Intrapreneur: An Entrepreneur Within a Company

Weber, Susanne; Trost, Sandra; Wiethe-Körprich, Michaela; Weiß, Christine; Achtenhagen, Frank

doi:10.1007/978-94-6209-596-0_16

Cited by 15 publications

(9 citation statements)

References 23 publications

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“…In Germany about half of all school graduates start an apprenticeship program each year (Federal Ministry of Education and Research 2014). More precisely, the target group of industrial clerk apprentices was chosen because (a) their program facilitates central job tasks in the area of business and commerce which were comparable across six European countries (Breuer et al 2009), 3 (b) a considerable amount of every-day work tasks is required for innovative behavior and project management abilities (Trost and Weber 2012;Weber et al 2015), and (c) IP is a fixed learning goal of their official German curriculum and anchored within their oral examinations (KMK 2002). By applying CDM procedures to intrapreneurship competence I go beyond the existing studies, because of the identification of groups with similar strengths and weaknesses and of learners' individual skill-profiles enabling an informative feedback.…”

Section: Diagnostic Assessment For Intrapreneurship Competencementioning

confidence: 99%

“…For specifying an initial set of skills, I refer to the competence model for IP competence developed by Weber et al ( , 2015Weber et al ( , 2016a on the basis of an extended domain analysis of IP in the German apprenticeship programs. 7 The following "big picture" appeared for modelling IP competence, especially for diagnostic purposes.…”

Section: Skills: Theoretical Assumptions Of Diagnosable Ip Skillsmentioning

confidence: 99%

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Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Bley¹

2017

Empirical Res Voc Ed Train

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Background: Educational experts commonly agree that tailor-made guidance is the most efficient way to foster the learning and developmental process of learners. Diagnostic assessments using cognitive diagnostic models (CDMs) have the potential to provide individual profiles of learners' strengths and weaknesses on a fine-grained level that can enable educators to assess the current position of learners. However, to obtain this necessary information a strong connection has to be made between cognition (the intended competence), observation (the observed learners' responses while solving the tasks), and interpretation (the inferences made based on the observed responses of learners' underlying competencies). To secure this stringent evidencebased reasoning, a principled framework for designing a technology-based diagnostic assessment is required-such as the evidence-centred game design (ECgD). Aim:With regard to a diagnostic assessment, three aspects are of particular importance according to the ECgD approach: (I) the selection of a measurable set of competence facets (so-called skills) and their grain-size, (II) the constructed pool of skill-based tasks, and (III) the clear and valid specified task to skill assignments expressed within the so-called Q matrix. The Q matrix represents the a priori assumption for running the statistical CDM-procedure for identifying learners' individual competence/skill profiles. These three prerequisites are not simply set by researchers' definition nor by experts' common sense. Rather, they require their own separate empirical studies. Hence, the focus of this paper is to evaluate the appropriateness and coherence of these three aspects (I: skill, II: tasks, and III: Q matrix). This study is a spin-off project based on the results of the governmental ASCOT research initiative on visualizing apprentices' workrelated competencies for a large-scale assessment-in particular, the intrapreneurship competence of industrial clerks. With the development of a CDM I go beyond the IRT-scaling offering the prerequisites for identifying individuals' skill profiles as a point of departure for an informative individual feedback and guidance to enhance students' learning processes.Methods: Therefore, I shall use a triangulated approach to generate three empirically based Q matrix models from different sources (experts and target-group respondents), inquiry methods (expert ratings and think-aloud studies), and methods of analyses (frequency counts and a solver-non-solver comparison). Consequently, the four single Train (2017) Train (2017) 9:6 Q matrix models (researchers' Q matrix generated within the task construction process and the three empirically based Q matrix models) were additionally matched by different degrees of overlap for balancing the strengths and weaknesses of each source and method. By matching the patterns of the four single Q matrix models, the appropriateness of the set of intrapreneurship skills (I) and the pool of intrapreneurship tasks (II) were investigated. ...

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Section: Diagnostic Assessment For Intrapreneurship Competencementioning

confidence: 99%

Section: Skills: Theoretical Assumptions Of Diagnosable Ip Skillsmentioning

confidence: 99%

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Bley¹

2017

Empirical Res Voc Ed Train

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“…Coordinating effort was primarily associated with managing resources and planning for action, predominantly aimed at ensuring the quality of work outcomes (Borasi and Finningan, 2010; Van Dam et al. , 2010; Weber et al. , 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Measuring teacher entrepreneurial behavior: a scale development and validation study

Ho,

2024

JPCC

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PurposeThis study aims to develop and validate a scale to measure Teacher Entrepreneurial Behavior (TEB), which encapsulates the behaviors teachers employ to identify and amplify innovation in schools. TEB are catalysts for innovation, navigating their peers through risks and building trust, which empowers the collective to transcend structural constraints and pioneer new educational initiatives. Despite the importance of TEB, there is a notable absence of a well-validated measurement instrument.Design/methodology/approachDrawing on existing empirical TEB studies, this study conducts four interconnected studies following scale-development procedures. The content validity, construct validity, internal consistency, and external validity of the proposed scale were assessed using exploratory factor analysis, confirmatory factor analysis, invariance analysis, and regression analysis.FindingsThe result is a multidimensional TEB model featuring 15 items with a good model fit. The TEB scale comprises four factors: Advocating Innovation, Seeking Resources, Cultivating Cohesiveness, and Mitigating Risk.Originality/valueThis study represents a rigorous attempt to develop and validate a reliable instrument for measuring TEB. It provides a validated tool for future research aimed at understanding the nature of TEB as an independent construct and associated dynamics. Accurate measurement is important for the robustness and replicability of research. Furthermore, the insights gained on TEB scale can significantly inform both the preparation and evaluation of teacher leaders by emphasizing the importance of entrepreneurial behaviors in promoting teachers’ collaboration and actualizing innovative initiative.

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“…Study has found that TEB has a significant positive influence on the competitive environment of organizations, enhancing a school's ability to recognize opportunities and pursue a sustainable curriculum (Swiercz and Lydon, 2002). TEB also addresses a school's management difficulties (Sayeed et al , 2003; Weder et al , 2013) and enhances teacher job satisfaction (Neto et al , 2017) when they actualize the innovative curriculum and pedagogy (Hietanen, 2015). ETs may provide some opportunities to other teachers to reflect on the concepts of professional teachers that put their teaching task up for examination and reflective discussion that contribute to the school improvement (Leffler, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

The conditions of opportunity recognition in schools: an investigation of how entrepreneurial teachers discover new educational opportunities

Ho¹,

Man

2021

JPCC

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Purpose This study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions. Design/methodology/approach Using a multi-case study approach, in-depth interviews were conducted with participants in three schools highlighting similarities and differences in their conditions of empowering entrepreneurial teachers to discover opportunities. Findings The results indicate that four school conditions facilitate entrepreneurial teachers to discover opportunities, namely, a rigorous working environment, a trusting and opened culture, extensive communication networks and rewarding work conditions. Originality/value These findings further underscore the use of discovery theory in educational contexts showing that entrepreneurial teachers are in an active mode of searching for opportunities. Specific ways through which teachers can better recognize opportunities for school improvement are included.

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Intrapreneur: An Entrepreneur Within a Company

Cited by 15 publications

References 23 publications

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Measuring teacher entrepreneurial behavior: a scale development and validation study

The conditions of opportunity recognition in schools: an investigation of how entrepreneurial teachers discover new educational opportunities

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