Tae Jun Bae

Bio: Tae Jun Bae is an academic researcher from Hofstra University. The author has contributed to research in topics: Business & Performance indicator. The author has an hindex of 3, co-authored 4 publications receiving 829 citations. Previous affiliations of Tae Jun Bae include University of Louisville.

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.

Entrepreneurial spawning and knowledge-based perspective: a meta-analysis

Abstract: Entrepreneurial spawning is the transitory process by which employees of an existing firm leave their employment to initiate a new business venture. There is a lack of consensus regarding the predictors of entrepreneurial spawning. We used meta-analysis to analyze 28 studies (with 128 effect sizes) to examine the predictors of entrepreneurial spawning. Based on knowledge-based perspective, we hypothesize that employee characteristics (age, education, and job position) and parent firm characteristics (firm age, firm performance, and firm diversity) are significantly related to entrepreneurial spawning. We identified two inverted U-shaped relationships (age and tenure with entrepreneurial spawning) based on our meta-analytic hierarchical multiple regression analyses. Based on labor market rigidity perspectives, we also examined how country region (North America versus Europe) moderates the relationships between employee characteristics and entrepreneurial spawning and between parent firm characteristics and entrepreneurial spawning. Our paper provides theoretical and practical implications.

Imprinting Perspective on the Sustainability of Commitments to Competing Institutional Logics of Social Enterprises

Abstract: This study examines the conditions under which dual commitments to competing institutional logics, particularly a social vs. a commercial logic, are both important to organizational functioning for social enterprises. Using hand-collected data from a survey of 190 social enterprises in South Korea, we identify a reliable measure for the sustainability of competing logics. We also identify the factors associated with variation in a social enterprise’s capacity to sustain dual commitments to competing institutional logics. Using an imprinting perspective, we show that a social entrepreneur’s non-profit experience has a curvilinear effect on the sustainability of competing logics. Moreover, the non-linear effect of a social entrepreneur’s non-profit experience on the sustainability of competing logics is less profound in social enterprises with a highly ambivalent founder.

Structural Similarity and Specific Knowledge in Entrepreneurial Applications of Technologies

Abstract: Although prior research highlights that prior knowledge and structural analogies play a role in discovering new applications for technologies, little attention has been paid to the effects that dif...

A B2B2C manufacturer's IMP interaction model-based strategy for entering a big retailer: An example of SG Development with Daiso

Abstract: This work extends the B2B-centric IMP interaction model to the setting of B2B-to-consumer transactions. We investigate and modify the current model components using a case study of SG Development, a startup manufacturer that joined a large store. In addition, we define the essential components and stages of the entry strategy for new producers. Our findings highlight the significance of manufacturer-retailer interactions in B2B2C transactions and offer an extended IMP interaction model that adds early customer search and response. This study contributes to B2B2C transaction research and provides practical implications for new manufacturers seeking entry into large retailers.

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.

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.

Cultural differences in teaching and learning

Abstract: I am a researcher and graduate student of American Indian descent (Stockbridge-Munsee/Mohican). I have always been very aware of the absence of other American Indian students in postsecondary education programs; have noticed the shortage of American Indians employed as educators, professors, or administrators; and am acutely aware of the number of American Indian populations excluded from qualitative or quantitative data sets as part of mainstream research agendas that are published on the state or national level. This is the beginning of my dissertation research journey, and the data that I have studied thus far demonstrates a ten-year failure of the traditional, Western, and public educational system in Wisconsin to nurture, graduate, and utilize Native Americans from birth through adulthood. This historical failure in the Wisconsin educational systems and organizations has left the First Children and the First People of this country far behind as compared to their other minority and white counterparts (Bowman ). The extent of how far and why they are behind is what I am determined to discover. Anecdotally speaking, I knew in my heart that the few Indians who did survive school accomplished this despite many barriers or whatever politically correct legislation was the popular rhetoric at the time. But in my head I needed to ascertain, scientifically document, and understand the factors that were responsible for this shameful record regarding the education of Native American students and their underrepresentation as professionals within the educational community. In a time of attempts to abolish affirmative action and hearing the promises of leaving no children behind, I have diligently tried to set aside time to conduct research Cultural Differences of Teaching and Learning