On the basis of a recent in-depth case study of the severe conflicts that arose in relation to the process of forming a spin-off biotech company at Helsinki University, Juha Tuunainen argued that "the traditional university is not being transformed into an entrepreneurial one as straightforwardly as claimed by Henry Etzkowitz" and that it remains an open question whether "hybrid entities" combining academic work and corporate activity can "ever survive as stable organizations within a university" (2005, (...) 202, 203). The present paper offers a reinterpretation of Tuunainen's study, identifying the inadequate separation of researcher and entrepreneur roles as the crux of the conflicts. Most importantly, however, this reinterpretation enables the conceptualisation of a model for university governance that maintains role separation while at the same time promoting an acceleration of university entrepreneurship and commercialisation by integrating it in the very core of the university institution. (shrink)

German universities come under fire: in contemporary political discourse they are considered to be antiquated, inefficient and unfit for international competition. Accordingly, the German government implemented an extensive program of reforms. Following the so‐called ‘Sorbonne Declaration’, the universities shall become part of an European higher education system with comparable and compatible structures. With the focus on the field of academic teaching and learning, this essay discusses the way of defining these activities in a new, entrepreneurial way, and the implications (...) of this process within the university. The reflections lead to the thesis that the actual reforms ask for new forms of critique, because the neoliberal offer of marketable ways to teach and to learn makes the enduring asymmetry of power relations within the educational field invisible, endangers the democratic character of the university and trivializes education. (shrink)

German universities come under fire: in contemporary political discourse they are considered to be antiquated, inefficient and unfit for international competition. Accordingly, the German government implemented an extensive program of reforms. Following the so‐called ‘Sorbonne Declaration’, the universities shall become part of an European higher education system with comparable and compatible structures. With the focus on the field of academic teaching and learning, this essay discusses the way of defining these activities in a new, entrepreneurial way, and the implications (...) of this process within the university. The reflections lead to the thesis that the actual reforms ask for new forms of critique, because the neoliberal offer of marketable ways to teach and to learn makes the enduring asymmetry of power relations within the educational field invisible, endangers the democratic character of the university and trivializes education. (shrink)

This paper examines the shaping factors, drivers, and impact credentials of students’ entrepreneurial intention during the COVID-19 pandemic. The proposed framework addresses the antecedents of entrepreneurial intention among students in Romania, focusing on three focal constructs, namely, risk-taking, proactiveness, and innovativeness, with a keen focus on the mediation effect of the entrepreneurial university environment. The study used self-reported data collected through an online questionnaire during November 2020–February 2021 from a sample of 1,411 students in western Romania. (...) The methodology relies on two modern techniques of modeling cross-sectional data, namely, structural equation modeling and Gaussian graphical models. The main results highlight that the three constructs positively relate to students’ entrepreneurial intention in a comprehensive framework where the entrepreneurial university environment drives innovativeness. The paper brings forward, in an innovative way, that entrepreneurship education and training at the university level enhance students’ entrepreneurial intentions as it fosters the attainment of advanced knowledge and skills. The results are well associated with the start-up process as prerequisites for successful entrepreneurship engagement of youth in a globalized digital economy, particularly during this challenging pandemic outbreak, but also post-pandemic times. This research sheds new light on the essential role played by higher education institutions in providing advanced knowledge and necessary skills matched with the labor market needs, thus enhancing students’ innovativeness and their entrepreneurial intentions. (shrink)

Since World War II social theory has generated two major critical analyses of science as a social phenomenon: that of the Frankfurt School, and of Science and Technology Studies. These academic efforts grew out of a broader movement in Western societies in the decades following the war to reach a better accommodation between science and society, motivated by deep-seated popular anxieties about the challenges posed by the advance of science and technology. In this paper, I first examine the overlooked parallels (...) between these two academic efforts, and go on to explain why they would in the end prove fruitless, indeed somewhat self-defeating. The explanation points to the instrumentalist and constructivist conception of science shared by the two schools which would eventually play into the hands of the “entrepreneurial university” and the commodification of science. (shrink)

The Entrepreneurial University plays a central role in entrepreneurial ecosystems and actively influences the development of entrepreneurial human capital, which is a critical asset for many economies. There is thus a requirement for the identification and strengthening of entrepreneurial competences, but no previous studies have included any analysis of these competences in the university context using an approach based on profiles. The present study fills this gap by investigating the existence of different entrepreneurial (...) profiles among students, based on their competences. It also defines key competences that are critical for differentiating between these profiles and improving entrepreneurial competence levels more generally. To meet these objectives, a field research campaign was developed. Data on 1104 students from various degrees and faculties were collected and analyzed using a quantitative methodological approach. The results reveal the existence of four entrepreneurial competence profiles, namelylow profile,top profile,social profile, andgrit profile. Among as many as 12 possible entrepreneurial competences, the most prominent can explain to a large extent the entrepreneurial profiles of students; these are networking and professional social skills, community engagement, perseverance of effort, and consistency of interest. The results provide evidence of the importance of social capital andgrit. In addition to their contribution to the theory in this area and the development of the Entrepreneurial University paradigm, the results are also useful for the design of training strategies aimed at strengthening the levels of competence of students, thereby providing universities with tools to foster the creation of entrepreneurial human capital. (shrink)

