Shanshan Qian

Bio: Shanshan Qian is an academic researcher from Towson University. The author has contributed to research in topics: Emotional intelligence & Entrepreneurship. The author has an hindex of 15, co-authored 46 publications receiving 1736 citations. Previous affiliations of Shanshan Qian include University of Louisville & Southeast University.

The Relationship Between Entrepreneurship Education and Entrepreneurial Intentions: A Meta-Analytic Review

Abstract: The research on entrepreneurship education�entrepreneurial intentions has yielded mixed results. We meta-analyzed 73 studies with a total sample size of 37,285 individuals and found a significant but a small correlation between entrepreneurship education and entrepreneurial intentions (inline image). This correlation is also greater than that of business education and entrepreneurial intentions. However, after controlling for pre-education entrepreneurial intentions, the relationship between entrepreneurship education and post-education entrepreneurial intentions was not significant. We also analyzed moderators, such as the attributes of entrepreneurship education, students' differences, and cultural values. Our results have implications for entrepreneurship education scholars, program evaluators, and policy makers.

A meta-analysis of emotional intelligence and work attitudes

Abstract: Our meta-analysis of emotional intelligence (EI) demonstrates that: First, all three types of EI are significantly related with job satisfaction (ability EI: ρ = .08; self-report EI: ρ = .32; and mixed EI: ρ = .39). Second, both self-report EI and mixed EI exhibit modest yet statistically significant incremental validity (ΔR2 = .03 for self-report EI and ΔR2 = .06 for mixed EI) and large relative importance (31.3% for self-report EI and 42.8% for mixed EI) in the presence of cognitive ability and personality when predicting job satisfaction. Third, we found mixed support for the moderator effects (i.e., emotional labor demand of jobs) for the relationship between EI and job satisfaction. Fourth, the relationships between all three types of EI and job satisfaction are mediated by state affect and job performance. Fifth, EI significantly relates to organizational commitment (self-report EI: ρ = .43; mixed EI: ρ = .43) and turnover intentions (self-report EI: ρ = -.33). Sixth, after controls, both self-report EI and mixed EI demonstrate incremental validity and relative importance (46.9% for self-report EI; 44.2% for mixed EI) in predicting organizational commitment. Seventh, self-report EI demonstrates incremental validity and relative importance (60.9%) in predicting turnover intentions.

The Relationship between Entrepreneurial Self-Efficacy and Firm Performance: A Meta-Analysis of Main and Moderator Effects†

Abstract: Entrepreneurial self‐efficacy (ESE) is an important construct in entrepreneurship research. It captures entrepreneurs’ specific self‐efficacy in accomplishing entrepreneurial tasks. Because various...

Assessing the Impact of Entrepreneurship Education Programmes: A New Methodology

Abstract: Purpose – Facing the multiplication of entrepreneurship education programmes (EEP) and the increasing resources allocated, there is a need to develop a common framework to evaluate the design of those programmes. The purpose of this article is to propose such a framework, based on the theory of planned behaviour (TPB). Design/methodology/approach – TPB is a relevant tool to model the development of entrepreneurial intention through pedagogical processes. The independent variables are the characteristics of the EEP and the dependent variables are the antecedents of entrepreneurial behaviour. To illustrate and test the relevance of the evaluation methodology, a pilot study is conducted. Findings – Data are consistent and reliable, considering the small scale of this experiment. The EEP assessed had a strong measurable impact on the entrepreneurial intention of the students, while it had a positive, but not very significant, impact on their perceived behavioural control. Research implications/limitations – This is a first step of an ambitious research programme aiming at producing theory-grounded knowledge. Reproduction of the experiment will allow researchers to test how specific characteristics of an EEP influence its impact and how the impact differs across several cohorts of students. Those comparisons will serve to improve a priori the design of EEP. Originality/value – The new methodology is built on a robust theoretical framework and based on validated measurement tools. Its originality is about a relative – longitudinal – measure of impact over time and a particular use of the theory of planned behaviour which is seen as an assessment framework.

Entrepreneurship 확산과 청년창업지원

Abstract: 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.

The impact of entrepreneurship education in higher education: A systematic review and research agenda

Abstract: Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of learning outcomes, analysing 159 published articles from 2004-2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Re-confirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely under-describe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasised directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mindset, focus on the impact indicators related to the intention-to-behaviour transition, and explore the reasons for some of the contradictory findings in impact studies including person-, context- and pedagogical model-specific moderators.

The Servant Leadership Survey: Development and Validation of a Multidimensional Measure

Abstract: textPurpose: The purpose of this paper is to describe the development and validation of a multi-dimensional instrument to measure servant leadership. Design/Methodology/Approach Based on an extensive literature review and expert judgment, 99 items were formulated. In three steps, using eight samples totaling 1571 persons from The Netherlands and the UK with a diverse occupational background, a combined exploratory and confirmatory factor analysis approach was used. This was followed by an analysis of the criterion-related validity. Findings: The final result is an eight-dimensional measure of 30 items: the eight dimensions being: standing back, forgiveness, courage, empowerment, accountability, authenticity, humility, and stewardship. The internal consistency of the subscales is good. The results show that the Servant Leadership Survey (SLS) has convergent validity with other leadership measures, and also adds unique elements to the leadership field. Evidence for criterion-related validity came from studies relating the eight dimensions to well-being and performance. Implications: With this survey, a valid and reliable instrument to measure the essential elements of servant leadership has been introduced. Originality/Value The SLS is the first measure where the underlying factor structure was developed and confirmed across several field studies in two countries. It can be used in future studies to test the underlying premises of servant leadership theory. The SLS provides a clear picture of the key servant leadership qualities and shows where improvements can be made on the individual and organizational level; as such, it may also offer a valuable starting point for training and leadership development.