Exploring start-up event sequences

Carter, Nancy M.; Gartner, William B.; Reynolds, Paul D.

doi:10.1016/0883-9026(95)00129-8

Cited by 663 publications

(395 citation statements)

References 6 publications

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“…Second, we distinguish between nascent entrepreneurship and the establishment of a new business. A nascent entrepreneur can be described as a person who has taken first steps towards setting up a business which is not operating yet (Carter et al, 1996). However, not every effort to start a new business will result in a new venture (Brixy, Sternberg, & Stüber, 2012).…”

Section: The Process Dimension Of Students' Business Creationmentioning

confidence: 99%

“…We distinguish between students who have taken first steps towards founding a business, i.e. nascent entrepreneurs, and students who are already running a new business, thereby considering two important stages of the entrepreneurial process (Carter, Gartner, & Reynolds, 1996). We also distinguish between ventures based on business ideas from students' studies or research, i.e.…”

Section: Introductionmentioning

confidence: 99%

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What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups

2016

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Abstract:Student start-ups are a significant part of overall university entrepreneurship. Yet, we know little about the determinants of this type of start-ups and, specifically, the relevance of context effects. Drawing on organizational and regional context literature, we develop and test a model that aims to explain student entrepreneurship in a contextual perspective. Based on unique micro data and using multi-level techniques, we analyse nascent and new entrepreneurial activities of business and economics students at 41 European universities. Our analysis reveals that individual and contextual determinants influence students' propensity to start a business. While peoples' individual characteristics are most important, the organizational and regional contexts also play a role and have a differentiated effect, depending on the source of the venture idea and the stage of its development. Organisational characteristics, like the prevalence of fellow students who have attended entrepreneurship education, influence whether students take action to start a new firm (nascent entrepreneurship) but do not seem to support the actual establishment of a new firm. In contrast, the latter is less dependent on the university context but more strongly influenced by regional characteristics. Overall, our study contributes to our understanding of the emergence of start-ups in the organizational context of universities and has implications for initiatives and programs that aim at encouraging students to become entrepreneurs.

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Section: The Process Dimension Of Students' Business Creationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups

2016

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“…Even though there is no agreement on the entrepreneurial process, there is empirical evidence that entrepreneurs actually engage in a process which, by virtue of the activities performed and the outcomes achieved, changes over time. The Panel Study of Entrepreneurial Dynamics (PSED) and the Global Entrepreneurship Monitor (GEM) provide some empirically tested entrepreneurship phases (Carter, Gartner & Reynolds 1996;Herrington & Kew 2017). The entrepreneurship phase is determined by the number of years that a business venture has been in existence and has paid salary, wages and any other payment to the owners (Herrington & Kew 2017).…”

Section: Literature Review Entrepreneurship Phasesmentioning

confidence: 99%

Human capital investments as sources of skills: An analysis at different entrepreneurship phases

Mamabolo

Myres

Kele

2017

SAJESBM

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Background: Entrepreneurs need entrepreneurial skills to run their businesses. Skills can come from various sources, and the usage of the sources of skills can vary according to the different entrepreneurship phases.Aim: Adopting a human capital theory perspective, this study determined the specific human capital investments as sources of skills needed by entrepreneurs across the different entrepreneurship phases. The sources of skills included work experience, formal education, entrepreneurship education and entrepreneurship experience.Setting: Entrepreneurs at the different entrepreneurship phases which are nascent (entrepreneurs with ventures less than 3 months in existence), new business (entrepreneurs with ventures with more than 3 months but less than 3.5 years in existence) and established business (entrepreneurs with ventures more than 3.5 years in existence).Method: The study employed a survey research design. An online questionnaire was used to collect the data.Results: The results show that the sources of skills are used differently across the entrepreneurship phases. As entrepreneurs start businesses, in the nascent phase, the use of human capital investments (especially formal education) as a source of skills declines, thus creating a need to acquire more entrepreneurship-specific investments. In addition to acquiring skills from human capital investments, entrepreneurs learn skills from people in their social networks and self-taught skills which are used differently across the different entrepreneurship phases.Conclusion: The findings indicate that the human capital investments are dynamic and change over time as the entrepreneurship phases unfold. Because there are different sources of skills for each entrepreneurship phase, entrepreneurs need to be treated according to their phases.

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“…However, we know from longitudinal studies that follow nascent entrepreneurs -i.e. individuals who take steps to create a venture such as looking for equipment or a location, organizing a start-up team, preparing a business plan, or beginning to save money (Carter, Gartner, and Reynolds, 1996) that as much as half of these efforts do not result in the creation of an operational enterprise.…”

Section: The Entrepreneurial Processmentioning

confidence: 99%

Moving on from nascent entrepreneurship: measuring cross-national differences in the transition to new business ownership

Bergmann

Stephan

2012

Small Bus Econ

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Nascent entrepreneurship (NE) and new business ownership (NBO) are subsequent stages in the entrepreneurial process. We illustrate how information from the largest internationally harmonized data base on entrepreneurship, the Global Entrepreneurship Monitor (GEM) project, can be used to approximate the entrepreneurial process. We make a methodological contribution by computing the ratio of NBO to NE in a way that it reflects the transition from nascent to new business ownership and provides cross-nationally comparable information on the efficiency of the entrepreneurial process for 48 countries. We report evidence for the validity of the transition ratio by benchmarking it against transition rates obtained from longitudinal studies and by correlating it with commonly used entrepreneurship indicators and macro-level economic indices. The transition ratio enables future cross-national research on the entrepreneurial process by providing a reliable and valid indicator for one key transition in this process.

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Exploring start-up event sequences

Cited by 663 publications

References 6 publications

What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups

What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups

Human capital investments as sources of skills: An analysis at different entrepreneurship phases

Moving on from nascent entrepreneurship: measuring cross-national differences in the transition to new business ownership

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