Within Ajzen's Planned Behavior Theory framework, this article tests a model to estimate the predictors of entrepreneurial intention in academic scientists working in Chile. We adapted into Spanish the entrepreneurship intention questionnaire. We tested the entrepreneurship intention model on a sample of 1,027 scientists leading research projects funded by the Chilean Scientific and Technological Development Fund, the country's primary scientific research grant. The results show strong empirical support for the entrepreneurship intention model proposed while highlighting some critical issues specific (...) to entrepreneurial intention in scientists. In particular, we found an indirect effect of perceived subjective social support on entrepreneurial intention, which is mediated by entrepreneurial attitude and perceived behavioral control toward entrepreneurship. These results suggest that policies orientated toward promoting academic entrepreneurship should include developing a healthy social environment toward it, meaning that entrepreneurial intention is not only an individual but an organizational challenge. These policies should analyze the social norms guiding the scientists' reference groups to increase their effectiveness. (shrink)

University students having high entrepreneurial intention while not transferring into actual entrepreneurial behavior is a contradictory issue in need of in-depth research. To explore the successive development mechanism of the entrepreneurial process, this study constructed a moderated mediation model to examine whether entrepreneurial commitment from three dimensions mediated the relationship between entrepreneurial intention and behavior, and whether this mediating process was moderated by family support. A survey was conducted among university students from six (...) major universities in south China using the snowball sampling approach. A total of 469 valid responses were obtained. Structural equation modeling was adopted for data analysis. According to the results of the confirmatory factor analysis, it was found that entrepreneurial intention had both direct and indirect positive effects on entrepreneurial behavior, while entrepreneurial commitment worked as the mediator, and family support moderated the relationship between entrepreneurial intention and behavior. Results indicated that entrepreneurial commitment bridged the path from entrepreneurial intention to behavior, and family support created the boundary effect. This finding highlights the importance of guiding students through entrepreneurial commitment toward entrepreneurial behavior, and pays special attention to the crucial role of family support under the national strategy. (shrink)

Universities worldwide are facing enormous strains as a result of increased external expectations where global visibility should be mixed with local and regional utility. In debates on the future of higher education, becoming an entrepreneurial university has been highlighted as a novel – although perhaps a more hybrid – way to deal with this challenge. However, while the label entrepreneurial points to an image of the university as a dynamic free agent shaped in the interplay between (...) dynamic environments and internal flexibility, the current article takes a more critical view on the factors conditioning universities with the ambitions of becoming more entrepreneurial – particularly those of more recent age and less academic standing. For these institutions it is suggested that the university ideal of being entrepreneurial may lead to a situation of strategic inertia characterized by an institutionalized ‘lock-in’ with few alternative development paths. (shrink)

Research shows that entrepreneurial activities significantly promote economic development, which enhances the importance of the innovative entrepreneurial potential of college students. This study analyzes the effect of entrepreneurship education on entrepreneurial intention from the perspective of planned behavior theory. By examining the significant role of entrepreneurship education at colleges and universities on economic and social development, we established a conceptual model. To understand the relationship between entrepreneurship education and entrepreneurial intention, the hypotheses propose the intermediary role (...) of entrepreneurial ability, and the study provides evidence from China the relationship between entrepreneurship education and entrepreneurial intention. Improving entrepreneurial intention and encouraging college students to establish businesses through entrepreneurship education in universities is crucial. This study proposes a hypothetical model of the relationship between entrepreneurial competence and entrepreneurial intention in entrepreneurship education at universities. Using a questionnaire survey of college students with practical experience in the Yangtze River Delta of China, the bootstrap method in the SPSS macro program process software verifies the hypotheses. The results show that entrepreneurial teaching, business plan competition, and entrepreneurial practice support positively affect entrepreneurial competence. In addition, entrepreneurial competence plays an intermediary role in the relationship between entrepreneurial teaching, business plan competition, entrepreneurship practice support, and entrepreneurial intention. Entrepreneurship education improves the ability to establish a business in the present and in entrepreneurial activities in the future. Entrepreneurial competence obtained through entrepreneurship education continuously affects entrepreneurial intention. (shrink)

This study examined the mediating role of core Executive Functions (EF: working memory and inhibitory control) and moderating role of Perceived Academic Intent to Entrepreneurship (PAIE) in relationship between Dark Personality Traits (SDT) and Entrepreneurial Intentions (EI) of university students. A sample of 539 university students enrolled in various undergraduate and postgraduate programs completed the Short Dark Triad-3 (SD3), Adult Executive Functioning Inventory (ADEXI), and measures for assessing Entrepreneurial Intent and Perceived Academic Intent to Entrepreneurship. The (...) results showed that of SDT, only Machiavellianism was significantly associated with EI. Both of the core executive functions and PAIE were also positively correlated with EI. Moreover, findings showed that EF positively mediated the relationship between Machiavellian disposition and entrepreneurial intention, while perceived academic intent to entrepreneurship moderated the relationship between executive functions and EI. A significant moderated mediation index was also reported. Findings offer useful insight to the interplay among above mentioned variables and guide educational and organizational psychologists to employ core cognitive strategies for promoting entrepreneurial thoughts and channelizing the productive energies of students with malevolent tendencies through academic coaching. (shrink)

