1,918,322 research outputs found
Diversity in Central Asia: Culture, transition & entrepreneurship
No full textWith the demise of the USSR in 1991, five new countries became independent in Central Asia. This study presents an overview about transition, emergence and nature of entrepreneurship in a world’s region that displays amongst the most important energy resources in gas and oil
Towards a dynamic learning perspective of entrepreneurship
Full text linkThis conceptual paper introduces a dynamic learning perspective of entrepreneurship that builds upon existing 'dominant' theoretical approaches to understanding entrepreneurial activity. As many aspects of entrepreneurial learning remain poorly understood, this paper presents key conclusions from in-depth empirical work and synthesises a broad range of contributory adult, management and individual learning literatures to develop a robust and integrated conceptualisation of entrepreneurial learning. Three interrelated elements of entrepreneurial learning are proposed - dynamic temporal phases, interrelated processes and overarching characteristics. The paper concludes by demonstrating how a 'learning lens' can be applied to create further avenues for research in entrepreneurship from a learning perspectiv
ENTREPRENEURSHIP AND FEMALE ENTREPRENEURSHIP IN MARAMURES COUNTY
Full text linkInitiating and developing a business involves a considerable risk and a sustained effort in order to defeat the inertia against what is new. The person initiating a business, assuming the responsibility and risk of its development and benefiting from theentrepreneurship, female entrepreneurship, profit, businesses
Unsettling Entrepreneurship Education
Full text linkThis special issue confronts taken-for-granted views on entrepreneurship
education (EE), raises critical questions both about EE and how it is
taught, and allows investigations of the potential dark sides of
entrepreneurship and EE. The contributions in this issue challenge our
teaching positions and evoke a pedagogical approach to invention where
curiosity, cocreation, though-provoking questions can follow.</p
Understanding Institutions in the Context of Entrepreneurship
Full text linkPurpose- Entrepreneurs propose; institutions facilitate; markets decide; knowledge grows and development occurs. This process of development with growth of knowledge through institutions and entrepreneurship may be of interest for many. But the topic „Institutions and Entrepreneurship‟ overlaps several areas of research, and therefore works are fragmented.
Design/methodology/approach- The paper pulls together these various strains of research. Various theoretical and empirical studies have been discussed related to this but are of course not exhaustive.
Findings- The contributions of both the classical and modern literatures are equally important in understanding the two related and valuable concepts of Institutions and Entrepreneurship. Identifying the variables through which the mechanism of Institutions affect the quantity and quality of Entrepreneurship of a region are crucial. The paper advocates the study of Institutions in a cluster; in a general framework rather than in isolation. The efficiency of an institutional set up hinges on the various complementary elements and therefore there is a need of coherence among all related variables to deliver a unified and mutually reinforcing environment.
Research paper
Reference to this paper should be made as follows: Kumar, G. (2014). “Understanding Institutions in the Context of Entrepreneurship”
Female entrepreneurship: a Navigation of the Field and Ways Forward
No full textThe paper presents the results of a bibliometric study on the literature on female entrepreneurship over a period of 32 years, from 1986 to 2017, inclusive. We set out to map the evolution of the field in the past 32 years, to identify the contributors to female entrepreneurship research in terms of the authors, their institutional affiliation at the time of contribution, and sex and to explore the outlets through which female entrepreneurship research articles have been published.
