. 5 (October 2015): 327–44. http://dx.doi.org/10.5367/ihe.2015.0272.
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Entrepreneurship has been defined as an individual↔new value creation dialogic. To study how entrepreneurial identity evolves, this article, drawing on entrepreneurial learning theory, adds an entrepreneurial role expectations dialogic. Longitudinal evidence from nascent entrepreneurs working in venture teams on invention disclosures offers an illustration of dialogics, including how they evolve over time to build entrepreneurial identity. In contrast to the theory of planned behaviour, the findings suggest that becoming entrepreneurial does not stem primarily from intention but rather from interacting with new value creation and role expectations in an immediate team environment.
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Axelsson, Karin, Sara Hägglund, and Anette Sandberg. "Entrepreneurial Learning in Education Preschool as a Take-Off for the Entrepreneurial Self." Journal of Education and Training 2, no. 2 (March 30, 2015): 40. http://dx.doi.org/10.5296/jet.v2i2.7350.
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<p class="2M-body">Recently the phenomenon of entrepreneurship by political aspirations has entered the school setting. This is a world-wide development affecting education in practice and theory. In 2009 the Swedish Government launched a strategy stating that entrepreneurship should run like a common thread through the educational system. Since childhood is considered the ideal stage to influence attitudes towards entrepreneurship, and preschool constitutes the beginning of this publicly imposed “red thread”, this setting is of particular interest. In school practice the concept of entrepreneurship is translated into entrepreneurial learning. In this study we seek to investigate what characterises entrepreneurial learning in a preschool context according to preschool teachers by conducting both critical incident questionnaires and an in-depth interview using stimulated recall method. The empirical results suggest that entrepreneurial learning has developed the preschool teachers’ educational discussions and has affected the children’s entrepreneurial skills. Further, when analysing the material as to what supports and hinders a positive entrepreneurial learning situation, four main themes emerged: ongoing reflection, active participation, a meaningful learning situation and a tolerant atmosphere.</p>
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Wang, Jianxian, and Aweewan Mangmeechai. "Impact of Entrepreneurship Knowledge Literacy Curriculum on College Graduates’ Sustainable Entrepreneurial Competence Based on Entrepreneurial Learning Theory." International Journal of Sustainable Development and Planning 17, no. 4 (July 27, 2022): 1309–16. http://dx.doi.org/10.18280/ijsdp.170428.
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For promoting innovation-driven strategies and accelerating economic development and reform, initiative of mass entrepreneurship and innovation in china is started in September 2014. College students are an important force in promoting the initiative. However, according to the 2019 Employment Report on Chinese College Students, only 1.8 percent of college graduates in 2018 started their businesses and the success rate was even lower because of lacking entrepreneurial competence. This paper aims to arouse the attention of government institutions, universities, teachers, and college students to entrepreneurship curriculum by exploring the relationship of entrepreneurship knowledge literacy curriculum on college graduates' entrepreneurial competence. This study collected 400 data by surveying senior students in typical experience universities and used AMOS23.0 and SPSS26.0 as data analysis tools. Results demonstrated that entrepreneurship knowledge literacy curriculums directly and significantly affect college students’ entrepreneurial competence and entrepreneurial self-efficacy has the mediating effect. However, entrepreneurship knowledge literacy curriculums do not affect entrepreneurial skills competence. This study suggests that typical experience universities of innovation and entrepreneurship should appropriately increase entrepreneurship practice curriculums to cultivate college students’ entrepreneurial skill competence.
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OLSEN, BJORN, and JON-ARILD JOHANNESSEN. "THE RELATION BETWEEN ABILITY AND POST START-UP SUCCESS FOR ENTREPRENEURS." Journal of Enterprising Culture 02, no. 03 (October 1994): 817–31. http://dx.doi.org/10.1142/s0218495894000276.