Entrepreneurship is an essential aspect of economic growth because of its contribution to people’s welfare through employment opportunities. Universities offer compulsory entrepreneurship subjects for students with the support of government policies. Therefore, this study aimed to determine the factors that influence the students’ intentions to become green entrepreneurs using contextual aspects as moderators. The applied theoretical model was the planned behavior that adds cultural values and cognitive knowledge. The sample included 305 students from 10 private universities in Jakarta. The results (...) showed that green entrepreneurial intentions are affected by perceived behavioral control, cultural values, cognition knowledge, and contextual factors. However, they lack a significant effect on attitudes toward behavior and subjective norms. Second, the contextual factors can moderate the relationship between variables and significantly affect green entrepreneurial intentions. Third, they moderate attitudes toward behavior and cognitive knowledge with green entrepreneurial intentions. Contrastingly, other factors had no effect when contextual factors moderated the relationship. (shrink)

The mechanism is studied to optimize the cultivation of piano talents and entrepreneurial psychological quality in colleges and universities through the QS. Firstly, the cultivation of piano talents’ entrepreneurial consciousness is explored, together with the entrepreneurial will, entrepreneurial personality, and entrepreneurial ability. Secondly, the piano talents entrepreneurial PSYQ training model is established according to the internal factors of college students majoring in piano, entrepreneurial attitude, students’ interpersonal network, and entrepreneurial environment factors. The (...) correlations between various variables are analyzed. Afterward, a QS is designed, and the data are collected from university A in the city of Xi’an. Data analysis shows significant differences in the cultivation of entrepreneurial PSYQ among students of different grades in college Piano Majors, namely, p < 0.01. Students growing up in different environments show significant differences in entrepreneurial PSYQ, namely, p < 0.01. Meanwhile, whether students have served as cadres will also have a particular impact on students’ entrepreneurial PSYQ, namely, p < 0.01. However, the dimension of only-child-or-not in entrepreneurial PSYQ training does not show a significant difference. Finally, under the model analysis, achievement motivation, entrepreneurial attitude, entrepreneurial interest, entrepreneurial consciousness, interpersonal network, entrepreneurial environment, and personal entrepreneurial background will affect the cultivation of their entrepreneurial PSYQ. They show a positive correlation with the entrepreneurial PSYQ. Therefore, in the future college piano talents training and entrepreneurial PSYQ training, more focus should be put on students’ innovative thinking and risk challenging capacity, thereby helping students with better entrepreneurial work. (shrink)

Entrepreneurship is vital in solving the challenges involved in the employment of college students in China. The two viewpoints on the relationship between employment and entrepreneurship are the refugee effect and the entrepreneurial effect. However, the micro-mechanism of this association is yet to be comprehensively discussed. Based on the refugee effect and entrepreneurial effect, along with the entrepreneurial values as the mediating mechanism and the entrepreneurial environment as the moderating variable, this study establishes a theoretical model (...) exploring the impact of employment pressure on necessity entrepreneurship and opportunity entrepreneurship of college students. Moreover, it selected 14 universities covering the eastern, central, and western regions of China. A total of 1,187 college students were surveyed anonymously using a standardized questionnaire. Then, SPSS 24.0 and Mplus 7.0 were employed to process and analyze the data, and the Structural Equation Modeling was established to test the hypothesis. The results demonstrated that employment pressure had a significant positive impact on college students’ necessity for entrepreneurship. Also, employment pressure indirectly affected necessity entrepreneurship and opportunity entrepreneurship through the mediating effect of entrepreneurial values. The entrepreneurial environment positively moderated the relationship between employment pressure, necessity entrepreneurship, and opportunity entrepreneurship and moderated the mediating effect of entrepreneurial values. That is, in a favorable entrepreneurial environment, entrepreneurial values have a stronger mediating effect. Starting from cognitive psychology, this study explored the micro-psychological mechanism of individual employment pressure that has influenced entrepreneurial motivation. It has enriched the existing literature on the entrepreneurship theory of college students, underlining that the hypothesis on refugee effect and entrepreneurial effect is also applicable at the micro-level. On top of that, it has provided a practical reference for the employment and entrepreneurship of current Chinese college students. (shrink)

Universities increasingly play an important role in entrepreneurship, which has contributed to gender equality in the business world. The aim of this study is to establish a causal model of entrepreneurial intentions and explore it by gender, based on the dimensions of the Theory of Planned Behavior, and how these are mediated by the individuals’ resilience and psychological well-being. The previous work experience was considered as one of the control variables, in order to analyze whether this influence the (...) class='Hi'>entrepreneurial intention. With a convenience sample of 644 Portuguese students, Structural Equation Modeling was used. For a better understanding, multivariate analyses were performed and each one was individually reported, and for appropriate comparisons by gender, the t-student test was used. The comparison of means, between genders, showed that there are differences only between perceived behavioral control, subjective norm, and entrepreneurial intention, with women scoring the highest values, and psychological well-being, with men scoring the higher. A serial mediation path was performed, and psychological resilience was found to mediate a significant effect between perceived behavioral control and intention in females, but not in males. It also mediates a significant effect between attitude and intention in females, but not in males. These results show that attitude is a determining factor for females to become entrepreneurs. Finally, after discussing the results, theoretical and practical contributions are analyzed, with regard to the field of entrepreneurship in Portugal, and alternatives are pointed out for a more entrepreneurial future, reinforcing the role of higher education institutions. (shrink)

