Entrepreneurship education: a need for reflection, real-world experience and action

2015 ◽  
Vol 21 (5) ◽  
pp. 690-708 ◽  
Author(s):  
Hemant Kassean ◽  
Jeff Vanevenhoven ◽  
Eric Liguori ◽  
Doan E. Winkel
Keyword(s):  
Undergraduate Students ◽  
Real World ◽  
Social Cognitive ◽  
Entrepreneurship Education ◽  
Economic Benefits ◽  
Web Based ◽  
Content Type ◽  
Classroom Activities ◽  
The Usa ◽  
The Impact

Purpose – The purpose of this paper is to explore the impact of common undergraduate entrepreneurship classroom activities on students’ motivational processes related to entrepreneurial careers. Design/methodology/approach – In total, 700 undergraduate students from a variety of majors at a large midwestern university in the USA were invited to take a web-based survey. They were asked to indicate which experiential activities they would participate/were participating in as part of their program. Findings – The findings show that students’ entrepreneurial self-efficacy (ESE) is a driving force in classroom activities enhancing students’ intentions. However, the authors also found that the type of classroom activities that are common in entrepreneurship education negatively impact students’ ESE. Research limitations/implications – The generalizability is limited to the US region and the link from intention to behavior goes untested, but results strongly supported the adoption of social cognitive career theory to the entrepreneurship domain. Practical implications – This study lends support to the argument that promoting the learning process in entrepreneurship education should focus on real-world experience, action, and reflective processes to engage students in authentic learning, which should lead to greater entrepreneurial abilities and propensity, and eventually to enhanced entrepreneurial performance, which benefits individuals and societies. Social implications – This study suggests that the goals and pedagogical approaches to teaching entrepreneurship are issues that educators may need to revisit and update if the economic benefits of entrepreneurship are to be fully realized. Originality/value – While the relationship between entrepreneurship education and entrepreneurship activity is well documented in extant literature, this study found that activities that are common in entrepreneurship education may negatively impact students’ ESE and need to be further explored.

Lending a hand: perceptions of green credit cards

2018 ◽  
Vol 36 (7) ◽  
pp. 1329-1346 ◽  
Author(s):  
Lei Huang ◽  
Julie Fitzpatrick
Keyword(s):  
Social Exchange ◽  
Undergraduate Students ◽  
Credit Card ◽  
Symbolic Interaction ◽  
Environmental Concern ◽  
Credit Cards ◽  
Medium Size ◽  
Content Type ◽  
The Usa ◽  
The Impact

Purpose The purpose of this paper is to explore the impact of donation amount and framing on financial products, this research investigates consumers’ attitudes and behaviors toward cause-related credit cards with different donation sizes and framing types. Design/methodology/approach This research investigates consumers’ perceptions of green credit cards using two experiments with a between-subject design (n =297) and a mixed design (n =238), respectively. All the participants, recruited from a major state university in the USA, are undergraduate students who use credit cards. Findings A medium-size donation optimizes the outcome of a cause-related credit card offer. Moreover, a donation framed as cash rewards has stronger effects on a consumer’s perception and consequent reactions to the “green” credit cards than an annual percentage rate framing. Finally, consumers with high levels of environmental concern and propensity to volunteer have stronger intention to adopt and are more likely to recommend the proposed credit card. Originality/value Building upon the theories of social exchange and symbolic interaction, this research is the first to provide empirical evidence regarding the application of volunteerism and perceived consumer effectiveness for financial institutions and their cause-related marketing campaign partners in selecting suitable environmental causes.

