Entrepreneurship Education: Attitudes Across Campus

Shinnar, Rachel S.; Pruett, Mark; Toney, Bryan

doi:10.3200/joeb.84.3.151-159

Cited by 157 publications

(136 citation statements)

References 5 publications

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“…As argued by Lee and Wong (2003), an individual's positive attitude towards entrepreneurship education promotes business start-up. Previous studies have shown that entrepreneurial intent is directly affected by perceived barriers and support factors (Luthje & Franke, 2003;Akpomi, 2008;Shinnar, 2009). The above findings were supported by Wang and Wong (2004) who found that inadequate business knowledge and perceived risks are deterrent to entrepreneurial intent.…”

Section: Discussionsupporting

confidence: 77%

“…Kristiansen and Nurul Indarti (2004) in a study of entrepreneurial intention among Indonesian and Norwegian students found that age, gender and educational background had no significant impact on entrepreneurial intention. Another study by Shinnar (2009) showed that there were no significant differences between male and female students regarding interest in entrepreneurship. Shay and Terjensen (2005) however found that males had higher aspirations than females to start their own businesses.…”

Section: Demographic Factors Personality Traits and Entrepreneurial mentioning

confidence: 99%

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Students' Entrepreneurial Inclination at a Malaysian Polytechnic: A Preliminary Investigation

Yasin¹,

Mahmood²,

Jaafar³

2011

IES

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This paper reports preliminary results of an ongoing project to examine students' inclination towards entrepreneurship at a Malaysian polytechnic. The study used a self-administered questionnaire to explore the influence of entrepreneurial intent, perceived behavioral control, self-efficacy, perceived barriers, perceived support factors and attitude towards entrepreneurship in technical and non-technical student samples. Findings of this study revealed that non-technical students were more inclined to become entrepreneurs and drop out of their studies should business opportunities arise. They also perceived to having sufficient knowledge to become entrepreneurs as compared to their technical counterparts. Technical students indicated their unwillingness to become entrepreneurs immediately after completing their studies and perceived difficulties in getting financial aid to start a business. These preliminary results could be helpful in examining the effectiveness of the present entrepreneurship syllabus and its teaching approaches.

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Section: Discussionsupporting

confidence: 77%

Section: Demographic Factors Personality Traits and Entrepreneurial mentioning

confidence: 99%

Students' Entrepreneurial Inclination at a Malaysian Polytechnic: A Preliminary Investigation

Yasin¹,

Mahmood²,

Jaafar³

2011

IES

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“…(Krueger et al, 2000; Autio et al, 2001; Kirby, 2005; Liñan and Chen, 2009;Nabi et al, 2006;Nabi and Holden, 2008;Fayolle et al, 2006; Cranmer, 2006: Pittaway andCope, 2007; Buckland, 2009;De Silva, 2015). Taking into account the importance of entrepreneurship in the economy (Acs and Szerb, 2007), universities devote considerable effort to developing both curricular and extracurricular activities to encourage entrepreneurial intention in their students (Fayolle et al, 2006;Shinnar et al, 2009;Souitaris et al, 2007;Wilson et al, 2007;Davey et al, 2010;Ertuna and Gurel, 2011;Thomas et al, 2014).In recent years, academicians have developed a growing interest in the effectiveness of those efforts on entrepreneurship initiative (Kirby, 2005;Fayolle et al, 2006;Shinnar et al, 2009; Souitaris et al, 2009; Markman et al, 2002; Boissin et al, 2009a, b). The results of such research have produced numerous studies on education in entrepreneurship (Alexei and Kolvereid, 1999;Karanja et al, 2012;Shinnar et al, 2009; Soutaris et al, 2007; Liñan and Chen, 2009;Venciana et al, 2005;Peterman and Kennedy, 2003), but these tend to be limited and contradictory (Collins et al, 2004;Guerrero et al, 2008;Gurel et al, 2010;Thompson et al, 2010;Wu and Wu, 2008).…”

