Cultivating Innovative Entrepreneurs for the Twenty-First Century: A Study of U.S. and German Students

Mayhew, Matthew J.; Simonoff, Jeffrey S.; Baumöl, William J.; Selznick, Benjamin S.; Vassallo, Stephen

doi:10.1353/jhe.2016.0014

Cited by 21 publications

(22 citation statements)

References 72 publications

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“…This has to be seen from the perspective of universities historically hold extensive institutional knowledge of how to develop employees (engineers, doctors, managers, etc.). In contrast, they may hold less knowledge of how to develop an entrepreneurial response in the student (Mayhew et al, 2016).…”

Section: Multiple Identities and The Intra-individual Dimensionmentioning

confidence: 99%

“…Many universities around the globe have without doubt taken enormous and important steps towards incorporating entrepreneurship and innovation into their activities (Etzkowitz et al, 2000;Bernett, 2005;Denman, 2005;Chanphiom and Peter, 2014) along with that they have been pushed to be a part of 'triple helix' constellations rather than being isolated ivory towers (Murphy, 2011). As a consequence a lot of new questions about how to teach entrepreneurship education have been asked (Mayhew et al, 2016), and longitudinal data-driven insights into what impact students' entrepreneurial transformation have been generated and tested (Vanevenhoven and Liguori, 2013). Nevertheless, a strong case can be made for that many universities have not yet succeeded in incorporating entrepreneurship into the core of their institutional structures and logics (Mayhew et al, 2016).…”

Section: Ten Illustrative Casesmentioning

confidence: 99%

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Am I a student and/or entrepreneur? Multiple identities in student entrepreneurship

Nielsen

Gartner

2017

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Purpose The purpose of this paper is to study different aspects and tensional forces that play a role in the internal and contextual negotiation that takes place within students in the exploration of the possible identity of entrepreneur. It expands the knowledge of how the university context influences student entrepreneurial processes from a multiple identity perspective. The findings are related to discussions of entrepreneurship education. Design/methodology/approach A conceptual paper that presents a framework on student entrepreneurial identity sense making that is grounded in a multiple identity perspective. The framework is illustrated by ten narrative cases on student entrepreneurship. Findings The framework suggests four different ways students make sense of identity in the process of exploring the entrepreneurial identity along with their university studies. In this process students negotiate between the two identities of “student” and “entrepreneur”, both demanding in time, effort and commitment, and they in different manners struggle with balancing university belonging and entrepreneurial distinctiveness. Originality/value The framework serves as a point of departure for discussing the psychological processes and tensions associated with students’ entrepreneurial identity construction, and what it means to entrepreneurship education. It is suggested that universities to a higher degree have to view themselves as psychological institutional moratoriums and thus as platforms of identity explorations rather than deterministic systems preparing students for certain careers to support students in becoming entrepreneurs.

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Section: Multiple Identities and The Intra-individual Dimensionmentioning

confidence: 99%

Section: Ten Illustrative Casesmentioning

confidence: 99%

Am I a student and/or entrepreneur? Multiple identities in student entrepreneurship

Nielsen

Gartner

2017

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“…Although interest in the emergence of entrepreneurial spirit has stimulated research in this area (Bird and Allen, 1989;Frank et al, 2007;Learned, 1992;Mandel and Noyes, 2016;Naffziger et al, 1994;Segal et al, 2005), few studies have focused on analyzing the entrepreneurship initiative of university students in a regional context. An important part of the business literature devoted to examining the factors influencing entrepreneurship suggests that individuals' personality traits condition their intentions to start a business (Koh, 1996;Mayhew et al, 2016;Mueller and Thomas, 2001;Robinson et al, 1991), but they do not consider the effects of higher education on that decision. In addition, the research that examines the effects of education on entrepreneurial decision-making is rather limited and offers conflicting results (Collins et al, 2004;Guerrero et al, 2008;Gurel et al, 2010;Thompson et al, 2010;Wu and Wu, 2008).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Arranz

Arroyabe

2018

Studies in Higher Education

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This paper studies entrepreneurial intentions in undergraduate students and the obstacles perceived by the students in the process of starting their own business. Using a sample of 1,053 undergraduate students from Andalusia universities, this study explores attitudes, capacities and social environment to determine the profile of university's entrepreneurs. The results of the structural model show that motivational factors determine entrepreneurship university students, while environmental or regional factors indirectly determine undergraduates' choice of employment status. We also find that personal variables and attitudes related to the desire for selfrealization have the greatest influence on the entrepreneurial intention university students. In addition, the findings from the regression analysis exhibit that financial obstacles, the lack of experience, and training are the main barriers students perceive to starting their own business. The results contribute to theories of entrepreneurship education and intentions in the context of higher education. The authors discuss implications universities and policymakers.

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“…The new wave for the applied transition in the world wide was focused on the students' skills [2,3]. In recent years, team study mode with others practice teaching method was developing to adjust new requirements from task of applied transition [4,5]. They carried out some research and find improved measures to meet its requirements.…”

Section: Introductionmentioning

confidence: 99%

Major Construction for Applied Transition in Newly-founded Undergraduate Colleges: Taking Mining Mechanical Major in Pingxiang University for Example

Jun¹,

Tian²,

Kong³

2017

dtssehs

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Abstract.To strengthen construction of characteristic majors is the key application for the applied transition in newly-founded undergraduate colleges. The research on the major construction is carried out in this paper. The development goals and ideas are summarized with main contents. Taking the underground mining mechanical engineering in Pingxiang University as an example, the major construction is advised. It concludes improving major training program, developing class study resources, establishing applied teaching team, exploring industry-university research cooperation and applying collaborative innovation. The reform of university education teaching for the applied transition is investigated to promote the major construction.

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Cultivating Innovative Entrepreneurs for the Twenty-First Century: A Study of U.S. and German Students

Cited by 21 publications

References 72 publications

Am I a student and/or entrepreneur? Multiple identities in student entrepreneurship

Am I a student and/or entrepreneur? Multiple identities in student entrepreneurship

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Major Construction for Applied Transition in Newly-founded Undergraduate Colleges: Taking Mining Mechanical Major in Pingxiang University for Example

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