Do we know what they know? Comparing US and French undergraduate students’ knowledge of core business concepts

2015 ◽  
Vol 34 (8) ◽  
pp. 922-940 ◽  
Author(s):  
Mary Kate Naatus ◽  
Katia Passerini ◽  
Kevin Pon ◽  
Mark Somers
Keyword(s):  
Undergraduate Students ◽  
Computer Software ◽  
Undergraduate Level ◽  
Content Type ◽  
Core Business ◽  
Undergraduate Studies ◽  
The Usa ◽  
Mind Maps ◽  
The Impact ◽  
Business And Management

Purpose – The purpose of this paper is to compare knowledge of business concepts acquired at the end of undergraduate studies of management in France and the USA. Design/methodology/approach – Mind maps were used to examine what knowledge students retained toward the end of their undergraduate studies in business and management. Data were collected from two groups of students, one in France and one in the USA and they analyzed on computer software. Findings – The results indicate that the learning process may be influenced not only by the structure and content of the program but also by the environment in which such content is assimilated. This study provides examples of how culture can influence the way we learn and represent core business knowledge. Research limitations/implications – The research was based on a number of undergraduate students and cannot therefore be generalized to other subjects or other levels of studies at the present time. Originality/value – The paper moves away from traditional manners of collecting data through questionnaires and surveys in order to study the impact of management education and what students learn at undergraduate level.

Whistleblowing system, Machiavellian personality, fraud intention

2019 ◽  
Vol 27 (1) ◽  
pp. 202-216
Author(s):  
Hanrin Damas Triantoro ◽  
Intiyas Utami ◽  
Corina Joseph
Keyword(s):  
Undergraduate Students ◽  
Design Methodology ◽  
Fraud Triangle ◽  
Web Based ◽  
Content Type ◽  
Internet Connection ◽  
The Poor ◽  
The Individual ◽  
The Impact ◽  
Practical Implications

Purpose The objective of this study is: 1) to examine the effect of whistleblowing system and fraud intention, 2) the impact of Machiavellianism personality and fraud intention, 3) the interaction effect between whistleblowing system, Machiavellianism personality and fraud intention. Design/methodology/approach This study carried out a 2 × 2 between-subjects true experimental research design, using the Web-based tool. The subjects were 75 accounting undergraduate students from seven universities in Indonesia who were enrolled for auditing courses. Findings This study shows that fraud intention increases with the absence of a whistleblowing system. This research also shows that higher Machiavellianism increases individual fraud intention. Research limitations/implications The poor internet connection contributes to obstruction in accessing the experimental website. Few participants were required to repeat the completion of the experimental module. Practical implications This study contributes to developing the whistleblowing system to mitigate fraud intention in organizations considering the personality trait of the individual. Social implications This study suggests the importance of a better understanding of fraud mechanisms to enhance the awareness of the whistleblowing system. Originality/value This study uses the whistleblowing system as a proxy for an opportunity in the fraud triangle concept. There is limited empirical research conducted on examining the whistleblowing system to fraud intention and the interaction of Machiavellian personality and whistleblowing system to fraud intention.

Mentorship in the engineering professoriate: exploring the role of social cognitive career theory

2017 ◽  
Vol 6 (4) ◽  
pp. 302-316 ◽  
Author(s):  
Sylvia L. Mendez ◽  
Valerie Martin Conley ◽  
Rebecca S. Keith ◽  
Comas Haynes ◽  
Rosario Gerhardt
Keyword(s):  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Progression ◽  
Underrepresented Minority ◽  
Continuous Training ◽  
Career Theory ◽  
Content Type ◽  
The Usa ◽  
The Impact ◽  
Social Cognitive Career

Purpose The purpose of this paper is to explore a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (15-7680) Office for Broadening Participation in Engineering in the USA. The Increasing Minority Presence within Academia through Continuous Training (IMPACT) program pairs underrepresented minority (URM) faculty with emeriti faculty in engineering for career mentorship. Design/methodology/approach Researchers utilized a phenomenological qualitative research design to explore the influence of the three domains of the mentoring and advocacy-networking paradigm (career development, sponsorship, and coaching) through participant interviews of URM and emeriti faculty. Interviews, grounded by Social Cognitive Career Theory (SCCT), offered an in-depth understanding of the nature, meaning, and ways in which the IMPACT participants perceived the value of the mentoring experience. Findings Phenomenological findings suggest mentees viewed IMPACT participation as a means for career progression, and mentors saw it as an opportunity to “give back” to the engineering field. Neither believed cultural or generational gaps would hamper their mentoring relationships, as their shared academic interests would facilitate a bridge for any gaps. Research limitations/implications This paper identifies new questions related to the expectations and interests of both mentors and mentees who are engaged in a mentoring relationship. A longitudinal approach would offer deeper insight into mentoring as the relationship persists over time. Originality/value Evidence at this stage indicates that the IMPACT program has the potential to contribute to the career progression of URM faculty through the inclusion of an often overlooked resource of emeriti faculty.