mentioning

confidence: 99%

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Arranz

Ubierna²,

Arroyabe

et al. 2016

Studies in Higher Education

136

137

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This paper examines the effect of curricular and extracurricular activities on the entrepreneurial motivation and competences of university students. In order to address these issues, we have used Azjen's (1991Azjen's ( , 2002 INTRODUCTIONThe importance of universities in the task of orienting graduates to develop their entrepreneurial intention has been stressed by numerous researchers. Over the years researchers have tried to provide an answer to these questions: What, How and When to teach at universities in order to foment entrepreneurial initiative? (Krueger et al., 2000; Autio et al., 2001; Kirby, 2005; Liñan and Chen, 2009;Nabi et al., 2006;Nabi and Holden, 2008;Fayolle et al., 2006; Cranmer, 2006: Pittaway andCope, 2007; Buckland, 2009;De Silva, 2015). Taking into account the importance of entrepreneurship in the economy (Acs and Szerb, 2007), universities devote considerable effort to developing both curricular and extracurricular activities to encourage entrepreneurial intention in their students (Fayolle et al., 2006;Shinnar et al., 2009;Souitaris et al., 2007;Wilson et al., 2007;Davey et al., 2010;Ertuna and Gurel, 2011;Thomas et al., 2014).In recent years, academicians have developed a growing interest in the effectiveness of those efforts on entrepreneurship initiative (Kirby, 2005;Fayolle et al., 2006;Shinnar et al., 2009; Souitaris et al., 2009; Markman et al., 2002; Boissin et al., 2009a, b). The results of such research have produced numerous studies on education in entrepreneurship (Alexei and Kolvereid, 1999;Karanja et al., 2012;Shinnar et al., 2009; Soutaris et al., 2007; Liñan and Chen, 2009;Venciana et al., 2005;Peterman and Kennedy, 2003), but these tend to be limited and contradictory (Collins et al., 2004;Guerrero et al., 2008;Gurel et al., 2010;Thompson et al., 2010;Wu and Wu, 2008). While some researchers complain that formal education reduces the individual's desire for entrepreneurship (e.g., Shapero and Sokol, 1982; Collins et al., 2004), others consider that education increases the individual's entrepreneurship motivation (e.g., Davidsson, 1995; Boissin et al., 2009a). This controversy was the starting point of some studies whose aim was to explain the effectiveness of university education in entrepreneurial motivation.Following the Global Entrepreneurship Monitor, Acs et al., (2005) point out that some of the actions developed by universities were not channelled correctly. In this way, Laukkanen (2000) and Kirby (2005) regarding the application of educational models designed to develop entrepreneurship intention, no model has been consolidated yet, and the lack of this general model means that university attempts to develop entrepreneurial initiative lack effectiveness. In spite of these efforts, the controversy continues, with this research question being a major debate issue: the role that university should play in developing and fomenting university students' entrepreneurship motivation.Our work tries to shed light on this question. Based on the issues raised above,...

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“…The barrier is also identified by tertiary students in various researches, in the form of lack of initial capital, funding difficulty etc. (Birdthistle, 2008;Franke & Lüthje, 2004;Ledyaeva et al, 2008;Shinnar et al, 2009;Shinnar et al, 2012;Smith & Beasley, 2011). The perception of financial barriers is slightly differentiated between genders (Ribeiro et al, 2014) and between different levels of development (Giacomin et al ,2011).…”

Section: External Factorsmentioning

confidence: 99%

“…Lack of such capacities acts as a serious barrier towards the choice of an entrepreneurial career and a business startup (Birdthistle,2008;Robertson et al, 2003;Shinnar et al, 2009). Entrepreneurial education on the other hand, has a positive effect on the perception of barriers to entrepreneurship (Miller et al, 2009).…”

Section: Internal Factorsmentioning

confidence: 99%