What Do We Talk About When We Talk About Entrepreneurial Mindset Training?

Casulli, Lucrezia

doi:10.1007/978-3-030-87865-8_8

Cited by 3 publications

(9 citation statements)

References 49 publications

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“…Specifically, we use self-audits on Growth Mindset, Positive Explanatory Style, Deliberative Mindset and Outward Mindset (based on Gottfredson, 2020). Following the self-audits, we encourage reflection on how these attitudes and values play a role in the student’s responses to daily occurrences through the practice of journaling (please see Casulli, 2022, for further guidance on these tools).…”

Section: Discussion and Implications For Entrepreneurship Education E...mentioning

confidence: 99%

“…In response to this tension, more recent studies on EM have shifted towards how entrepreneurs think and feel, rather than ‘who they are’ based on traits and characteristics (Casulli, 2022). These studies have largely expanded the foundational principles of the EM concept to include interrelated metacognitive 3 (Noble, 2015; Haynie et al, 2010), cognitive 4 (Naumann, 2017), emotional (Cardon et al, 2012) and behavioral elements (Shepherd et al, 2010).…”

Section: Review Of the Entrepreneurial Mindset Literaturementioning

confidence: 99%

“…The same is true with skills, particularly when they have been ‘artificially’ fostered within controlled environments such as HE classrooms and incubators. In these settings, learners are often insulated from many of the harsh realities and uncertainties of the economic environment (Casulli, 2022) and thus theoretical knowledge and applied skills take on greater perceived contextual relevance in order to meet assessment requirements and standardized start-up milestones. As a result, these traditional EE approaches are recognized to fall short of encouraging the development of the cognitive components of competence, specifically the attitudes and values that in turn shape behavioral adaptation.…”

Section: Review Of the Entrepreneurial Mindset Literaturementioning

confidence: 99%

“…Often linked to the concept of open-mindedness (e.g. Casulli, 2022, based on Reeve, 2014), cognitive flexibility is of particular importance when looking to engage in creative behavior (Nijstad et al, 2010) such as exploring problems, experimenting or trying to ‘connect the dots’ (Ireland et al, 2003). It supports individuals in looking beyond their personal values and frames of reference and overcoming functional fixedness (Dajani & Uddin, 2015) in order to explore a diverse range of possibilities and options for innovation and value creation.…”

Section: Empirical Evidence Base Supporting the Conceptualization Of ...mentioning

confidence: 99%

“…In this model, an EM is conceptualized as interlinked cognitive, behavioral and emotional elements, where thinking and feeling processes are direct antecedents to (entrepreneurial) action (Krueger & Carsrud, 1993) for value creation. We will now build on and extend this triadic model, specifically considering how EM is linked to skills and competences (Davis et al, 2016; Casulli, 2022) which can be actively developed through personal learning (Lynch & Corbett, 2021). In this vein, for the purposes of this article we consider EM to be “ a set of learnable cognitive and emotional competences conducive to developing and enacting behaviors to support value creation activity ”.…”

Section: Review Of the Entrepreneurial Mindset Literaturementioning

confidence: 99%

See 4 more Smart Citations

A Competence Development Approach for Entrepreneurial Mindset in Entrepreneurship Education

Mawson

Casulli

Simmons

2022

Entrepreneurship Education and Pedagogy

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In recent years Entrepreneurship Education (EE) has become prevalent throughout Higher Education (HE), with a proliferation of programming for learners from Undergraduate to Post-experience studies. Despite the rapid scaling of provision, the majority of extant EE offerings demonstrate little conceptual evolution and development from early programs. Many approaches fall short of enabling the cognitive and behavioral change so critical to supporting entrepreneurial action. In this article we consider the concept of entrepreneurial mindset (EM) as a framing for EE programming, conceptualizing it as an approach to support the development of multidimensional cognitive and emotional competences and behavioral outcomes to enable entrepreneurial value creating activity across a range of contexts. We focus specifically on how educators can actively support the development of an EM through EE programming and start a conversation on the practicalities of operationalizing the EM concept within HE teaching and learning activity.