Intergenerational recruiting: the impact of sales job candidate perception of interviewer age

2014 ◽  
Vol 29 (2) ◽  
pp. 146-163 ◽  
Author(s):  
Concha Allen ◽  
Stacey Schetzsle ◽  
Michael L. Mallin ◽  
Ellen Bolman Pullins
Keyword(s):  
Undergraduate Students ◽  
Social Identity Theory ◽  
Generational Differences ◽  
Age Groups ◽  
Relational Demography ◽  
Content Type ◽  
Job Candidates ◽  
The Usa ◽  
Candidate Perceptions ◽  
The Impact

Purpose – The purpose of this paper is to determine the effects from perceptions of age disadvantageness when job candidates are interviewing with recruiters from different age groups. More specifically, the authors examine the issues of intergenerational recruiting through the lens of social identity theory (SIT) and relational demography. Using these theoretical underpinnings, problems that result from dissatisfaction with between group inequities in the recruiting process are explored. Design/methodology/approach – Using these theoretical underpinnings, problems that result from dissatisfaction with between group inequities in the recruiting process are explored. Results from a survey of 176 undergraduate students actively pursuing sales positions provide evidence that candidate perceptions are influenced by age of the interviewer. Findings – The results support that sales job candidates do indeed feel disadvantaged when interviewed by older recruiters. Compared to interviewers from a more similar age in-group interviewer, the respondents felt a greater difficulty in establishing commonality and credibility and they felt the need to establish dependability, demonstrate professionalism, energy, and enthusiasm with an older out-group interviewer. Interestingly, sales job candidates did not feel lower levels of job confidence relative to the age-group of the interviewer. Research limitations/implications – The study reflects the perceptions of sales job applicants sampled from only two universities in the same region of the USA. Generalizations outside of this job applicant population (i.e. major and geography) cannot be made based on this limited group of respondents. Additionally, outcomes were not explored in this paper, so there is no way to know with certainty that these feelings of disadvantageness translate to concrete differences in results, such as lower job acceptance. Practical implications – From a recruiting/hiring managers’ perspective, they should be mindful that younger sales job candidates may feel uncomfortable or disadvantaged relative to age/generational differences. This could potentially even impact a recruit's desire to consider a company and accept a job offer, based on perceived organizational cultural differences. Educators need to prepare college students for the interview process. They should make students aware that they may feel the need to compensate for feelings that stem from intergeneration differences. Originality/value – From a theory perspective, the study applies the SIT to a human resource and recruiting context to better understand possible recruiting barriers that may be particularly relevant in today's changing recruitment environment. This represents one of only a few empirical research efforts that has attempted to explain intergenerational recruiting issues relative to SIT. In addition to the use of SIT and relational demography, this paper introduces a unique context.

scholarly journals Entrepreneurship education as an arena for career reflection: the shift of students' career preferences after a business planning course

2020 ◽  
Vol 62 (7/8) ◽  
pp. 877-896
Author(s):  
Kjersti Kjos Longva ◽  
Øivind Strand ◽  
Mark Pasquine
Keyword(s):  
Conjoint Analysis ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Small Sample ◽  
Entrepreneurial Intentions ◽  
Business Planning ◽  
Content Type ◽  
The Impact ◽  
Career Preferences

