Chapters in the Life of an Entrepreneur: A Case Study

Bumpus, Minnette A.; Burton, Gerald Lee

doi:10.3200/joeb.83.5.302-308

Cited by 9 publications

(4 citation statements)

References 21 publications

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“…Although distinctive benefits arise from entrepreneurial enterprises, 56 per cent of new businesses fail to survive beyond their first three years in existence and 69 per cent fail by the end of their sixth year (US Small Business Administration Office of Advocacy, 2009). Given the high probability of failure, universities around the world have been challenged to spark the entrepreneurial spirit of their graduates, instilling in them the skill sets and abilities needed for dealing with risky and uncertain business environments (Bumpus and Burton, 2008;Tan and Ng, 2006). Because entrepreneurs are perceived to have a heightened readiness for change, possess a high level of self-confidence and creativity, and utilize innovative approaches to decision making and problem solving, entrepreneurship education programs (EEPs) provide a viable platform for economic growth and should be of utmost priority in curriculum development (Dickson et al, 2008;Shinnar et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Popular assignments include the creation of new products (Watkins et al, 2008), new business start-ups (Vincett and Farlow, 2008), case studies (Bumpus and Burton, 2008), written business plans (Delmar and Shane, 2003), computer-based simulations (Brawer, 1997), current business issue problem solving using newspaper articles, video clips, policy documents and company financial reports (Tan and Ng, 2006), and student consulting opportunities (Peltier et al, 1995). Entrepreneurial education at the university level has most commonly been housed in the management department (see for example, US News & World Reports, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing entrepreneurial marketing education: the student perspective

Peltier

Scovotti

2010

Journal of Small Business and Enterprise Development

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Purpose -This paper aims to report the findings of a large-scale multinational study of students in a marketing organization that investigates the need to expand entrepreneurship education in the marketing curriculum. Key questions include what is the entrepreneurial mindset of students interested in marketing, what do they think they need to know, should they some day decide to pursue entrepreneurial opportunities, and how satisfied are they with their current exposure to entrepreneurial marketing experiences? Design/methodology/approach -Via e-mail, a major international collegiate marketing association headquartered in the USA sent the online questionnaire to a random sample of 4,300 students. Content areas included entrepreneurial mindset, desired entrepreneurial marketing learning and experiential activities, and demographics. A total of 605 students participated in the study. Findings -The findings show that there is a large segment of marketing students who desire to be an entrepreneur and feel strongly about entrepreneurial education. Exposure to entrepreneurial marketing tools, experiential learning activities, and networking opportunities were deemed to be especially important.Research limitations/implications -The study focused on students in marketing organizations. Additional research is needed at the course level. Practical implications -The findings suggest that entrepreneurial marketing education is needed in the business curriculum. Training in entrepreneurial marketing will better prepare students interested in being an entrepreneur or small business owner. Originality/value -Entrepreneurial marketing has received little attention in the business education literature. The study is the first of its kind to study entrepreneurial marketing curriculum needs from the perspective of students in a nearly 11,000 strong international marketing organization.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancing entrepreneurial marketing education: the student perspective

Peltier

Scovotti

2010

Journal of Small Business and Enterprise Development

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“…European policy has also stressed the need for entrepreneurial education and university engagement in the drive for economic growth (European Commission, 2006 and. As a result universities have been challenged to deliver inspiring and enriched entrepreneurial programmes, instilling in them the necessary skill sets and abilities required for dealing with uncertain business environments,, (Bumpus and Burton, 2008;Tan and Ng, 2006;Matlay,2011). Entrepreneurship through education was seen by many policy and strategy leaders as a positive venture, however the growth in the early 2000s did not appear to be co-ordinated or have a consistent approach with most curriculum-based programmes being offered through Business Schools (NCGE, 2008;McKeown et al, 2006;Matlay, 2005;ISBA, 2004; see also Brush et al, 2003 for provision in the US).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Education: Reflexive Approaches to Entrepreneurial Learning in Practice

Higgins

Smith

Mirza

2013

The Journal of Entrepreneurship

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Even though entrepreneurial education is quite a new phenomenon in higher education, as a field of inquiry it is one of the most rapidly growing areas of research However there is a wide spread consensus that traditional pedagogical methods of learning alone are insufficient to adequately develop entrepreneurs to deal with the complexities of running and creating innovating business opportunities. There is a wide spread consensus that traditional pedagogical "instructional methods" alone are insufficient to adequately develop entrepreneurs to deal with the complexities of running and creating business opportunities. As a consequence there is a growing need to cultivate innovative ways of thinking and new modes of pedagogy to fully enhance and develop entrepreneurial approaches to education and learning. It is argued that traditional approaches to entrepreneurial education tend to ignore, and not address, the ambiguities and uncertainties which surround the entrepreneurial process. The historical pre-occupation with an individualistic approach to entrepreneurial learning has continued to marginalise and de-value the broader social context in which the entrepreneur functions, (Goss, 2005). Current writing on entrepreneurial learning has shifted attention towards "learning for" as opposed to "learning about" entrepreneurship. The authors adopt a social constructionist perspective which draws recognition to the importance of inter-subjective knowledge exchange as a means of developing entrepreneurial learning. While there are numerous approaches to a social constructionist paradigm, the critical features of the perspective provide the manner by which "we" come to experience the social world. The approach suggests towards developing a pedagogical approach which explores the social processes that constitute entrepreneurial undertakings and thus shifts the focus away from the traditional positivist approaches to entrepreneurial learning. The paper seeks to contribute to a growing need to cultivate innovating ways of thinking, diverse skills and new modes of behaviour to fully enhance and develop entrepreneurial approaches to education. The paper sets out to address this problem by examining the role reflexivity can play in entrepreneurial education, as a method of critiquing what it means to practice as an entrepreneur.

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“…Ample studies are also available in the area of small and medium-sized businesses (Kirby, 2004;Chowdhury, 2007;Coy et al ., 2007;Boohene, Sheridan and Kotey, 2008;Bumpus and Burton, 2008;Mboko and SmithHunter, 2009), even its small branches such as copreneurship (Cole and Johnson, 2007) or business ventures established and/or run by migrants in developed countries (Altinay and Altinay, 2008;Shinnar and Young, 2008;Rahman, 2012). However, research in the areas of migrant remittance supported business ventures in labour sending developing countries is rare.…”

Section: Notes Introductionmentioning

confidence: 92%

The Political Economy of South Asian Diaspora

Pillai¹

2013

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The global political economy is in flux as a series of cumulative crises impacts its organization and governance. The IPE series has tracked its development in both analysis and structure over the last three decades. It has always had a concentration on the global South. Now the South increasingly challenges the North as the centre of development, also reflected in a growing number of submissions and publications on indebted Eurozone economies in Southern Europe.An indispensable resource for scholars and researchers, the series examines a variety of capitalisms and connections by focusing on emerging economies, companies and sectors, debates and policies. It informs diverse policy communities as the established trans-Atlantic North declines and 'the rest', especially the BRICS, rise.

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Chapters in the Life of an Entrepreneur: A Case Study

Cited by 9 publications

References 21 publications

Enhancing entrepreneurial marketing education: the student perspective

Enhancing entrepreneurial marketing education: the student perspective

Entrepreneurial Education: Reflexive Approaches to Entrepreneurial Learning in Practice

The Political Economy of South Asian Diaspora

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