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The literature widely argues that there is a strong and positive causal relationship between the entrepreneur’s abilities and post start-up success. Hence, implying that founders with limited abilities are likely to be at a greater disadvantage due to these very inabilities. However, even though the advantages of their abilities may appear as intuitively obvious, there exists a lack of well developed theoretical foundations to the causal link between the entrepreneurs ability and future venture performance. The paper is based on a literature review on the relationship between ability and future venture performance. The starting point stems from the notion of entrepreneurial learning, and we ask the question “What is entrepreneurial learning and how do abilities acquired through learning affect the future performance of a new firm? Using learning theory, we try to outline possible directions. We then review the entrepreneurial literature linking it with education, managerial experience, start-up experience, and industry experience. In conclusion we design a causal model which integrates the literature review on entrepreneurial ability and learning theory, with respect to future venture performance.
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Surjanti, Jun, Tony Seno Aji, Zainur Rahman, and Heny Musfidah. "Gender and educational background: Influence on entrepreneurial intention (EI) in economics learning." International Journal of Evaluation and Research in Education (IJERE) 8, no. 4 (December 1, 2019): 604. http://dx.doi.org/10.11591/ijere.v8i4.20337.
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<span>Student behavior is one of important aspects to determine both direction and process in the Economic Theory learning. This study aims to draw how those two factors, gender and educational background, support the emergence and development of student entrepreneurial intention. This study is a quantitative study using explanatory survey. Data were analyzed by two-way ANOVA design to find the relationship/influence of gender and educational background on student entrepreneurial intention. The population was 111 students. Saturated samples were used as sampling technique. The results indicate that both gender and educational background had no significant influence on student entrepreneurial intention. Therefore, lecturers can override both when preparing learning strategies and design for Economics Theory courses.</span>
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Blackwood, Tony, Anna Round, Lee Pugalis, and Lucy Hatt. "Making Sense of Learning." Industry and Higher Education 29, no. 6 (December 2015): 445–57. http://dx.doi.org/10.5367/ihe.2015.0278.
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Entrepreneurial learning is complex, reflecting the distinctive dispositions of entrepreneurs (including nascent entrepreneurs at an early stage in their entrepreneurial life course). The surge in entrepreneurship education programmes over recent decades and the attendant increase in scholarship have often contributed to this convoluted field. Consequently, universally applicable articulations of entrepreneurship education can be problematic, especially demarcating between more formal and less formal learning experiences that are not necessarily confined to traditional educational institutions. The authors explore the ways in which nascent entrepreneurs experience and articulate their own ‘learning’ and development during the first year of a specific three-year experientially-based programme. Drawing attention to their deployment of sense-making narratives, the paper presents key findings that have implications for theory and practice.
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Ali, Yasin Mohammed, and Reda Darge Negasi. "The Differential Impact of the Experiential- Entrepreneurial Learning Method on the Entrepreneurial Intentions of Higher Education Students." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 236–54. http://dx.doi.org/10.26803/ijlter.20.9.14.
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This study has comparatively examined the differential impact of the experiential-entrepreneurial learning method on the entrepreneurial intentions of students against the traditional entrepreneurial-teaching method of the course in Entrepreneurship and Small Business Management in Wollo University, Ethiopia. The research design appropriated was a quasi-experimental non-equivalent comparison-group design. The data for the study were drawn from 202 prospective graduating students. An entrepreneurial-intentional questionnaire (EIQ) was used to collect the data. To test the impact of course intervention, ANCOVA and SEM_path analysis were employed. As the findings indicated, a significant mean difference in the entrepreneurial intention and its antecedents were obtained between the experiential-entrepreneurial method and the traditional entrepreneurial-teaching method group of the study participants. The relationships of variables included in the theory of planned behavior (TPB) have been affected by the two teaching-learning methods univocally. The findings have practical implications and recommendations for the teaching-learning processes of entrepreneurship in higher education.
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Muthumeena, Ms P., and Dr G. Yogeswaran. "Entrepreneurship Education Through Successful Entrepreneurial Models in Educational Institutions." Journal of Development Economics and Management Research Studies 09, no. 14 (2022): 13–19. http://dx.doi.org/10.53422/jdms.2022.91402.