Entrepreneurship plays an indispensable role in the economic development and poverty reduction of emerging economies like Vietnam. The rapid development of technologies during the Fourth Industrial Revolution (Industry 4.0) has a significant impact on business in every field, especially in the innovation-focused area of entrepreneurship. However, the topic of entrepreneurial activities with technology applications in Vietnam is under-researched. In addition, the body of literature regarding entrepreneurial finance tends to focus on advanced economies, while mostly neglecting the contextual differences (...) in developing nations. Therefore, this research contributes to these topics by investigating the main characteristics of a high potential market for entrepreneurs in Vietnam, which is the English language training market (ELTM). It also aims at indicating the impacts of technology on the entrepreneurial firms within this market, with an emphasis on financing sources. To answer the research questions, this study employs a qualitative analysis and conducts 12 in-depth, semi-structured interviews with entrepreneurs and researchers in the field. The key findings in our study highlight the main contributing factors to the growth of the market, both universally and context-specific for a developing nation like Vietnam. It also lists the leaders in each market segment and the industry’s potential profit margin. The results also show that most entrepreneurs in the ELTM utilized private sources of finance rather than external ones, such as bank loans. It again confirms the idea from previous works that even with the rapid development of the economic and technological landscape, entrepreneurial activities in general barely benefit from additional sources of funding. However, it also points out the distinct characteristics of the ELTM that may influence these financing issues; for example, English training services usually collect revenues from customers before delivering their classes. This is of advantage for entrepreneurs in this area and helps significantly reduce the financial barriers. These findings, which are among the first attempts to contribute to a better understanding of entrepreneurial opportunities in the Industry 4.0 in Vietnam, provide valuable insights for policymakers and entrepreneurs, as well as investors. (shrink)

The big five personality traits and entrepreneurial mindset are crucial individual-level elements that determine entrepreneurial intention. This study examines the impact of big five personality traits and EM, on EI using the theory of planned behavior. Besides, this study examined the role of entrepreneurial self-efficacy and attitude toward entrepreneurship influences EI. To achieve the research objectives, a quantitative approach was used. Structural equation modeling and path analysis were conducted using SmartPLS software. Data were collected from 270 respondents (...) through online questionnaires. Findings of the study revealed that big five personality traits influence ESE and ATE which led to EI. Finally, the moderating role of entrepreneurial passion was also found to have strong effect on influence ESE and ATE. This study offers evidence and insights that academics, educators, and others involved in the creation or expansion of entrepreneurial knowledge can use as a reference point. (shrink)

The paper examines the role of organizational commercial slack (OCS) in mediating the relationship between entrepreneurial orientation (EO) and the effectiveness of knowledge transfer (KT) in universities. The paper identifies two types of commercial slack in the university setting: financial and promotional. Four research hypotheses are proposed. Pooled data, that is, a combination of a questionnaire survey of 110 Taiwanese universities with a data set of university KT effectiveness from the Ministry of Education, Taiwan, are collected to (...) test the aforementioned research hypotheses. The empirical results indicate that the EO of a university enables the university to provide appropriate OCS. Furthermore, the commercial slack of a university positively mediates the relationship between EO and KT effectiveness. The paper concludes that developing EO and OCS are crucial for improving the KT effectiveness of a university. Moreover, some managerial and policy implications for promoting EO and OCS in universities are suggested. (shrink)

Having emerged as an important concept in the organizational field, entrepreneurial orientation has also become a key idea in the context of education. Indeed, entrepreneurial education is now one of the common objectives for education and training systems in the European Union. Despite its importance, however, there is a scarcity of valid and reliable measures for assessing entrepreneurial orientation in students. The present study aimed to address this by developing and examining the psychometric properties of the (...) class='Hi'>Entrepreneurial Orientation Scale (EOS). A second objective is to study the relationships between entrepreneurial orientation and gender, self-efficacy, and personal initiative. The sample comprised 411 vocational training students (50.36% male, 49.64% female). The final version of the instrument comprised 32 items assessing six dimensions: innovativeness, risk-taking, proactiveness, competitiveness, achievement orientation, and learning orientation. The EOS showed good psychometric properties and its dimensions demonstrated concurrent relationships with self-efficacy and personal initiative. The EOS may be used to measure entrepreneurial orientation in the educational context and to evaluate interventions designed to promote an entrepreneurial spirit in schools, colleges, and universities. (shrink)

This study explored the effect of attitude towards entrepreneurship, need for achievement, risk-taking propensity, proactive personality, self-efficacy, opportunity recognition competency, entrepreneurship education, uncertainty avoidance, and entrepreneurial knowledge on entrepreneurial intention among university students in Malaysia. This quantitative study had adopted the cross-sectional design approach and involved 391 university students in Malaysia via the online survey. The study outcomes revealed that the NFA, PRP, and SLE significantly affect students’ attitudes towards entrepreneurship. Moreover, entrepreneurship education and UNA significantly (...) affect ORC. Finally, ATE has a positive and significant effect on ENIN among university students in Malaysia. As entrepreneurship offers an alternative career path for people seeking economic prosperity and addressing social issues, including unemployment, the government should formulate effective policies and regulations that support entrepreneurship activities. Universities and other institutions should play a pivotal role in providing the proper exposure via entrepreneurship education while honing the essential traits for a career in entrepreneurship. (shrink)

