Influencing entrepreneurial intent for new technology intrapreneurs and entrepreneurs in a university environment

Hallam, Cory R. A.; Leffel, Anita; Womack, David

doi:10.1109/picmet.2008.4599682

Cited by 5 publications

(4 citation statements)

References 34 publications

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“…Luthje and Franke 19 conducted a study on undergraduate students majoring in engineering, and found a direct influence of perceived barriers and perceived support on entrepreneurial intention as two of the environmental factors. Hallam, Leffel and Womack 20 reported that entrepreneurial education such as a presentation of successful cases or lectures from an entrepreneur could raise the level of perceived feasibility to lead to a positive impact on entrepreneurial intention.…”

Section: Dovepressmentioning

confidence: 99%

Predictors of Entrepreneurial Intention of Nursing Students Based on Theory of Planned Behavior

Lim¹,

Kim²,

Kim³

2021

JMDH

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Purpose The theory of planned behavior has previously been applied as a theoretical framework for improving entrepreneurial intention in nurses. Our study aimed to draw major variables from these studies and establish a structural equation model that defines predictors explaining nursing entrepreneurial intention. Participants and Methods Participants included 252 nursing students from four nursing colleges in urban cities of South Korea. The structural equation model was constructed using six variables. Entrepreneurial-personal attitude, entrepreneurial-subjective norm, and entrepreneurial-perceived behavioral control from the theory of planned behavior model were used as exogenous variables, and entrepreneurial education demand, entrepreneurial self-efficacy, and entrepreneurial intention were used as endogenous variables. The data were analyzed using the SAS and LISREL programs. Results Entrepreneurial perceived behavioral control, entrepreneurial education demand, and entrepreneurial self-efficacy directly affected entrepreneurial intention, whereas entrepreneurial personal attitude and entrepreneurial subjective norm had indirect effects. The explanatory power of the modified model for entrepreneurial intention was 76.0%. These results suggested that expanding entrepreneurial education opportunities and developing interventions for enhancing entrepreneurial self-efficacy are necessary to improve entrepreneurial intention in nursing students. Conclusion The results of this study will be used as basic data for developing curriculums and intervention programs to increase entrepreneurial intention in nursing students. To do this, we suggest that new pedagogies involving entrepreneurial project-based classes, business idea contests, and research and technology are useful tools to facilitate the next step of practical entrepreneurial preparation. Furthermore, an entrepreneurship-oriented culture needs to be fostered and include entrepreneur mentoring, team building, cooperative communication techniques, funding support, and a college-level support system.

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Section: Dovepressmentioning

confidence: 99%

Predictors of Entrepreneurial Intention of Nursing Students Based on Theory of Planned Behavior

Lim¹,

Kim²,

Kim³

2021

JMDH

View full text Add to dashboard Cite

show abstract

“…Intrapreneurship education, as described in the literature, is about "developing and implementing novel solutions to organisational problems often in a bottom-up way" (Probst et al, 2013, p. 25). Studies such as Hallam et al (2008) and Kansikas and Murphy (2010) discuss organisational prerequisites, students' perceptions and approaches to teaching intrapreneurial skills. Heriot et al's (2008) study, which used student consulting projects as the basis for an active learning pedagogy for problem solving, is an example of how a particular course was designed to develop students as agents of organisational change.…”

Section: Education For Social Innovation and Social Impactmentioning

confidence: 99%

Embedding social innovation and social impact across the disciplines

Rivers

Armellini

Nie

2015

Higher Education, Skills and Work-Based Learning

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Purpose-This paper proposes an attributes framework for embedding "Changemaker"-a university initiative for promoting social innovation and social impact-across the disciplines at the University of Northampton. Design/methodology/approach-The study is based on the authors' (2014) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: 1) Changemaker as institutional strategy; 2) Changemaker as critical thinking, perspective shifting and problem solving; 3) Changemaker as employability; 4) Changemaker as social betterment and 5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories. Findings-Findings from this literature review inform a taxonomy of Changemaker attributes, which offers a catalogue of skills and behaviours associated with the five conceptions of Changemaker. Research limitations/implications-The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications-The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration toward innovative teaching practice. Originality/value-The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum.

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“…Studies such as Hallam et al (2008), Kansikas and Murphy (2010) and Probst et al (2013) discuss organisational prerequisites, students' perceptions and approaches to teaching intrepreneurial skills. However, each of these studies addresses a particular cohort of students enroled on a particular course.…”

Section: Pedagogy and Social Innovationmentioning

confidence: 99%

University teachers’ conceptions of “Changemaker”

Rivers

Nie

Armellini

2015

Education + Training

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2015),"The association between learning styles and perception of teaching quality", Education + Training, Vol. 57 Iss 5 pp. 575-587 http://dx.Access to this document was granted through an Emerald subscription provided by emeraldsrm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to report on a study aimed at understanding the different conceptions that University of Northampton teachers hold of "Changemaker", an institutional initiative to develop capacities for social innovation. Design/methodology/approach -The study took a phenomenographic approach to identify a small number of qualitatively different conceptions of Changemaker among teaching staff. Face-to-face, phenomenographic interviews were carried out with 30 teachers across the university. Transcript data were analysed using thematic inductive analysis. Findings -Five different conceptions of Changemaker were found: Changemaker as university strategy; Changemaker as critical thinking, perspective shifting and problem solving; Changemaker as employability; Changemaker as social betterment; and Changemaker as personal transformation.Research limitations/implications -The outcome space of conceptions represents the beliefs of teaching staff at the University of Northampton. The approach to research and plans for the practical application of findings may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications -The findings from this study will inform the next phase of the project, which involves the development of a skills/attributes/behaviours matrix for social innovation education. Social implications -An initiative, such as Changemaker, works to enhance the capacities of university students to work as agents of positive social change. By building a research programme around this initiative, the findings from this work can be disseminated and used by other higher education institutions. Originality/value -The findings of this study will address the absence of literature on teachers' conceptions of phenomena related to social innovation, social entrepreneurship and intrepreneurship. Understanding teachers' beliefs of such phenom...

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Influencing entrepreneurial intent for new technology intrapreneurs and entrepreneurs in a university environment

Cited by 5 publications

References 34 publications

Predictors of Entrepreneurial Intention of Nursing Students Based on Theory of Planned Behavior

Predictors of Entrepreneurial Intention of Nursing Students Based on Theory of Planned Behavior

Embedding social innovation and social impact across the disciplines

University teachers’ conceptions of “Changemaker”

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