The analysis revealed that scholars over the years have unearthed the remarkable differences that exist between male and female-owned ventures, stemming from the different family contexts and environment dictates that men and women entrepreneurs find themselves. The study shows that the opportunity identification and subsequent exploitation (market); the acquisition of financial resources (money) and the management styles, strategies, performance and growth (management) of female entrepreneurs, unlike those of their male counterparts are strongly mediated. This mediation could either be coming from their family contexts (motherhood) or the exigencies of the environments in which they find themselves (meso/macro environment)
Revitilizing Entrepreneurship Education: Adopting a Critical Adopting a Critical Approach in the Classroom
No full textThis conceptual chapter discusses why some individuals resist the entry of entrepreneurship into the university, and how critical entrepreneurship education could be a solution for embedding entrepreneurship at the universities in a sustainable way.Universities are increasingly expected to strengthen their role in society (Jarvis 2013). This also suggests a transition towards ‘entrepreneurial university’ (Etzkowitz 2014; Foss and Gibson 2015) and a reorientation of university strategies and policies to promoting entrepreneurship and societal impact (Siegel & Wright 2015). One tenet in this development is increasing the supply of entrepreneurship education and training modules campus-wide. This strong wind of entrepreneurship into the universities is not without critics. The resisting voices are asking will the move towards the entrepreneurial university erase any attempts to safeguard the traditional values and threaten the academic ethos of the Humboldtian university (Philpott et al., 2011). In the chapter I argue that the academics are not resisting the entry of entrepreneurship into the university per se but they are resisting the ways it is introduced and the ways entrepreneurship is understood. The resistance is targeted at the narrow interpretation of entrepreneurship, and to the implementation of entrepreneurship as a managerial, top-down project (Philpott et al, 2011; Kolhinen, 2015), and at understanding university as a place of educational consumption and students as consumers. This is discussed through the metaphor of McDonaldisation of higher education (Ritzer, 1998), that I find insightful for thinking about entrepreneurship education in universities.In this McEducation version of entrepreneurship education the university takes a one-size-fits-all approach by claiming that once entrepreneurship courses and services are offered campus-wide and are open to all, they are available to all. Yet, this has been questioned (Komulainen et al. 2009) Inclusion cannot be achieved simply by increasing numbers, and thus inclusion does not in itself bring greater equality (Delanty, 2003). The strong new venture creation focus combined often with a technology or science bias in reality means that the entrepreneurship becomes an elitist and narrow approach and the vast majority of students for example in humanities and social sciences become excluded from them. This one-size fits all model is oblivious to the questions of gender (Berglund et al. 2017). Importantly, all axiological debates in entrepreneurship education are silenced, marked by the lack of ‘why’ questions (Kyrö, 2015).I advocate that the success of the entrepreneurship agenda is strongly dependent on whether or not the university relies on its core Humboldtian values of criticality and reflexivity in introducing entrepreneurship into the university. Thus, my take on entrepreneurship education will not emphasise the choice between the traditional academic and entrepreneurial values. Rather, I wish to join Fayolle (2013) and Kyrö (2015) and proponents of critical entrepreneurship education in the forthcoming book in their call for more reflective approaches and reflexivity as a necessary condition in furthering entrepreneurship education. The McDonaldisation of education is not a guarantee of success for embedding entrepreneurship at the university, on the contrary, it has the risk of becoming a functionalist pervasive ideology that may be taken to mean anything to anyone, and it easily and often becomes a contested concept (Alvesson and Spicer, 2012).</p
Unlocking the relationship between corporate entrepreneurship and firm performance
No full textThis paper explores the relationship between corporate entrepreneurship and performance by developing a comprehensive theoretical model based on Schumpeterian understanding of entrepreneurship supported with the Theory of Planned Behavior from social psychology. The model shows how organizational culture (value) triggers a chain effect through its influence on entrepreneurial orientation (attitude) and managerial support (intentions) that ultimately generate impact on corporate entrepreneurship (behavior). We test our model in an emerging economy context and present our results with implications to theory and practice
Identifying entrepreneurial potential? An investigation of the identifiers and features of entrepreneurship
No full textAbstract. The paper reports a study of entrepreneurship potential amongst students at one university using a quantitative instrument to measure three of the most commonly cited predictors: access to entrepreneurial role models; urgency of entrepreneurial intent; and desire for economic autonomy. The paper reports also on qualitative interviews with those identified as most and least likely to become entrepreneurs by the measure. Results suggest that the measure is effective and that there is variation between those most and least likely to become entrepreneurs and commonalities amongst those most likely to become entrepreneurs. Of the three predictors 'desire for economic autonomy' is most influential, but the generation of this 'desire' involves various internal and external influences. Findings are of interest to educators insofar as they might identify the stage of entrepreneurial development of students and develop appropriate pedagogic responses. It has implications also for policy aimed at encouraging entrepreneurship, and entrepreneurship support
SOME COMMENTS ON EDUCATION FOR ENTREPRENEURSHIP
Full text linkAuthor stresses the increasing role of education for entrepreneurship within the formal system of education, as well as the importance of individual’s socialization. In formal education technical, economical and legal disciplines are more important, while other forms of socialization should develop courage, innovative attitude, risk acceptance and creativity. Several dimensions of entrepreneurships, defined in theory, are discussed: economic, managerial, innovative and ethical. For each dimensions there are specific forms of education. While some authors suggest that ethical dimension turns into specific form of social entrepreneurship, there is a need for further education in this field too.dimensions of entrepreneurship, formal education, socialization, social entrepreneurship
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