Entrepreneurship plays an important role in creating jobs, innovation and growth. Fostering entrepreneurship is a key policy goal for governments who expect that high rates of entrepreneurial activity will create sustainable jobs. Self-employment, also contributes to job creation in Europe, as 30% of the self-employed have employees of their own. European-level data indicate that the selfemployment sector has shown a degree of resilience during the recent economic crisis, as the relative decline in self-employment has been more moderate in comparison with salaried employment.

Entrepreneurship 확산과 청년창업지원

本文以英文文献为基础,结合美国社会相关最新动态和具体事例对"公益创业"(Social Entrepreneurship)这个崭新现象的定义和在美国诞生的背景进行了综合探讨.同时,笔者基于在美国的实践经验,对"公益创业"在美兴盛的环境进行了反思.

什么是"Social Entrepreneurship"(公益创业)

Predicting social entrepreneurial intention: A meta-analytic path analysis based on the theory of planned behavior

Purpose




This study aims to inculcate personality traits in theory of planned behaviour (TPB) and analyze mediation of perceived behavior control (PBC) and attitude toward entrepreneurship.




Design/methodology/approach




Data were collected with the help of a structured questionnaire from students at four universities located in capital city of Pakistan. SmartPLS has been used to run structural equation modeling technique.




Findings




Findings of PLS analysis revealed that the relationship between entrepreneurial intentions (EI) and personality traits was mediated by PBC and attitude toward entrepreneurship.




Originality/value




This study contributes toward the understanding of EI of students in Pakistan – a developing economy. More specifically, it sheds light on the vitality of personality traits in determining the antecedents of EI. Leaning on TPB and intention models, the study incorporated personality traits to unveil a unique and testable multidimensional model of EI, which supports the notion that external factors such as personality characteristics can indirectly affect EI. This research also supports the incorporation of personality traits in TPB and suggests that these socio cognitive theories should concede the indirect effect of personality on intention and behavior.

/pdf/entrepreneurial-intentions-the-role-of-personality-traits-in-1w9qu54tls.pdf

Entrepreneurial intentions: The role of personality traits in perspective of theory of planned behaviour

Building on social career cognitive theory, the purpose of this paper is to investigate outcome expectations as a mediator and subjective norms as a moderator in the relationship between entrepreneurial self-efficacy and intentions.,Using a sample of 1,026 students from US public and private universities retrieved from the Entrepreneurship Education Project, this study tests a first-stage moderated mediation model in a two-step process.,Results show that entrepreneurial self-efficacy is positively related to entrepreneurial intentions through the partial mediating effect of entrepreneurial outcome expectations, and that this relationship is consistently significant and positive for individuals with lower, average and higher subjective norms towards entrepreneurship.,These findings contribute to the literature on entrepreneurial intentions by providing a comprehensive overlook on the mechanisms and boundary conditions relevant for intentions.,These results reinforce the need for educators and policy makers to ensure programs manage outcome expectations and recognize the role of peer, parent and mentor role models on the construction of these expectations and, consequently, on entrepreneurial intentions.,Exploring the combined effect of entrepreneurial outcome expectations as a mechanism and subjective norms as boundary conditions on the relationship between entrepreneurial self-efficacy and entrepreneurial intentions is an unexplored issue to date, and helps to understand how and why entrepreneurial intentions emerge.

Entrepreneurial self-efficacy and intentions: Outcome expectations as mediator and subjective norms as moderator

Entrepreneurial intention plays a major role in entrepreneurship academia and practice. However, little is known about the intentions of entrepreneurs in the social area of venture creation. This paper aims to formulate a well-organized model of social entrepreneurial intention.,The paper draws on intention models in entrepreneurship literature in general and social entrepreneurship in particular to identify gaps. Based on these findings, a new conceptual model is formulated.,There is no research to be found which uses the social cognitive career theory (SCCT) to explain about an individual’s intention to become a social entrepreneur, although this theory is recently suggested as an inclusive framework for entrepreneurial intention (Doan Winkel et al., 2011). It is also supportive by the empirical research of Segal et al. (2002). Therefore, a conceptual model of entrepreneurial intention in the field of social entrepreneurship is formulated based on adapting and extending the SCCT.,The paper contributes to the social entrepreneurship literature by providing new insights about social entrepreneurial intention. The result has important implications for theory and practice. In theory, it is the first model offering the SCCT as the background of formation for social entrepreneurial intention, with a distinct perspective of social entrepreneurship as a career. It raises a future direction for researchers to test this model. In practice, this framework provides a broad view of factors that could contribute to the success of the would-be a social entrepreneur.

A Conceptual Model of Social Entrepreneurial Intention Based on the Social Cognitive Career Theory

A conceptual model of social entrepreneurial intention based on the social cognitive career theory

Leading in the digital age: A systematic review on leader traits in the context of e-leadership

Many ongoing discussions in design thinking show similarities to the current entrepreneurship education debate on integrating both disciplines in the con-text of higher education. In that case, some articles, mainly from the devel-oped countries, have addressed this issue, though fragmentedly. In contrast, this integration-educational type is rarely found in developing countries, par-ticularly Indonesia. Additionally, very few studies have broadened the dis-cussion to include the teaching entrepreneurship-design thinking process cy-cle and the conceptual threshold to support the integrated teaching process. This paper uses the narrative literature review and in-depth qualitative case-study discussion as the methodology. It aims to establish a conceptual link and threshold between these two areas and provide conceptual strategies for integrating and teaching them in Indonesian higher education. In doing so, this paper has essentially reviewed and reconciled both parts of the entrepre-neurship education and design thinking discourse. The details and signifi-cance of the conceptual threshold have also been reviewed. The finding of this study is the five-main entrepreneurship-design thinking process cycle (i.e., understanding the problem comprehensively, generating ideas, experi-menting iteratively, testing the solutions, and implementing solutions). The process strongly incorporates the "empathy-reflect-visualize" cycle and the integrated conceptual threshold as a teaching support tool. This conceptual study provides new pathways for enriching current teaching and research practices of entrepreneurship education and design thinking.

/pdf/entrepreneurship-education-and-design-thinking-a-conceptual-1oqmqxfz.pdf

Harald Von Korflesch

Papers

A Conceptual Model of Social Entrepreneurial Intention Based on the Social Cognitive Career Theory

A conceptual model of social entrepreneurial intention based on the social cognitive career theory

Leading in the digital age: A systematic review on leader traits in the context of e-leadership

Entrepreneurship Education and Design Thinking: A Conceptual Threshold for Their Integration in Indonesian Higher Education

How to increase sustainable engagement in the workplace through green IS: the role of instructional and motivational design features