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Section: Discussion and Implications For Entrepreneurship Education E...mentioning

confidence: 99%

Section: Review Of the Entrepreneurial Mindset Literaturementioning

confidence: 99%

Section: Review Of the Entrepreneurial Mindset Literaturementioning

confidence: 99%

Section: Empirical Evidence Base Supporting the Conceptualization Of ...mentioning

confidence: 99%

Section: Review Of the Entrepreneurial Mindset Literaturementioning

confidence: 99%

See 3 more Smart Citations

A Competence Development Approach for Entrepreneurial Mindset in Entrepreneurship Education

Mawson

Casulli

Simmons

2022

Entrepreneurship Education and Pedagogy

Self Cite

View full text Add to dashboard Cite

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Beyond teaching: the extended role of informal entrepreneurship education and training in challenging contexts

Akullo,

Aracil,

Mwaura

et al. 2024

IJEBR

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PurposeWe seek to understand how informal entrepreneurship education and training (EET) processes support marginalised women in challenging institutional contexts into gainful participation in entrepreneurial activities, facilitating empowerment and emancipation.Design/methodology/approachThe study employs an inductive qualitative approach drawing on in-depth individual interviews, a focus group and observation of how female informal EET educators facilitate hands-on EET to marginalised female entrepreneurs in Uganda.FindingsWe specify a range of novel complementary practices that informal EET educators undertake during the main instructional EET stage and present the wraparound purposive work, both pre-and-post the instructional stage, they enact to support female empowerment processes for their disadvantaged learners. We then propose a grounded model capturing practices enacted by EET practitioners that illuminates ways in which informal EET can contribute to processes of empowerment and emancipation.Originality/valueOur contributions are twofold. First, we conceptualise EET educators as institutional entrepreneurs undertaking institutional work beyond core teaching. Second, we specify a range of novel complementary practices they undertake before, during and after the conventional instructional part. This illuminates how EET can contribute to processes of empowerment and emancipation. Drawing on data from a unique institutional context, we illuminate novel practices enacted by informal EET educators thereby extending both the pedagogy and the realm of entrepreneurship education with implications for grander empowerment and emancipatory outcomes beyond the development of entrepreneurial competencies.

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Unpacking the optimistic mindset of business students towards entrepreneurship

Ma,

Khan,

Fayyaz

et al. 2024

PLoS ONE

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Entrepreneurial ventures are established in large numbers in China. The success rate of these entrepreneurial ventures is lower than that of new startups. Mismanagement and a lack of creative skills among entrepreneurs are cited as reasons for entrepreneurial failure in China. The current study investigates the impact of entrepreneurial networking and new venture intention on entrepreneurial success in China, with psychological capital and entrepreneurial optimism serving as moderators. 483 responses were collected from business students in China for data analysis. The findings of the study reveal that the impact of entrepreneurial networking and new venture intention on entrepreneurial success in China, with the moderating role of psychological capital and entrepreneurial optimism, is significant. The theoretical framework of this research has novelty as it introduces new moderating relationships of psychological capital and entrepreneurial optimism in the model of entrepreneurial success. Practically, this study has revealed that entrepreneurial success can be achieved with entrepreneurial networking, entrepreneurial optimism, psychological capital, and new venture intention. The directions of this research point out additional gaps in the literature that scholars should discuss in subsequent studies.

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What Do We Talk About When We Talk About Entrepreneurial Mindset Training?

Cited by 3 publications

References 49 publications

A Competence Development Approach for Entrepreneurial Mindset in Entrepreneurship Education

A Competence Development Approach for Entrepreneurial Mindset in Entrepreneurship Education

Beyond teaching: the extended role of informal entrepreneurship education and training in challenging contexts

Unpacking the optimistic mindset of business students towards entrepreneurship

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