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Entrepreneurship learning based on successful entrepreneurial role models in educational institutions may promote education for sustainable development. Several theoretical perspectives, such as the human capital theory, entrepreneurial self-efficacy, and selfdetermination theory, argue that entrepreneurship education is positively correlated with students' entrepreneurial intentions because it provides them with adequate knowledge and skills and motivates them to pursue their entrepreneurial goals. Exposure to successful entrepreneurial models in entrepreneurship education programmes may be a significant factor in boosting student’s confidence in their ability to start a business and improving their attitudes toward entrepreneurship. The goal of this study is to identify characteristics that students believe are unique to a successful entrepreneur.
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Pratomo, Raden Putra Kurnia, Hari Mulyadi, and Dian Herdiana Utama. "PENGARUH PEMBELAJARAN KEWIRAUSAHAAN TERHADAP KESIAPAN BERWIRAUSAHA SISWA KELAS XII PASTRY SEKOLAH MENENGAH KEJURUAN NEGERI 9 BANDUNG." Journal of Business Management Education (JBME) 3, no. 2 (December 11, 2018): 67–77. http://dx.doi.org/10.17509/jbme.v3i2.14216.
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Objectives - The purpose of this study is to see description of entrepreneurship learning and readiness of student entrepreneurship as well as the influence of entrepreneurial learning on entrepreneurial readiness. Design / methodology / approach - The design of this study is cross sectional method. This research uses descriptive approach with explanatory survey method. A total of 82 respondents were selected using probability sampling in the form of simple random sampling. A questionnaire was used as a research instrument to collect data from respondents. The analysis technique used is descriptive technique by using frequency distribution and verification technique by using simple linear regression analysis.Findings - Based on the results of research using descriptive analysis, the results obtained that entrepreneurial learning is in high category, and entrepreneurial readiness is in high category. While the verifikatif analysis, obtained the result that the influence of entrepreneurship learning on entrepreneurial readiness is in the category of being.Originality / value - This research provides a basis for understanding issues of entrepreneurship learning, and entrepreneurship readiness. The difference of this research with the previous research is located on the object that is the tourism vocational school that is Vocational School Negeri 9 Bandung, with the variables studied are entrepreneurial learning and entrepreneurial readiness, and using theory or reference that is different from previous researchers.
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Brink, Tove, and Svend Ole Madsen. "Entrepreneurial learning requires action on the meaning generated." International Journal of Entrepreneurial Behavior & Research 21, no. 5 (August 3, 2015): 650–72. http://dx.doi.org/10.1108/ijebr-09-2014-0171.
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Purpose – The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth. Design/methodology/approach – Action research and action learning from a longitudinal study of ten SME managers in the wind turbine industry are applied to reveal SME managers’ learning and the impact of the application of learning in the wind turbine industry. Findings – The findings of this study show that SME managers employ a practice-shaped, holistic, cross-disciplinary approach to learning. This learning approach is supported by theory dissemination and collaboration on perceived business challenges. Open-mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/researchers is required. Research limitations/implications – The research is conducted within the wind turbine industry, in which intense demands for innovation are pursued. The findings require verification in other industry contexts. Practical implications – This research contributes strategies for SME managers to utilise research-based training and for universities regarding how to work with SME training. In addition, public bodies can enhance their understanding of SMEs for innovation and growth. The learning approach that is suitable for specialisation in larger organisations is not suitable in the SME context. Social implications – SME learning is enhanced by a social approach to integrating essential large-scale industry players and other SME managers to create extended action and value from learning. Originality/value – The findings reveal the need for extended theory development for and a markedly different approach to SME training from that used for training managers in larger companies. This topic has received only limited attention in previous research.
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Huszák, Loretta, and Erika Jáki. "Perspectives of Entrepreneurship Education in the Danube Region : Foreword to the 2022 Special Issue of Review of Economic Theory and Policy." Köz-Gazdaság 17, no. 3 (September 23, 2022): 3–11. http://dx.doi.org/10.14267/retp2022.03.01.
