Entrepreneurial Learning and Virtual Learning Environment

Kyrö, Paula; Kauppi, T.; Nurminen, Mikko

doi:10.1007/978-3-7908-2038-6_12

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Unsurprisingly, entrepreneurial intention is considered the single best predictor of behaviour of entrepreneurs (Liñán & Chen, 2009). Entrepreneurship can be conceived of as a process that occurs over time (Kyrö & Carrier, 2005;Liñán & Chen, 2009), with entrepreneurial intention being the first step towards venture creation and start up.…”

Section: Creative Performance and Entrepreneurial Intentionmentioning

confidence: 99%

Entrepreneurial intention and creative performance – the role of distress tolerance

Caniëls

Motylska-Kuźma

2023

Int Entrep Manag J

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The Person-Entrepreneurship fit perspective poses that individuals are drawn to work settings that match their personal preferences, attitudes and goals. We argue that compatibility between personal attributes of individuals and their intention to become an entrepreneur is positively associated to creative (entrepreneurial) performance. While previous studies have branded trait creativity as an important personal resource for entrepreneurs, research has yet to investigate entrepreneurial intention as antecedent of entrepreneurs’ creative performance. Therefore, this two-wave study investigates the conditions under which entrepreneurial intentions of student entrepreneurs are related to their creative performance. Specifically, we investigate the three-way interaction between entrepreneurial intention, opportunity recognition and distress tolerance in determining creative performance in a sample of 142 Polish student entrepreneurs. We use Hayes’ process function for R to examine the hypothesized three-way moderation effect (Model template 3). Theoretical contributions of this study lie in (1) advancing theory on creative performance in the context of entrepreneurship, as well as (2) extending the work on Person-Entrepreneurship fit, by establishing a contingency model in which individuals aiming at entrepreneurship and having specific personal attributes may be more likely to display entrepreneurial creativity under certain conditions. Findings indicate that opportunity recognition and distress tolerance act as boundary conditions, moderating the intention-performance relationship. The relationship between entrepreneurial intention and creative performance only holds for entrepreneurs with high levels of opportunity recognition. Moreover, low distress tolerance impedes the stimulating effect of opportunity recognition on the relationship between entrepreneurial intention and creative performance.

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Section: Creative Performance and Entrepreneurial Intentionmentioning

confidence: 99%

Entrepreneurial intention and creative performance – the role of distress tolerance

Caniëls

Motylska-Kuźma

2023

Int Entrep Manag J

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“…Teaching "through" entrepreneurship is a process driven and often experiential approach. It is where students go through a practical learning process (Kyro, 2005). This approach relies on the broader articulation of entrepreneurship by connecting entrepreneurial characteristics, processes and experiences (Lackeus, 2015).…”

Section: Entrepreneurship Educationmentioning

confidence: 99%

Entrepreneurship and Enterprise Development in Nigerian Universities: Moving beyond vocational skills teaching

Daniel,

Olatunbosun

2023

JEI

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Entrepreneurship and enterprise development in Nigerian universities have been on the increase considering their potential to create jobs and reduce the rise of unemployment. This approach that universities have embraced is largely focused on the teaching of vocational skills which has a thin impact on reducing graduate unemployment and meeting the strategic objective of repositioning the universities. The focus of this study is to examine whether entrepreneurial and enterprise teaching in Nigerian universities is slanted toward the acquisition of vocational skills. The study adopts the theory of Planned Behaviour and Kolb experiential learning theory to explain the concepts of entrepreneurship and enterprise development in stimulating the entrepreneurial spirit. The study adopts a descriptive research design and data was collected using a structured questionnaire that was administered physically and online to elicit information from respondents. The sample size for the study is 300 students that were randomly selected from 10 universities made up of 5 public and 5 private universities in South West Nigeria. Data collected were analysed using regression analysis. Findings revealed that the current practice of teaching vocational skills is not effective as shown by the perennial increase in graduate unemployment. The study recommends the teaching of entrepreneurship and enterprise development anchored on value addition, opportunity, and wealth creation with a view to repositioning university graduates for the 21st century’s challenges and opportunities.

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“…Connecting all the stakeholders of entrepreneurship education is a key success factor (Fayolle, 2013). A good way to this would be they share beliefs, a vision and a unifying paradigm for entrepreneurship education (Kyrö, 2005). This would probably make entrepreneurship education not only a short-term source of hope in a "lasting present", but would also contribute to reinventing a future that has become obsolete.…”

Section: Referencesmentioning

confidence: 99%

Four Educational Principles to Rethink Ethically Entrepreneurship Education

Fayolle,

Toutain

2020

REM

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While most entrepreneurship education stakeholders still assume the position that the main aim of entrepreneurship courses at the university and business schools levels would be to produce entrepreneurs, we advocate in this article that entrepreneurship education is much more. Entrepreneurship education can be seen as a powerful lever to help students in learning how to create new economic and social wealth in a complex and dynamic world, how to think and act entrepreneurially in a range of situations and contexts, how to see entrepreneurship mainly as a method and not as a end by itself. In order to better address these issues, we argue that entrepreneurship education should be conceptualized and designed based on four educational principles: learning to understand the interplay of multiple social interactions, learning to navigate in a complex and dynamic environment, learning how to build and permanently revise knowledge and strategies and learning how to turn ideas into action.

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Entrepreneurial Learning and Virtual Learning Environment

Cited by 3 publications

References 3 publications

Entrepreneurial intention and creative performance – the role of distress tolerance

Entrepreneurial intention and creative performance – the role of distress tolerance

Entrepreneurship and Enterprise Development in Nigerian Universities: Moving beyond vocational skills teaching

Four Educational Principles to Rethink Ethically Entrepreneurship Education

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