Tenacity in design entrepreneurship: how to stimulate entrepreneurial intention

Liang, Chaoyun; Liang, Chao-Tung; Ip, Ching Yin

doi:10.1007/s10798-020-09617-7

Cited by 7 publications

(4 citation statements)

References 51 publications

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“…Therefore, the second main hypothesis was achieved; the statistical results confirmed an impact relationship for entrepreneurial opportunities in the entrepreneurial intention while acquiring the skills of transforming market opportunities into self-opportunities and evaluating them positively, and then the ability to exploit these opportunities to establish projects in particular. This was confirmed by previous studies by Liang et al (2022) and Esfandiar et al (2019).…”

Section: Discussionsupporting

confidence: 92%

Examining Graduating Science and Technology Student’s Entrepreneurial Intentions at the University of Biskra

2024

FeD

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Using Krueger’s entrepreneurial event model, this study investigated the factors influencing entrepreneurial intentions among graduating science and technology students at the University of Biskra. A descriptive-analytical approach was adopted in the research in order to examine the direct and indirect effects of perceived desire, perceived feasibility, entrepreneurial opportunities, and inclinations on entrepreneurial intentions. Data were collected through a questionnaire distributed to a random sample of students, and the hypotheses were tested using structural equation modelling (SEM). The findings revealed that the self-efficacy and perceived opportunities significantly and positively impacted entrepreneurial intentions, whereas perceived feasibility did not have a direct effect. However, both perceived desire and feasibility indirectly influenced intentions by mediating perceived opportunities. Additionally, the study demonstrated that entrepreneurial inclination modified the relationship between perceived opportunities and entrepreneurial intentions, indicating that students with a higher inclination were more likely to translate opportunities into entrepreneurial actions. Moreover, the study highlighted the complex interplay between individual and contextual factors in shaping entrepreneurial intentions. It underscored the need for targeted initiatives that could enhance the self-efficacy and perceived opportunities among students. These initiatives could include entrepreneurship education programs, mentorship schemes, and the creation of a supportive university environment that fosters innovation and risk-taking. The implications of these findings are significant for policymakers and educational institutions aiming to cultivate an entrepreneurial ecosystem among university students. By comprehending what motivates people to become entrepreneurs, universities can enhance their program and support system designs, motivating students to embark on entrepreneurial paths. Consequently, this contributes to economic growth and the generation of employment opportunities. This is particularly important in contexts where public sector employment opportunities are limited. Future research could expand the scope to include multiple universities and explore the longitudinal impacts of entrepreneurial education and support programs on students’ career trajectories. Additionally, addressing the intention-behaviour gap in entrepreneurship remains a critical area for further investigation.

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Section: Discussionsupporting

confidence: 92%

Examining Graduating Science and Technology Student’s Entrepreneurial Intentions at the University of Biskra

2024

FeD

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“…Entrepreneurship educators need to provide students with a variety of learning and practical opportunities to improve the entrepreneurial willingness of individuals. In terms of how to improve the entrepreneurial willingness of art and design students, Liang et al believed that schools should establish courses or modules to teach the latest design software technology and entrepreneurship to develop students' knowledge of design technology, entrepreneurship, and marketing strategies [34]. These are the keys to whether art and design students have strong entrepreneurial willingness and entrepreneurial success.…”

Section: Feedbackmentioning

confidence: 99%

The Learning Needs of Art and Design Students in Chinese Vocational Colleges for Entrepreneurship Education: From the Perspectives of Theory of Entrepreneurial Thought and Action