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Education has a transformative effect. Without entrepreneurial education, there are no entrepreneurs. Even born entrepreneurs need new information and knowledge (all the time). Entrepreneurship is not an intuitive thing, even though intuition is an important issue during business activities, especially in the decision-making process. Many of today’s successful entrepreneurs attribute their success to their intuition. Bill Gates says for example, "you cannot ignore your intuition." At the same time, theory is an essential component of the learning process. Without accumulated, abstract general knowledge, learning would be slow, difficult, and ineffective. This is especially true for university-level education, where a correctly chosen theory is the building block of teaching. Among other things, entrepreneurial theories help us better understand entrepreneurial behaviours. Entrepreneurial theories also help us understand why some people have greater entrepreneurial inclination than others. Macroeconomic research makes it clear that there is a need for entrepreneurship and activity, as this is how companies are created that provide work and a living for employees. But even sole proprietorships are valuable participants in value creation.
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Bramwell, Allison, Nicola Hepburn, and David A. Wolfe. "Growing entrepreneurial ecosystems." Journal of Entrepreneurship and Public Policy 8, no. 2 (July 8, 2019): 272–92. http://dx.doi.org/10.1108/jepp-04-2019-0034.
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Purpose The purpose of this paper is to illustrate experimentation over time in Ontario, Canada with place-based innovation policies to support the development and coordination of entrepreneurial ecosystems on a regional basis across the province. Design/methodology/approach Tracing the policy learning process and successive adaptations in program design over time, the authors provide a detailed case study of the evolution of the Ontario Network of Entrepreneurs (ONE) from 2003 to the present. Findings The authors find that the program has evolved in response to regular program reviews that include broad input from ecosystem actors operating at multiple levels within the network, and that intermediaries are key facilitators of inter- and intra-ecosystem linkages. However, program complexity and coordination challenges suggest that place-based innovation policies, such as the ONE, should focus specifically on innovation-intensive entrepreneurship. Research limitations/implications These findings make three contributions to the theory and practice of place-based innovation policy. First, these policies are by nature experimental because they must be able to flexibly adapt according to policy learning and practitioner input from a wide variety of local contexts. Second, multilevel interactions between provincial policymakers and regional ecosystem actors indicate that place-based innovation policy is neither entirely driven by “top down” policy, nor “bottom up” networks but is rather a complex and variable “hybrid” blend of the two. Finally, publicly funded intermediaries perform essential inter- and intra-ecosystem connective functions but system fragmentation and “mission creep” remain enduring policy challenges. Originality/value The paper makes an original contribution to the literature by analyzing the development of entrepreneurial policy support framework and situating the case study in the context of the policy learning process involved in place-based innovation policymaking in North America.
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Matherne III, Curtis F., Joshua S. Bendickson, Susana C. Santos, and Erik C. Taylor. "Making sense of entrepreneurial intent: a look at gender and entrepreneurial personal theory." International Journal of Entrepreneurial Behavior & Research 26, no. 5 (June 26, 2020): 989–1009. http://dx.doi.org/10.1108/ijebr-08-2019-0475.
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PurposeIndividuals adopt differing perceptions of entrepreneurial types, including small businesses, scalable businesses and social businesses. This study aims to suggest that individuals' entrepreneurial personal theory (EPT: learning from experiences that informs how an individual conceptualizes entrepreneurship) influences entrepreneurial intent, and that sensemaking facilitates this process such that those with a clearer understanding of different entrepreneurship paths are more likely to pursue opportunities.Design/methodology/approachThis study theorizes and empirically tests whether EPT affects an individual's intent to start a small business, a scalable business or a social enterprise and how gender moderates the relationship between EPT and entrepreneurial intent. Primary survey data were collected from undergraduate business students and working adults.FindingsThe results indicate that EPTs characterized by small business, scalable business and social entrepreneurship have a positive association with entrepreneurial intentions. However, gender interaction effects showed that for women, an EPT characterized as small business has a weaker relationship with entrepreneurial intent, whereas an EPT characterized as social entrepreneurship has a stronger relationship with entrepreneurial intent. The notions that gender directly affects personal conceptions of entrepreneurship and that women may have not been exposed to all facets of entrepreneurship are addressed.Research limitations/implicationsOther variables not included in this study could also influence the relationship between how the type of entrepreneurship may shape entrepreneurial intent and how such relationship may be influenced by gender. Implications for entrepreneurship education and curriculum development are presented.Originality/valueIntegrating the EPT and sensemaking to uncover gender differences in the development of entrepreneurial intentions is a novel theoretical discussion.
