Interdisciplinary Dimensions in Entrepreneurship

Levenburg, Nancy M.; Lane, Paul; Schwarz, Thomas

doi:10.3200/joeb.81.5.275-281

Cited by 49 publications

(27 citation statements)

References 13 publications

(12 reference statements)

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“…Si bien tal línea de trabajo supone una primera aproximación a los intereses empresariales de los universitarios, la iniciativa emprendedora requiere, por lo general, de habilidades más complejas de las requeridas para la organización y gestión empresarial (Gibb, 1983;Hynes, 1996;Levenburg, Lane, Schwarz y Rapids, 2006;McMullan y Long, 1987;Sexton y Bowman, 1984), precisándose de estudios focalizados en el refinamiento teórico y metodológico del constructo. En base a dicho propósito y de acuerdo a los postulados de Lent et al (1994), en este trabajo proponemos las siguientes hipótesis:…”

Section: Intereses Intenciones Y Conductas Emprendedoras Tempranasunclassified

Un modelo social cognitivo de intenciones emprendedoras en estudiantes universitarios

2015

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Resumen: Este trabajo analiza las limitaciones de la literatura previa sobre intenciones emprendedoras de estudiantes universitarios y propone un modelo de elección de carreras emprendedoras basado en la Teoría Social Cognitiva de Carrera (TSCC) de Lent, Brown y Hackett (1994, 2000. Particularmente, el estudio hipotetiza una relación secuencial directa entre intereses vocacionales, intenciones y conductas emprendedoras, desencadenada a su vez por las creencias de autoeficacia y expectativas de resultados extrínsecos e intrínsecos atribuidos a la creación de empresas. En la puesta a prueba del modelo, se describe un estudio realizado con 400 estudiantes universitarios de distintas áreas de conocimiento. Los resultados del trabajo, obtenidos mediante la técnica PLS (Partial Least Squares), confirman una relación positiva entre intereses, intenciones y conductas emprendedoras tempranas y erigen la autoeficacia emprendedora como el principal desencadenante de dicha secuencia de metas. Por su parte, las expectativas de resultados intrínsecos se asocian con los intereses vocacionales por la creación de empresas mientras que las recompensas esperadas a nivel extrínseco no influyen en el modelo. Los resultados tienen importantes implicaciones para el diseño de programas de apoyo a la iniciativa emprendedora en entornos universitarios. Palabras clave: Iniciativa emprendedora; intención emprendedora; Teoría Social Cognitiva de Carrera (TSCC); elección de carrera; autoeficacia emprendedora; estudiantes universitarios; ecuaciones estructurales.Title: A social cognitive model of entrepreneurial intentions in university students. Abstract: This work analyzes the limitations of previous literature on entrepreneurial intentions of university students and proposes a model of entrepreneurial career choice based on Social Cognitive Career Theory (SCCT) by Hackett (1994, 2000). Particularly, the study hypothesizes a sequential direct path between entrepreneurial vocational interests, intentions and nascent behaviors, which in turn would be triggered by the beliefs of self-efficacy and outcome expectations attributed to business start-up at both extrinsic and intrinsic levels. To test the hypotheses of the model, an empirical study carried out with 400 university students within different knowledge areas is described. The results obtained, using the PLS (Partial Least Squares) technique, confirm a positive direct link between entrepreneurial interests, intentions and nascent behaviors, while perceived entrepreneurial self-efficacy predicts such goal sequence. Otherwise, intrinsic outcome expectations are related to vocational interest in business startup, whereas expected extrinsic rewards do not play any important role in the model. These findings have important implications for the design of entrepreneurship support programs in university environments.

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Section: Intereses Intenciones Y Conductas Emprendedoras Tempranasunclassified

Un modelo social cognitivo de intenciones emprendedoras en estudiantes universitarios

2015

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“…Interdisciplinary curricula and programs are also highly valued across both fields. For instance, entrepreneurship curricula are commonly offered to both business and non-business students by academic departments located within and outside of business colleges (Kuratko, 2005;Levenburg, Lane, & Schwarz, 2006). Leadership education is also highly diverse and widely dispersed across the instructional domains of higher education (Huber, 2002).…”

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confidence: 99%

Interdiciplinary Entrepreneurial Leadership Eduction and the Development of Agricultural Innovators

Mars¹

2015

JAE

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This article qualitatively explores the potential of entrepreneurial leadership curricula to encourage interdisciplinary interest in agricultural issues and prompt diverse student engagement in agricultural leadership and innovation. The study focuses specifically on the activities and perspectives of 15 undergraduate students who completed an interdisciplinary entrepreneurial leadership course offered at a large land grant university located in the Southwestern region of the United States. The student participants, who worked in teams of two to three to develop innovative solutions to current agricultural challenges, represented 15 different fields of study-12 of which were outside of the disciplinary scope of agriculture. The potential implications of expanding agricultural leadership education beyond the disciplinary boundaries of the agricultural fields through entrepreneurial leadership curricula are considered. Particular attention is given to the likely implications of interdisciplinary learning on the development of a diverse entrepreneurial workforce that is motivated and equipped to lead in the initiation and implementation of agricultural innovation. The insights generated by the study illuminate the potential benefits associated with the development of interdisciplinary agricultural leadership curricula that supports the training and development of entrepreneurial leaders who can effectively forge and advance agricultural innovation.

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“…Entrepreneurship has been widely studied through management, economics, political science and psychology frameworks (for example, Baron and Shane, 2005;Levenburg, Lane and Schwarz, 2006). Despite this increasing interest in entrepreneurship research and its recognized importance in modern societies, there are still limited explanations regarding some aspects of its cognitive and behavioural processes.…”

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confidence: 99%

Cognitive Maps in Early Entrepreneurship Stages

Santos¹,

Curral²,

Caetano³

2010

The International Journal of Entrepreneurship and Innovation

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The purpose of this research is to contribute to the explanation of cognitive maps during early entrepreneurship stages. Three groups were selected to represent different developmental states in early entrepreneurship. Individual interviews were conducted, the data were computer content analysed and cognitive maps were extracted. The results show that entrepreneurship experience develops the structure of cognitive maps, increasing clarity, richness and experience-based features. The originality of the research resides in the inclusion of entrepreneurial motivation in business opportunity recognition and the decision to launch a venture model. Through a cross-sectional design, a temporal perspective is captured by including different entrepreneurship stages.

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Interdisciplinary Dimensions in Entrepreneurship

Cited by 49 publications

References 13 publications

Un modelo social cognitivo de intenciones emprendedoras en estudiantes universitarios

Un modelo social cognitivo de intenciones emprendedoras en estudiantes universitarios

Interdiciplinary Entrepreneurial Leadership Eduction and the Development of Agricultural Innovators

Cognitive Maps in Early Entrepreneurship Stages

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