Technology Nascent Entrepreneur Experiences of Start-up Competition Participation

Watson, Kayleigh; McGowan, Pauric

doi:10.1057/978-1-137-59594-2_12

Cited by 5 publications

(4 citation statements)

References 25 publications

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“…A BPC typically involves participants, individually or in teams, working through a structured process leading to the development and submission of a formal written business plan for a new venture idea which is then subject to the evaluative judgement of a panel of experts (McGowan and Cooper, 2008; Watson and McGowan, 2017; Watson et al , 2018). Although originating within a business school context (Katz, 2003), BPCs tend to now be delivered by centralised enterprise development units and recruit participants from the wider university community (Russell et al , 2008; Sekula et al , 2009; Watson, 2019).…”

Section: Entrepreneurship Education Business Planning and Business Plan Competitionsmentioning

confidence: 99%

Rethinking competition-based entrepreneurship education in higher education institutions

Watson

McGowan

2019

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This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher's website (a subscription may be required.)Originality/Value: This paper valuably critiques the efficacy of a commonly employed yet underchallenged methodology for entrepreneurship education; the BPC. The propositions offered can guide competition provision in a more authentic, realistic and relevant way that is potentially better suited to inspiring and supporting entrepreneurial new venturing amongst students and graduates now rather than in the future. The paper thus has practical value to those designing and delivering competition-based entrepreneurship education.provision of which has endured largely without question (Florin, Karri and Rossiter 2007;Watson, McGowan and Smith 2014). Despite first, a lack of evidence to suggest that BPC participation results in new venture creation and second, the broader debate surrounding the relevance and effectiveness of putting focus on the business plan and competition within entrepreneurship education (Bridge and Hegarty

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Section: Entrepreneurship Education Business Planning and Business Plan Competitionsmentioning

confidence: 99%

Rethinking competition-based entrepreneurship education in higher education institutions

Watson

McGowan

2019

Self Cite

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“…This, to some extent, facilitates the combination of start-ups’ social capital and policy resources. Like other national entrepreneurship competitions, participants must work in teams to develop and submit a business plan for a new idea, which is evaluated by a panel of experts (McGowan and Cooper, 2008; Watson and McGowan, 2017; Watson et al. , 2017).…”

Section: Overview Of Entrepreneurship Competition In Chinamentioning

confidence: 99%

Entrepreneurship education, entrepreneurship policy and entrepreneurial competence: mediating effect of entrepreneurship competition in China

Long

Jiang

et al. 2022

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PurposeEntrepreneurial competence plays a decisive role in entrepreneurship success. To promote the employment of college students and accelerate economic growth through entrepreneurial activities, the Chinese government and universities encourage the use of multiple inputs to boost holistic entrepreneurship education and training. This study aims to assesses the entrepreneurial competence of college students by analysing the effects of entrepreneurship education and policy implementation in China.Design/methodology/approachThe quantitative approach considered a large sample of 12,269 students, who participated in entrepreneurship education in Chinese “double-first-class” universities, to construct a theoretical model of their entrepreneurial competence. Entrepreneurship competition was introduced as a mediating variable in this model.FindingsThis study revealed that college students develop entrepreneurial competence by participating in entrepreneurship competitions unlike students who participate in regular entrepreneurship education. Additionally, there was a significant difference in the measured impact of entrepreneurship policy between students who participated in entrepreneurship competitions and those who did not.Originality/valueThe effects of the implementation of entrepreneurship education and policy were studied using a quantitative design. Additionally, this study highlights the effect of entrepreneurship competitions with empirical evidence from China, and contributes to the discussion of entrepreneurship education at schools and entrepreneurship policy for policymakers.

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“…Research shows that environments outside the classroom are more conducive to fostering students’ creativity ( Davies et al, 2013 ). In EC, students can identify their own shortcomings and gain opportunities to learn from others ( Watson and McGowan, 2017 ). Sukiennik et al (2021) studied raw material competitions held in Poland from 2019 to 2022 and found that training on projects and initiatives within relevant frameworks is beneficial in raising awareness amongst participants.…”

Section: Theoretical Background and Development Of Hypothesesmentioning

confidence: 99%

Entrepreneurship education and entrepreneurial intention of Chinese college students: Evidence from a moderated multi-mediation model

Gao

Xiao²

2022

Front. Psychol.

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Entrepreneurship plays an active role in promoting economic and population integration and social mobility. To further promote economic and social development, the Chinese government and universities have launched entrepreneurship education courses and encouraged college students to participate in entrepreneurship competitions to enhance their entrepreneurial knowledge, entrepreneurial ability and entrepreneurial intention. However, the entrepreneurial intention of Chinese college students is still not high. Therefore, a question arises: How should entrepreneurial education be carried out? Can entrepreneurial competitions and entrepreneurial self-efficacy be an effective medium in augmenting entrepreneurial education on entrepreneurial intention? Is family income an effective moderator affecting college students’ entrepreneurial intention? To answer these questions, this study used quantitative methods to collect 351 sample data points, and a theoretical model was constructed to explain the mechanism forming entrepreneurial education and entrepreneurial intention. The results show that entrepreneurial self-efficacy plays a partial mediating role between entrepreneurial education and entrepreneurial intention, entrepreneurial competition and entrepreneurial self-efficacy play a chain mediating role and family income positively moderates the relationship between entrepreneurial education and entrepreneurial intention. The contribution of this study is to reveal the black box of the formation mechanism in college students’ entrepreneurial intentions, affirms the role of the Chinese government in promoting entrepreneurial competitions and provides empirical evidence for the effective development of entrepreneurial practise activities, as well as theoretical references for entrepreneurial policy makers.

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Technology Nascent Entrepreneur Experiences of Start-up Competition Participation

Cited by 5 publications

References 25 publications

Rethinking competition-based entrepreneurship education in higher education institutions

Rethinking competition-based entrepreneurship education in higher education institutions

Entrepreneurship education, entrepreneurship policy and entrepreneurial competence: mediating effect of entrepreneurship competition in China

Entrepreneurship education and entrepreneurial intention of Chinese college students: Evidence from a moderated multi-mediation model

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