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Ratten, Vanessa. "Mobile Banking Innovations and Entrepreneurial Adoption Decisions." International Journal of E-Entrepreneurship and Innovation 2, no. 2 (April 2011): 27–38. http://dx.doi.org/10.4018/jeei.2011040103.
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This paper examines an individual’s entrepreneurial adoption decisions to use mobile banking for both business and social reasons. A conceptual model based on social cognitive theory is developed to explain an individual’s propensity to adopt mobile banking. The theoretical framework examines how advertising, experience, perceived risk, learning inclination, and entrepreneurial proclivity influence a person’s intention to use mobile banking. This paper stresses the role of financial risk in determining a person’s intention to use mobile banking and whether their entrepreneurial nature is influenced by their experience and advertising they are subjected to about the advantages or disadvantages of mobile banking. This paper ties together research on technological innovation with entrepreneurship and learning studies. The author stresses the importance for financial institutions to market the innovativeness of mobile banking whilst addressing security concerns. The impact of a person’s social environment through personal contacts and acquaintances underpins social cognitive theory and helps to understand the motives for a person adopting mobile banking. The paper integrates mobile banking literature with current thinking on the importance of entrepreneurship and learning influences to how a person adopts a technological innovation.
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Morris, Michael H., Donald F. Kuratko, Minet Schindehutte, and April J. Spivack. "Framing the Entrepreneurial Experience." Entrepreneurship Theory and Practice 36, no. 1 (January 2012): 11–40. http://dx.doi.org/10.1111/j.1540-6520.2011.00471.x.
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Building on affective events theory (AET), an experiential perspective for conceptualizing entrepreneurship is introduced. As a “lived experience,” entrepreneurship represents a cumulative series of interdependent events that takes on properties rooted in affect and emotion. Unique characteristics of entrepreneurial experiences are examined. The entrepreneur is presented as actor in an unscripted temporal performance who continually encounters novelty. A model and set of propositions are presented linking pre–venture experience, key events, experiential processing, learning, affective outcomes, and decision making. It is argued that the entrepreneur and venture emerge as a function of ongoing experience, with the venture creating the entrepreneur as the entrepreneur creates the venture.
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Ratten, Vanessa. "Social Cognitive Theory in Mobile Banking Innovations." International Journal of E-Business Research 7, no. 1 (January 2011): 39–51. http://dx.doi.org/10.4018/jebr.2011010103.
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This paper examines the behavior Australian youths have toward mobile banking. Social cognitive theory is the theoretical framework in which a conceptual model is empirically tested. The conceptual model includes five constructs (media, modeling, outcome expectancy, learning orientation and entrepreneurial orientation), which are proposed to influence an individual’s intention to adopt mobile banking. The conceptual model is tested in a sample of Australian youths and the analysis supports a portion of the proposed conceptual model. The findings support the link between the media and an individual’s entrepreneurial orientation with their intention to adopt mobile banking. The paper demonstrates how social cognitive theory is a useful foundation to understand the external and internal stimuli that influence an individual’s desire to adopt mobile banking.
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Kim, Minjung, and Min Jae Park. "Entrepreneurial education program motivations in shaping engineering students’ entrepreneurial intention." Journal of Entrepreneurship in Emerging Economies 11, no. 3 (September 2, 2019): 328–50. http://dx.doi.org/10.1108/jeee-08-2018-0082.