Entrepreneurship may be taught, and entrepreneurship education is flourishing at colleges and universities. However, previous documents show that entrepreneurship education is inconsistent with the research conclusions of entrepreneurial intention, which is a lack of discussion on the mediating effect of government subsidies from external resources. Based on the cognitive behavior theory, a mediating effect of entrepreneurship education on entrepreneurial strategy and entrepreneurial intention is built. By collecting the data of 334 questionnaires of college students in Pearl River (...) Delta in China, a structural equation is used for empirical analysis. The result indicates that entrepreneurship education does not have a significant influence on entrepreneurial intention; exploration innovation and exploitation innovation have a positive influence on entrepreneurial intention, and exploration innovation and exploitation innovation have a mediating effect on entrepreneurship education and entrepreneurial intention; government subsidies have a positive regulating effect on exploration innovation, exploitation innovation, and entrepreneurial intention. In this article, the application of the cognitive behavior theory in the field of entrepreneurship research is expanded to provide the theoretical basis for building the entrepreneurship education ecosystem, which is conductive to innovation and entrepreneurship to promote regional economic development. (shrink)

Recent research illustrates substantial gaps between entrepreneurial intentions and behavior. This is a challenge for entrepreneurship promotion interventions that have primarily focused on stimulating entrepreneurial intentions. However, extant literature suggests that implementation intentions enhance the likelihood of acting congruently to the behavioral intention. Furthermore, theory also suggests the condition effects of situations and the perceived control over them. We therefore hypothesized that implementation intentions mediate the relationship between entrepreneurial intention and action, while perceived family support moderates the (...) movement from implementation intention to entrepreneurial action. Using two-wave survey data from a sample of students at an African university, we measured two psychological attributes as important precursors of entrepreneurship and entrepreneurial intentions present before undertaking an innovations and entrepreneurship course. Implementation intentions regarding entrepreneurship, entrepreneurial actions, and perceived parental support for entrepreneurial activities were also measured 2 weeks after completion of the course. Our results demonstrate support for the proposed moderated double mediation model in which the effects of the two psychological attributes on entrepreneurial actions are explained via entrepreneurial intentions and implementation intentions. We further find moderation effects of perceived family support indicating that implementation intentions more likely predicted entrepreneurial actions in cases of higher family support. (shrink)

Recently, scholars have begun to shift focus toward the effectiveness of different teaching methods for entrepreneurship education. However, the establishment of a unified and clear standard for the division of entrepreneurship educational methods remains unfulfilled, affecting the accuracy of research conclusions. In the present study, for the first time, the aim was to divide the entrepreneurship educational method into the classroom teaching method and the extracurricular activity method from the perspective of competency level training. On the basis of the modified (...) planning behavior theory, the influence of entrepreneurship education on entrepreneurial intention was explored. In the present study, 514 college students of 14 universities in China were surveyed. The results reveal that the CTM and EAM had a direct positive bearing on EI, with indirect impact exerted by attitude toward entrepreneurship and perceived behavioral control. Although the direct effects of the two teaching methods were similar, EAM could effectively improve ATE and PBC, thereby resulting in a positive effect on EI to a greater extent. Further observations were made that the participation of research University students in CTM was significantly lower than that of applied University students, leading to lower EI. Additionally, higher EI could be attributed to the more active participation in EAM of male students than female students, while no significant difference was indicated between different majors in EI. The results are of significant reference value for promoting the reform of entrepreneurship education and improving the quality of entrepreneurship education in colleges and universities. (shrink)

Social entrepreneurship has received considerable recognition from universities in recent years. This study aimed to examine the mediating effect of the entrepreneurial social network on entrepreneurship education and social entrepreneurial intention of students at the university level. This study adopted a cross-sectional quantitative approach. A convenience sampling method was utilized to choose 392 students studying at the public and private universities in Chattogram, Bangladesh, who then completed a self-administered survey. The data were then analyzed through partial least (...) squares structural equation modeling. Results revealed a significant positive relationship between entrepreneurship education and students’ social entrepreneurial intention on the one hand and between entrepreneurship education and entrepreneurial social network on the other hand. It was also found that entrepreneurial social networks had a significantly positive link with students’ SEIs. Furthermore, the study found that entrepreneurial social networks significantly mediate the relationship between entrepreneurship education and students’ SEI. Based on these outcomes, it is suggested to pay attention to entrepreneurship education further and strengthen the entrepreneurial social network to enhance SEI among students. Research findings have provided valuable insights regarding how entrepreneurship education can significantly impact SEI and emphasize the importance of entrepreneurial social networks as a mediator in social entrepreneurship. This study aims to contribute to the relevant social entrepreneurial literature by providing insights on practical issues related to the role of the entrepreneurial social network at the entrepreneurship education level. (shrink)

As social entrepreneurial intention has received increasing attention from scholars and practitioners, no clear conclusions have been drawn regarding antecedent or external factors that influence social entrepreneurial intention. This study aims to develop a structural model to shape the social entrepreneurial intention of business administration students, which involves the theory of planned behavior, social capital, individual environmental responsibility, and individual absorptive capacity. Furthermore, this study regards potential absorptive capability as a multi-dimensional construct of a higher-order structure. The (...) participants were students from business administration colleges/universities in Taiwan. The empirical data from 969 participants were analyzed using Smart PLS 3.0 to obtain the results. The results revealed that: social capital had a significant positive effect on attitudes and subjective norms; attitudes, subjective norms, individual environmental responsibility, and realized absorptive capability had a positive effect on social entrepreneurial intention; however, social capital and potential absorptive capability had a negative effect. The results were discussed, and some specific recommendations for practitioners of business administration education were proposed. (shrink)

