University-Based Education and the Formation of Entrepreneurial Capabilities

Lee, Younggeun; Kreiser, Patrick M.; Wrede, Alex H.; Kogelen, Sanvisna

doi:10.1177/2515127418788893

Cited by 52 publications

(65 citation statements)

References 87 publications

(130 reference statements)

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“…324). For example, Lee et al, [ 106 ] discovered that optimism is associated with self-confidence among students. Overall, positive attitudes toward entrepreneurship, such as a possible career choice, and confidence in one’s skills were found to be significantly related to entrepreneurial intentions.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

Psychological Factors that Lessen the Impact of COVID-19 on the Self-Employment Intention of Business Administration and Economics’ Students from Latin America

Hernández-Sánchez

Cardella

Sánchez-García

2020

IJERPH

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Background: The 2019 coronavirus disease epidemic (Covid-19) is a public health emergency of international concern and poses a challenge to the labor market. The pandemic has a devastating and disproportionate effect on young workers, their interest in entrepreneurship, and their mental health. Research is needed to develop evidence-based strategies to improve coping and reduce adverse psychological problems. The objective of this study was to analyze the impact that Covid-19 pandemic perception and psychological need satisfaction have on university students and their self-employment intention. In addition, we also analyzed the role of moderation played by psychological aspects. These psychological factors (i.e., Optimism and Proactiveness) can also improve young people’s mental health and well-being. Methods: An explorative study (online survey) was conducted in March 2020 934 university students from Latin America. Regression analysis models were built to examine the relationships between Covid-19 pandemic perception, personality variables, and entrepreneurial intention. Mediation models, through the bootstrapping method, were performed to analyze the mediating role of proactiveness and optimism. Results: Results indicate that students’ perception of Covid-19 and psychological need satisfaction are associated with entrepreneurial intention. Additionally, the present study argues that proactiveness and optimism mediate these relationships. Conclusions: This study identifies psychological factors associated with a lower level of Covid-19 impact and that can be used for psychological interventions that result in an improvement in the mental health of these vulnerable groups during and after the Covid-19 pandemic. Theoretical and practical implications are discussed.

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Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

Psychological Factors that Lessen the Impact of COVID-19 on the Self-Employment Intention of Business Administration and Economics’ Students from Latin America

Hernández-Sánchez

Cardella

Sánchez-García

2020

IJERPH

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“…Whether an intentional career choice or an accidental profession, students need to be prepared for potential entry into project management careers. Even though much attention has been paid to the study of how higher education improves the self-efficacy beliefs of students transitioning into a career (Ansala & Uusiautti, 2017; Donald et al, 2019; Lee et al, 2018; Lent et al, 2019), there is little discourse related to students’ perspectives on their readiness for project work or its salience as a career option..…”

Section: Introductionmentioning

confidence: 99%

Exploring Student Perceptions of Their Readiness for Project Work: Utilizing Social Cognitive Career Theory

Burga

LeBlanc

Rezania

2020

Project Management Journal

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A changing labor market is leading to an increased prevalence in project work. In this study, we explore student perceptions of project work. We find that these emerging adults prefer leadership positions, are concerned with social values, and view project work as essential preparation for the workplace. Utilizing a social cognitive career theory lens, we find that the goals, interests, and self-efficacy beliefs of emerging adults align with the needs of project management, but there is a lack of technical knowledge on project processes. Framing the question from the viewpoint of students who will be entering the workforce at the end of their programs of study, we see that students embrace the concepts inherent in project work. The implication for human resource managers is that emerging adults believe that they can succeed in project work, but technical skills are needed to help them succeed in formal project management roles. We provide recommendations, discuss limitations, and suggest future research directions.

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“…In this study it is noted that entrepreneurship education aims to increase the students' awareness and develop an understanding of new business creation; the theoretical aspects of what an entrepreneur is and does, why they do what they do, how they deal with business failure and success: these were all seen as vital for students studying an engineering programme (Keogh & Galloway, 2004). In contrast, a study by Lee et al (2018) showed that students who follow a business path have a different tendency to display entrepreneurial capabilities than students who follow an engineering path. The study suggests that targeted classes can therefore enhance the skills of particular student bodies (Lee et al, 2018).…”

Section: Enterprise Teaching or Entrepreneurship Teachingmentioning

confidence: 97%

The use of self-reflection for enhanced enterprise education: a case study

Clarke

Cornes

Ferry

2020

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PurposeA case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines.Design/methodology/approachEnterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education.FindingsResults suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration.Research limitations/implicationsFor the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area.Practical implicationsFor the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created.Originality/valueThis approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university.

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University-Based Education and the Formation of Entrepreneurial Capabilities

Cited by 52 publications

References 87 publications

Psychological Factors that Lessen the Impact of COVID-19 on the Self-Employment Intention of Business Administration and Economics’ Students from Latin America

Psychological Factors that Lessen the Impact of COVID-19 on the Self-Employment Intention of Business Administration and Economics’ Students from Latin America

Exploring Student Perceptions of Their Readiness for Project Work: Utilizing Social Cognitive Career Theory

The use of self-reflection for enhanced enterprise education: a case study

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