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Purpose This study aims to draw on Piaget’s theory of assimilation and accommodation (absorptive capacity) as having mediating roles to examine the effect of motivational factors in entrepreneurship education on entrepreneurial intention among engineering students. In addition, this relationship is analyzed along with the moderating effect of the home environment. Design/methodology/approach The structural equation model was applied to a sample of university students (736 respondents) engaged in an entrepreneurship education program in South Korea. Findings The findings highlight that the motivations of personal achievement, social welfare and social relationship were associated with assimilated students, and the motivations of personal achievement and cognitive interest were associated with accommodated students fostering entrepreneurial intention in their entrepreneurship education. Originality/value This finding contributes to the theoretical implications of absorptive capacity (assimilation and accommodation) in the learning process and has wider practical implications for course instructors in educational institutions who wish to promote the effectiveness of developing entrepreneurship knowledge and skills among engineering students.
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Munir, Hina, Cai Jianfeng, Wang Miao, and Sidra Ramzan. "Human Capital and Theory of Planned Behavior: Unraveling Entrepreneurial Intentions of IT Students in Pakistan." Journal of Entrepreneurship and Business Innovation 6, no. 2 (November 25, 2019): 23. http://dx.doi.org/10.5296/jebi.v6i2.15557.
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Human capital variables (such as practical learning, education and experience) affect cognitive decision making abilities of individuals which permit them to identify entrepreneurial opportunities. Therefore, this study aims to establish an integrated model considering the theory of planned behavior (TPB) and human capital variables considering Pakistan as a sample, especially targeting IT major students. Data for the study were collected from 227 IT major students from seven universities from different provinces of Pakistan. Principal component analysis and hierarchical multiple regression analysis are used for data analysis. The findings of the study confirm the validity of TPB model in predicting entrepreneurial intentions among IT major students. This study further confirms the effect of human capital variables within TPB framework and demonstrates that prior entrepreneurial exposure (PEE) and prior familial exposure (PFE) have an impact on attitude towards entrepreneurship. Furthermore, the relationship of PEE and PFE in predicting entrepreneurial intentions was found insignificant and significant respectively. This is one of the first studies which explore entrepreneurial intentions among IT major students regarding a developing country. Furthermore, this study provides valuable insights to practitioners and educators in Pakistan for consideration of human capital variables’ influence on entrepreneurial behavior and entrepreneurial intentions among IT major students.
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Lee, Saerom, Min-Jeong Kang, and Byung-Keun Kim. "Factors Influencing Entrepreneurial Intention: Focusing on Individuals’ Knowledge Exploration and Exploitation Activities." Journal of Open Innovation: Technology, Market, and Complexity 8, no. 3 (September 13, 2022): 165. http://dx.doi.org/10.3390/joitmc8030165.
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With rapid changes in industrial environments, the role of start-ups and their initial attempts toward the market are regarded as critical initiates. To increase the number of young start-up entrepreneurs, it is important to understand the relationship between entrepreneurial intention and its antecedents. Drawing on the organizational learning theory, we adopt the concept of exploration and exploitation as mediating roles of entrepreneurial intention as individual-level perspectives. Additionally, we consider innovativeness, self-efficacy, and internal locus of control as antecedents of two learning activities. The results indicate that each learning activity successfully supports the entrepreneurial intention, which requires a complex decision-making process and long-term efforts. This research discusses practical implications and guidelines for entrepreneurship education programs further.
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Bloemen-Bekx, Mira, Wim Voordeckers, Chantal Remery, and Joop Schippers. "Following in parental footsteps? The influence of gender and learning experiences on entrepreneurial intentions." International Small Business Journal: Researching Entrepreneurship 37, no. 6 (April 24, 2019): 642–63. http://dx.doi.org/10.1177/0266242619838936.