The interaction between environment and individual personality determines career. Over the past decades, the role of personality traits in explaining entrepreneurship cannot get much attention of researchers. To fill this gap, this study aims to investigate the effect of personality traits on the entrepreneurial intentions along with the mediating role of financial risk taking. Sample size consists of 500 students of business and management of different universities of Pakistan, out of which 466 useable questionnaires were collected and analyzed. The (...) results of the study are consistent with conventional wisdom as explored by past studies. In line with past studies and proposed hypothesis, we found that both extraversion and openness to experience have a positive association with FRT, whereas neuroticism, conscientiousness, and agreeableness have negative association with FRT. The results also revealed that there is positive association between FRT and EI; however, FRT did not mediate the relationship between agreeableness and EI. (shrink)

The psychological impact of the COVID-19 epidemic on college students is an important topic. With the entry of the post-epidemic era, how universities can better improve students’ psychological resilience in teaching is the research topic of this article. In the form of a questionnaire survey, some entrepreneurial college students investigated the loneliness and psychological resilience of college students after the outbreak of the epidemic and explored the role of self-efficacy in it. The data is collected online through cooperation with (...) an entrepreneurial event, and the participating students are asked for background information such as colleges, grade, and majors. After collecting this information, they answered a series of simplified scale questions about loneliness, self-efficacy, and psychological resilience. In the end, a total of 200 questionnaires from different universities were collected, and the structural equation model was used to explore the role of self-efficacy. The results show that: loneliness has a significant negative effect on Self-efficacy, β = -0.292, p < 0.001; Self-efficacy has a significant positive effect on psychological resilience, β = 0.556, p < 0.0 01; loneliness has a significant negative effect on psychological resilience, β = -0.244, p < 0.01. Self-Efficacy has a significant intermediate effect in loneliness and psychological resilience, with an effective value of -0.111 and p < 0.01. The results show that this exploratory survey finds it important to provide targeted personal self-efficacy improvement activities for college students with a strong sense of loneliness and to combine school and family education organically to help college students form a healthy and upward mentality to better cope with the unknown and troubles caused by the epidemic, which will help improve the psychological resilience of college students in the epidemic. (shrink)

The purpose of this study is to quantitatively analyze 34 independent papers collated from both domestic and international literature on the correlation between university entrepreneurial activities and college students’ entrepreneurial abilities by means of meta-regression analysis and to examine in detail the significant factors affecting the entrepreneurial competencies of university students. The study revealed a significant positive relationship between entrepreneurial activities in universities and university students’ entrepreneurial ability, and further explored the extent (...) to which each of the three types of entrepreneurial activities had an impact on college students’ entrepreneurial abilities. Then, the effects of different moderating variables on the relationship are further analyzed. The results show that the type of university, economic development, gender ratio, age structure, and time to publication all significantly moderate the degree of correlation between university entrepreneurial activities and college students’ entrepreneurial abilities. (shrink)

This study explored the direct and indirect influences of the entrepreneurial curriculum on entrepreneurial competencies, using the campus learning environment as a mediator. In this study, a survey questionnaire composed of 48 items was used to collect data on the entrepreneurial curriculum, entrepreneurial competencies, and campus learning environment from pre-service vocational teachers enrolled in six universities located in Hunan Province, China. The entrepreneurial curriculum has four components, namely, curriculum content, curriculum material, teaching strategies, and feedback (...) and assessment. Partial least squares structural equation modeling was used through SmartPLS 3.3.3 to measure the effects. The curriculum content has a direct, significant, and positive influence on entrepreneurial competencies. For the indirect influence, all four dimensions of the entrepreneurial curriculum influenced the campus learning environment, which, in turn, was positively associated with entrepreneurial competencies. The campus learning environment was therefore revealed to play a mediating role between the entrepreneurial curriculum and entrepreneurial competencies. The study explored that effective entrepreneurial curriculum delivery and campus learning environment are helpful for developing entrepreneurial competencies among the pre-service vocational teachers. Universities should take initiatives to update the entrepreneurial curriculum and create a conducive campus learning environment that brings a positive change to develop entrepreneurial competencies among their students. Moreover, practical implications and future research directions are also discussed in this article. (shrink)

In this study, we explore the psychological mechanisms underlying the relation between college students’ post-traumatic growth and their entrepreneurial intentions in the post-COVID-19 era. Using the post-traumatic growth, entrepreneurial self-efficacy, prosocial tendency, and entrepreneurial intention scales, we tested 690 valid samples of Chinese undergraduates. The results revealed that post-traumatic growth of college students in the post-COVID-19 era will have a significant and positive effect on their entrepreneurial intentions. Additionally, the results indicated that students’ entrepreneurial self-efficacy (...) and prosocial tendencies play a partial mediation role between post-traumatic growth and entrepreneurial intentions in the post-COVID-19 era and that there is a chain mediating effect between students’ entrepreneurial self-efficacy and prosocial tendencies. This study provides valuable insights into the influence of post-traumatic growth on entrepreneurial intentions among college students in the post-COVID-19 era and suggests that colleges and universities can improve students’ entrepreneurial intentions by adopting measures to foster their post-traumatic growth, entrepreneurial self-efficacy, and prosocial tendencies. (shrink)