Lin

Wang

et al. 2023

Sustainability

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Entrepreneurship education in Chinese colleges and universities began in the early 21st century. After more than 20 years of development, it has reached an unprecedented scale. At present, there are many studies on entrepreneurship education for undergraduates in Chinese colleges and universities, but only a few general studies on entrepreneurship education in higher vocational education. Particularly, the analysis of the status quo of students' entrepreneurship education and the research on the improvement of entrepreneurship education has not yet been widely discussed. This research adopted the semi-structured interview method and used purposive sampling to select 8 students with entrepreneurial willingness in lower grades and 8 in upper grades of higher vocational art and design in the Guangzhou area, as well as 8 students who have succeeded in entrepreneurship after graduation, giving a total of 24 students. The interview was designed based on the concept of Entrepreneurial Thought and Action (ET&A) entrepreneurship education. The interview outline was derived from the three aspects of learning, action, and creation. After the interviews were conducted, coding and qualitative analysis were performed to identify the knowledge and skills required by art students in higher vocational colleges to establish a business, and the problems encountered by successful students in entrepreneurship that might be encountered in the future. Based on the conclusions, the method and content of entrepreneurship education in schools could be improved. In addition, the research results showed that to fulfill the aim of entrepreneurship, art and design students in higher vocational colleges need to learn knowledge and skills such as entrepreneurial courses, professional knowledge, and entrepreneurial skills (competition, training, simulation, practice, etc.). Meanwhile, students who had succeeded in entrepreneurship believed that it was necessary to improve the entrepreneurship education curriculum system, pay attention to entrepreneurship practice teaching, and strengthen the linkage between home, school, and enterprise to promote entrepreneurship learning, thereby enhancing innovation and entrepreneurship ability.

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“…Las normas subjetivas se definen como la presión que ejercen los grupos de influencia de un individuo en su comportamiento (Liang et al, 2020), por lo que se asocia a un nivel de factor personal que puede impulsar a los estudiantes hacia la adopción de un comportamiento emprendedor o que puede alejarlos de éste, por lo que puede ser un elemento de predicción dentro de los análisis en el comportamiento de los estudiantes (Younis et al, 2020). Las normas subjetivas y sus efectos dentro del comportamiento de la intención han sido validados por varios estudios (Fang et al, 2017;Ham et al, 2015), por lo que se puede afirmar que cumplen con un papel importante dentro de este tipo de análisis.…”

Section: Variables Asociadas a La Intención Emprendedoraunclassified

Intención emprendedora en jóvenes universitarios

Valencia-Arias,

Berrío-Calle,

Arango-Botero

2023

RIES

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La importancia del estudio de la intención emprendedora radica en el entendimiento de dicho comportamiento en los individuos y los factores asociados para emprender. El objetivo de este estudio es identificar relaciones significativas entre algunas variables (edad, antecedentes familiares, intenciones de implementación, locus de control, autoeficacia emprendedora y normas subjetivas) y la intención emprendedora de jóvenes universitarios. Para lograr la identificación de estas relaciones se utilizaron 15 718 encuestas del estudio GUESSS para Colombia, en donde participaron 76 instituciones de educación superior entre junio y octubre de 2018. Se ajustaron dos modelos logísticos: el primero con la intención para emprender justo después de graduarse, y el segundo con la intención, cinco años después de graduarse. Todas las relaciones objeto de comprobación resultaron ser significativas, pero el sentido de la relación (asociación positiva o negativa) difiere para algunas de ellas en los dos momentos estudiados. Inicialmente, las intenciones de implementación y la autoeficacia emprendedora tuvieron relaciones positivas con la intención emprendedora (a mayor valor de estas, mayor intención emprendedora), mientras que las normas subjetivas, mostraron una relación negativa (a menor valor, mayor intención emprendedora). Pero al verificar estas relaciones cinco años después, el sentido de la relación se invierte.

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Tenacity in design entrepreneurship: how to stimulate entrepreneurial intention

Cited by 7 publications

References 51 publications

Examining Graduating Science and Technology Student’s Entrepreneurial Intentions at the University of Biskra

Examining Graduating Science and Technology Student’s Entrepreneurial Intentions at the University of Biskra

The Learning Needs of Art and Design Students in Chinese Vocational Colleges for Entrepreneurship Education: From the Perspectives of Theory of Entrepreneurial Thought and Action

Intención emprendedora en jóvenes universitarios

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