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This study focusses on the influence of the family context on the development of entrepreneurial intention (EI) among young adults with entrepreneurial parents. It extends the EI literature by drawing on social cognitive career theory to study the interaction between entrepreneurial parents and their children. We introduce the learning experiences ‘vicarious learning’ and ‘social persuasion’ as antecedents of EI and found significant empirical support for the influence of social persuasion. In addition, we study the relationship between gender and EI. Our results not only confirm the direct effect of gender on EI but also reveal a significant mediating effect of parental preference – one of the social persuasion factors studied – on the gender–EI relationship.
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Dempsey, Dianna, and Jennifer Jennings. "Gender and entrepreneurial self-efficacy: a learning perspective." International Journal of Gender and Entrepreneurship 6, no. 1 (March 4, 2014): 28–49. http://dx.doi.org/10.1108/ijge-02-2013-0013.
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Purpose – The purpose of this study was to investigate whether the four major factors known to contribute to self-efficacy in general (enactive mastery, vicarious experience, physiological arousal and verbal persuasion) can help account for observed differences in the entrepreneurial self-efficacy (ESE) of young women and men, in particular. Design/methodology/approach – The authors adopted a two-stage design, which included collecting data from 222 university students via an online survey followed by a quasi-experiment involving an opportunity evaluation task. Findings – The findings demonstrate that the significantly lower ESE of the young women in the sample was attributable to their lower level of prior entrepreneurial experience, their lower level of positive and negative affect towards entrepreneurship and their higher likelihood of receiving failure feedback due to their actual performance on an opportunity evaluation task. Research limitations/implications – Given the importance of understanding why females continue to be under-represented in entrepreneurial activity the world over, these findings provide additional insight into why young women tend to feel less efficacious than young men about their ability to successfully undertake an entrepreneurial career. Originality/value – This paper offers a comprehensive and unified theoretical framework, derived from social learning theory, for furthering the understanding of the factors that contribute to gender differences in ESE. The authors also offer a novel quasi-experimental design involving an opportunity evaluation task that others might find useful, particularly for empirical research adopting a cognitive and/or affective lens on entrepreneurship.
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Zhang, Jing. "Influence of the Affordance of Online Learning Platform Technology on the Entrepreneurial Behaviors of Students in Engineering and Technology Universities." International Journal of Emerging Technologies in Learning (iJET) 17, no. 22 (November 28, 2022): 202–15. http://dx.doi.org/10.3991/ijet.v17i22.35361.
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Information technology-based online teaching guarantees sustained teaching activities and ensures the sharing of abundant online educational resources and the convenient use of various online teaching tools. Online learning platforms possess massive teaching resources and solid teacher qualifications, which evidently enhance the learning efficiency of online learners, exert a direct effect on creating entrepreneurial knowledge of students in engineering and technology universities, and motivate their entrepreneurial behaviors. In this research, the scientific problem raised was the influence mechanism of the technological availability of online learning platforms on the entrepreneurial behaviors of students in engineering and technology universities. A questionnaire regarding the influence of the affordance of online learning platform technology on entrepreneurial behaviors was designed on the basis of technology affordance theory. Next, the influencing degrees of two component factors (educational and social affordability) of technology affordance on entrepreneurial behaviors were analyzed via a quantile regression model. Then, the moderating role played by online learning interaction in the positive promoting effect of technology affordance on entrepreneurial behaviors was measured. Results revealed that the overall Cronbach’s α coefficient of the questionnaire was 0.905, and the Kaiser–Meyer–Olkin value was 0.853, indicating their favorable validity and reliability. The technology affordance (social and educational affordances) of online education platforms exerted a positive promoting effect on the entrepreneurial behaviors of students in engineering and technology universities. Learning interaction regulated such a promoting effect. Our results are of important reference values for extending the technology affordance perspective generated under the background of organizational reform, fulling mining the potentials of emerging technical tools on online education platforms and determining the influencing mechanism of the technology affordance of online education platforms on the entrepreneurial behaviors of students in engineering and technology universities.