This study explored the impact of financial literacy on potential entrepreneurs' intent in Saudi Arabia. It also examined saving behavior as a mediator in the relationship between financial literacy and entrepreneurial intention. The study's data were collected by an online questionnaire sent to a sample of 270 potential entrepreneurs at Abqaiq Applied College, affiliated with King Faisal University. Data analysis was done using partial least squares structural equation modeling. According to the findings, there is no direct relationship between (...) financial literacy and entrepreneurial intent. However, it has been reported that saving behavior can mediate between financial literacy and entrepreneurial intent. (shrink)

This paper studies the influence of entrepreneurial spirit on college students’ entrepreneurial ability and entrepreneurial values. Firstly, the impact of entrepreneurial psychology and entrepreneurial spirit on entrepreneurial values is analyzed. Secondly, the role of entrepreneurial values in Innovation and Entrepreneurship Education is analyzed and summarized under new media. Then, based on entrepreneurial psychology and entrepreneurial spirit, a Questionnaire Survey is designed to investigate the entrepreneurial values of students in one (...) class='Hi'>university in Shaanxi Province, China. The QS analysis suggests that most respondents hold a positive attitude, and their attitude is on the rise. The QS results of “Reasons for entrepreneurial failure” show that 40.37, 31.9, 25.98, and 11.75% of respondents think they lack financial support, business skills, ability, and understanding of policies and laws, respectively. The QS results of “What factors influence entrepreneurial values?” reveal that 39.43% of the respondents chose the “Models of successful entrepreneurs,” successful entrepreneur models can effectively encourage students to receive IEE, followed by 28.94% who choose “Achieve their own life goals.”. In terms of “Solutions against entrepreneurial risks,” nearly 70% of the students have chosen the negative options. In terms of “Which is the most important entrepreneurial quality?”, more students choose entrepreneurial values rather than entrepreneurial quality, proving that students generally lack entrepreneurial values. Given these problems, corresponding countermeasures are put forward to strengthen entrepreneurial psychology and IEE, in an attempt to cultivate college students’ entrepreneurial values and entrepreneurial ability under the new media. The results provide some data support for the impact of college students’ entrepreneurial values and entrepreneurial ability. (shrink)

The objectives were to deeply study the impact of new entrepreneurial spirit on the cultivation of entrepreneurial values and entrepreneurial ability of college students. First, the influencing factors of college students' entrepreneurial values were analyzed based on new media, entrepreneurial spirit, entrepreneurial values, and other related theories. Second, the corresponding questionnaire was designed and elaborated on the four aspects of college students' entrepreneurial values, namely, entrepreneurial competence, entrepreneurial risk, and entrepreneurial (...) ethics. Finally, the data results of the questionnaire were studied. The results show that in entrepreneurial values of college students, they believe that entrepreneurship is the most important for personal development, with an overall average of 3.86. In the point of view of entrepreneurial competence, they think that independent learning ability plays a significant role in entrepreneurship, with an average of 3.91. In the view of entrepreneurial ethics, they consider that the law is the most crucial during the entrepreneurial, with an average value of 4.35. It means that college students still have certain legal knowledge. After analyzing the results of the questionnaire on entrepreneurial factors, it is found that college students lack social experience and have a low ability to take risks. Meanwhile, entertainment is the first choice for college students on new media platforms, and the time of viewing is more than 5 h/day. Therefore, the influence of new entrepreneurial spirit is researched on the cultivation of entrepreneurial values and entrepreneurial ability of college students, which provides a new theoretical basis and optimization direction for entrepreneurial education in universities in the future. (shrink)

Entrepreneurship is a sustainable development tool that supports the alleviation of poverty and unemployment. Focusing on the promotion of entrepreneurial intention under the background of entrepreneurship education, this study used a structural equation model to examine the role of entrepreneurship policy, entrepreneurial practice, and entrepreneurial spirit on the EI of 384 college students from 22 universities in Guangdong Province. The test results show that there are significant positive correlations between EPo and EI; EPo and EPr; EPo and (...) ES; and EPr and EI. They also support the hypothesis that EPr enhances the positive effect that EPo has on EI. This study puts forth measures to improve EI and makes contributions to future research on EE. (shrink)

Scholars are the main force behind academic entrepreneurship. The method of how to stimulate scholars’ academic entrepreneurial intention and how to further promote social and economic development are important questions for the academic community. Research on the “net effect” of the factors affecting academic entrepreneurial intention has achieved some theoretical results. However, the results that affect academic entrepreneurial intention are complex and not influenced by a single factor, but rather by the interaction between various factors. Therefore, this (...) study used a fuzzy set qualitative comparative analysis research method to explore how various factors can affect scholars’ academic entrepreneurial intention from two dimensions: the Big Five personality traits and academic entrepreneurial motivation. Our findings showed two configurations that affect high academic entrepreneurial intention of university scholars: the openness to experience—ribbon—dominant path, and the ribbon—dominant path. Additionally, two configurations were revealed for the formation of not-high academic entrepreneurial intention: extraversion—conscientiousness—inhibition and extraversion—agreeableness—gold—hindrance paths. Moreover, this study revealed that a causal asymmetry exists between the high and the not-high academic entrepreneurial intention configurations. This study broadens the application of the fuzzy set qualitative comparative analysis method in the research of academic entrepreneurial intention and provides theoretical and practical insights for researchers and practitioners on how to effectively stimulate scholars’ academic entrepreneurial intention. (shrink)

