Purpose The purpose of this paper is to understand the role of entrepreneurial intention in promoting women entrepreneurship in Indian micro, small and medium enterprises (MSMEs). This study seeks to clarify the construct of entrepreneurial intention and then reports the validation of the entrepreneurial intention instrument. Design/methodology/approach An instrument has been designed and administered on a sample of 103 respondents across India from women entrepreneurs to understand the entrepreneurial intention by using cluster and snowball sampling. The data has been streamlined and then analyzed using descriptive analysis for validity and reliability checks. Findings This research was aimed to determine the constructs of entrepreneurial intention. Through data analysis, it has been observed that the reliability coefficients reveal the adequacy of the sample. The Cronbach’s alpha values for all the items in the instrument were found to be greater than or equal to 0.6. Strong correlations were also found between direct and indirect measures of entrepreneurial intention and hence confirmed that all the measures in the instrument were well constructed. Analysis has also explained the relationship between various constructs of entrepreneurial intention by using Pearson’s correlation coefficients. Strong and positive values of correlation explain the existence of the convergent and discriminant validity of the instrument. Research limitations/implications The research results obtained from the analysis of reliability and validity tests not only provides the establishment of the relationship among the various constructs but also suggests that the model provides a promising potential to measure entrepreneurial intention. This study will contribute to new knowledge of the conditions of women entrepreneurship from different perspectives by developing and validating an analytic model for promoting the women entrepreneurship in MSMEs of India. Practical implications From a government perspective, this model will help in designing training programmes for promoting women entrepreneurship in India. The obtained result also brings significant implications for practice as well as raises a broad future direction for other researchers Originality/value Extended SCCT model has recently suggested an inclusive framework of factors affecting the entrepreneurial intention, there is not much attempt made in research using this theory as background for predicting intention in the context of women entrepreneurship. This paper attempts to fill this gap by formulating a conceptual model for measuring entrepreneurial intention among women entrepreneurs by integrating and adapting the constructs of extended social cognitive career theory model and entrepreneurial potential model.
This paper focuses on exploring various barriers towards practicing women entrepreneurship and the interrelationships amongst them through Interpretive Structural Modeling Methodology (ISM). Results suggest that Lack of motivation (LM), Lack of education & training (LET), Lack of infrastructure (LI), Negative attitude of society (NAS), Lack of knowledge and awareness (LKA), Market issues (MI)falls under high dependence and low to medium driving power are dependent criteria whereas Family problems (FP), Absence of societal concerns (ASC), Financial concerns (FC), Geographical factors (GF), Political factors (PF), Peer group factor (PGF) have low dependence but high driving power and hence they are drivers .
Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.
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