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Song, Zhenggang, Liangxing He, and Yuli Zhang. "How do entrepreneurs learn from critical events? A case study of critical event learning." Chinese Management Studies 11, no. 4 (November 6, 2017): 778–96. http://dx.doi.org/10.1108/cms-08-2016-0171.
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Purpose How do entrepreneurs learn from critical events or significant entrepreneurial experience? It is an important field in entrepreneurship cognition and learning studies. Previous studies have given interpretations from many perspectives, such as effectuation, scenario change of entrepreneurial behaviors, cognitive development, situated learning, etc. These studies provide important clues for exploring the dynamic mechanism of entrepreneurship learning; the problems, such as narrow study angle, fragmentation of knowledge and lack of systematic explanation, however, have also been exposed. For this reason, this study aims to reveal the deep structure and the effectiveness mechanism of entrepreneurs’ learning from critical events, based on existing theoretical progress and specific cases, through the abstract method of retrospective analysis. A conceptual model of entrepreneurial critical events learning is built on this basis, thus deepening the understanding of entrepreneurial learning mechanism. Design/methodology/approach This study combines retrospection of critical realism with a single case study. On the one hand, data are collected through many channels, such as semi-structured interview, field observation and collection of secondhand information to describe events as detailed as possible. On the other hand, strict coding principles and processes are followed to ensure the validity and reliability of the research. Findings Entrepreneurial critical event learning reflects the legitimacy, competency and dominancy of entrepreneurial behavior script and leaves a positive influence on the quality improvement of entrepreneurial behavior script. Entrepreneurial critical event learning is an effectual process of decision-making and a process of situated learning and cognitive development. Thus, critical event learning plays an important role in enhancing the influence capacity of stakeholders. Research limitations/implications Single case study is used in this paper and, thus, lacks comparison and verification of multi-case study. In addition, selection biases might have occurred during the process of retrospection. Originality/value This study broadens research on new enterprise generation process from the aspect of interaction between entrepreneurs and environment. This study reveals the deep structure and effectiveness mechanisms that restrain entrepreneurial behaviors. The study overcomes the problem of over-emphasis on institutional restriction and insufficient understanding on the subjective initiative of entrepreneurs in the research on institutional legitimacy. This study addresses over-emphasis on individual initiative and insufficient focus on behavior legitimacy in effectuation theory.
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Cantino, Valter, Alain Devalle, Damiano Cortese, Francesca Ricciardi, and Mariangela Longo. "Place-based network organizations and embedded entrepreneurial learning." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (May 2, 2017): 504–23. http://dx.doi.org/10.1108/ijebr-12-2015-0303.
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Purpose The purpose of this paper is to develop an original six-phase model describing entrepreneurial learning in the transition of place-based enterprises toward a sustainable exploitation of natural common resources (commons). Design/methodology/approach The six-phase model proposed by this study explains the learning processes involving place-based enterprises through two important existing theories: adaptive co-management and Lachmann’s evolutionary, embedded theory of entrepreneurship. The proposed model integrates these two theories on the basis of a longitudinal case study on the fishing enterprises in an Italian marine protected area (MPA). Findings In the case study, the success factors identified by the adaptive co-management literature proved important in enabling an embedded entrepreneurial learning process consistent with Lachmann’s view. The case analysis allowed the authors to cluster these learning processes around six phases. Further, even if traditional fishing is not knowledge-intensive, this case shows the transition to a sustainable business model required intense efforts of educated institutional work and scientific research. Interestingly, the key learning processes were enabled by the emergence of a larger, networked social entity (a network form of organization) including the community of fishermen, the MPA management and a network of scientists studying the marine area ecosystem. Research limitations/implications This study is explorative and relies on a single case study. Despite this limitation, it opens up new research paths in the fields of entrepreneurship, institutional work, network organizations and adaptive management of the commons. Originality/value This study is strongly interdisciplinary; it proposes an original model based on a theoretical view that is highly innovative for organization and management studies; and addresses a relevant but overlooked issue with important societal implications.