Although entrepreneurial intention has been widely studied using cognitive models, we still lack entrepreneurial vocation and, therefore, lack disruptive innovations. Entrepreneurship scholars have some understanding of the reasons underlying this weakness, although there is much room for improvement in our learning concerning how to promote entrepreneurship among university students, especially in the transformed context of digital technologies. This paper focuses on the early stages of start-up, and in particular seeks to evaluate what role social and psychological factors (...) play in the development of entrepreneurial intentions. Drawing on network theory, we consider the impact of social networks on entrepreneurial intention. Specifically, we analyze the influence of two types of social networks: face-to-face and online social networks, with the latter proving especially important in digital transformations. In addition, based on affective congruency theory, we relate affect with entrepreneurial intention. Particularly, we evaluate the influence of positive and negative dispositional affectivity on the formation of entrepreneurial intentions. Finally, since affect and emotions can also be related with social relationships, we analyze whether dispositional affectivities influence entrepreneurial intention through the mediation effect of social networks. Using structural equation modeling, we confirm the impact of both online and face-to-face social networks, as well as positive dispositional affectivity on entrepreneurial intention for 589 higher education students in Spain. However, negative dispositional affectivity is not seen to influence entrepreneurial intention. Furthermore, both face-to-face and online social networks are influenced by positive dispositional affectivity. Moreover, these two types of networks can even partially mediate the relationship between positive dispositional affectivity and entrepreneurial intention. Positive dispositional affectivity can thus influence entrepreneurial intention in two different ways: directly and indirectly through both face-to-face and online social networks. This study provides further insights and adds to the literature on affect, social networks, and entrepreneurial intention. From a broader perspective, we also contribute to the literature on disruptive innovations by explaining how the development of entrepreneurial intentions would have positive consequences for university students vis-à-vis achieving these disruptive innovations. (shrink)

While studies of higher education institutions have a long-standing disciplinary as well as interdisciplinary tradition in the UK, USA, Australia and some European countries, in the Central and Eastern Europe region (CEE) (widely defined) scholarly occupation with these issues has been critically lacking. The book under review here aims to bridge this latent divide in the scholarship with a comprehensive view of academic enterprise in Europe, while focusing on the processes of establishing the entrepreneurial university in CEE.

Social entrepreneurship increasingly contributes to diversity in entrepreneurship. The different approaches to SE suggest a variety of antecedents which drive individuals' intention to become social entrepreneurs. While this variety of antecedents is insightful, it also creates a need for systemisation and prioritization. We address this need by introducing an integrative, multi-level framework for person-based antecedents of SE-intention. Based on this multi-level framework the antecedents are grouped on three theoretical levels which refer to an individual's personality, cognition, and entrepreneurial exposition. (...) When testing our framework with 499 South African University students we find support for the multi-level framework and its notion that antecedents from the diverse levels complement each other. Therefore, this study provides a structure for person-based antecedents of SE-intention and additionally points to future research which may extend the proposed framework. (shrink)

This is a comparison of graduate students attitudes in Spain and the United States on the issue of universal versus relativist ethics. The findings show agreement on fundamental universal values across cultures but differences in responses to behavioral ethics within the context of entrepreneurial dilemmas.

This paper elaborates a typology of universities in which each university is characteristically associated with diverse missions, different ways of producing knowledge and contrasting pedagogical configurations. Four university forms are identified, analysed and illustrated, namely the expert university, the non-elite university, the entrepreneurial university and the revolutionary university. It is suggested that the typology and the analysis of university forms offered here provide insight into the current positioning of universities in relation to (...) the wider world and have potential in prompting new forms of university for the twenty-first century. The paper further advances another possible university for the future, namely the complex university. The complex university is part of and respectful of diverse ecosystems. It creates new frameworks to understand the world and, in that way, supports social transformations. (shrink)

Entrepreneurial intention is an important condition for promoting substantive entrepreneurial behavior, which in turn alleviates employment pressure and promotes sustainable economic and social development. Based on national survey data of university students, descriptive statistical analysis of variables and binary logistic regression analysis were used to empirically analyze the factors influencing university students’ entrepreneurial intentions in five aspects, including innate endowment, acquired characteristics, entrepreneurship courses, and entrepreneurial practice, and social support. The regression results showed that (...) both the factors of innate endowment and acquired characteristics passed the significance test. The entrepreneurship course factor had a significant impact on entrepreneurial intention, with the mean value of the number of entrepreneurship courses hitting 1.80, which is much lower than the other subdivision factors, indicating that there is a greater demand for entrepreneurship courses offered by university students, while the actual situation is less than satisfactory. The entrepreneurial practice factor is also an important factor, with an overall mean of 3 or more, and has a significant impact on entrepreneurial intentions, but in comparison, the factor of having an off-campus practice base for entrepreneurial practice has the lowest mean score, which shows that there is some room for improvement in the construction of off-campus practice bases. The social support factor significantly influences the willingness to start a business, and the mean score for each factor is above the medium level. By understanding which students are more willing to start a business and which factors are more likely to influence their willingness to start a business, we can further consider what kind of entrepreneurial skills and entrepreneurship education can lead to high-quality entrepreneurship and employment. (shrink)