PurposeThe purpose of this paper is to examine the impact of entrepreneurship education (EE) in the form of a business planning course on students' career intentions and preferences. While there is extensive research in which traditional survey scales have been applied to study students' entrepreneurial intentions, this study takes a novel approach by extending the construct of entrepreneurial intention to include preferences for intrapreneurship and team entrepreneurship. Furthermore, the use of conjoint analysis captures students' unconscious decision-making processes when presented with different career opportunity scenarios, thereby overcoming many of the limitations of self-reported survey measures.Design/methodology/approachThe study uses a quasi-experimental design with a novel application of conjoint analysis in EE research. A two-part survey combining a traditional questionnaire with conjoint analysis was distributed to students enrolled in a business planning course at two campuses of a Norwegian university, resulting in 99 matched pre- and post-test responses.FindingsTwo main findings arise from the study. First, there is a significant decrease in entrepreneurial intention among students in the EE course. Second, the conjoint analysis contributes to a better understanding of this decrease by illustrating how students shift their career preferences from entrepreneurship to employment during the EE course. This suggests that EE provides a space for students' career reflections where they can explore, commit to and reconsider entrepreneurship as a career.Research limitations/implicationsA limitation of the study is that it focuses on a small sample of undergraduate students from two campus locations in Norway. Thus, further investigation is still necessary to establish whether the findings are valid in other contexts. The research has implications for higher educational institutions, policymakers and researchers in the field of EE.Practical implicationsThe study contributes with a novel perspective on EE as a trigger for career reflection, a perspective that is important for educators teaching EE courses, as well as for higher education institutions who decide to implement EE in study programmes.Originality/valueBy focusing on the development of students' career preferences through conjoint analysis, the study expands knowledge on the impact of EE on students' careers, while also accentuating the value of the application of conjoint analysis in research on EE.

Entrepreneurship education and undergraduate students' self-employment intentions: do paid employment intentions matter?

2020 ◽  
Vol 62 (7/8) ◽  
pp. 741-757
Author(s):  
Innocent Otache ◽  
Dorcas Omanyo Oluwade ◽  
Ele-Ojo Jeremiah Idoko
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Career Guidance ◽  
Entrepreneurship Education ◽  
Content Type ◽  
Self Employment ◽  
Paid Employment ◽  
Graduate Unemployment ◽  
The Impact ◽  
The Relationship

PurposeUndergraduate students have two opposing employment intentions, viz. self-employment intentions and paid-employment intentions (SEIs and PEIs). While a plethora of studies have explored the links between entrepreneurship education (EE) and SEIs, it has been noted that previous studies have ignored the effects of PEIs on the relationship between EE and SEIs. The purpose of this study, therefore, is to empirically explore the effects of PEIs on the relationship between EE and SEIs.Design/methodology/approachThis study adopted a descriptive research design and a self-reported questionnaire was administered to collect data from a randomly selected sample of 95 accounting students from two polytechnics in Nigeria. To test the hypotheses formulated, partial least squares structural equation modelling (PLS-SEM) was performed using SmartPLS.FindingsThe results of Model 1 showed that EE had a significantly positive link with SEIs. On the other hand, the analysis of Model 2 revealed an inverse relationship between PEIs and SEIs. Furthermore, it was observed that the impact of EE on SEIs did not only reduce significantly when PEIs was added to Model 1 but also the relationship between EE and SEIs that was erstwhile statistically significant became nonsignificant.Practical implicationsThe findings have implications for EE curriculum developers, governments and career guidance counsellors.Originality/valueTo the best of the authors' knowledge, this study is the first to provide empirical evidence of the effects of PEIs on the relationship between EE and SEIs. The findings provide important insights into the fundamental issue, which underlies the problem of graduate unemployment.

scholarly journals Entrepreneurship education pedagogy: teacher-student-centred paradox

2018 ◽  
Vol 60 (2) ◽  
pp. 168-184 ◽  
Author(s):  
Annafatmawaty B.T. Ismail ◽  
Sukanlaya Sawang ◽  
Roxanne Zolin
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Implementation Intention ◽  
Entrepreneurial Intention ◽  
Content Type ◽  
Teacher Student ◽  
Quasi Experimental ◽  
The Impact

Purpose The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?” Design/methodology/approach The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures. Findings Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills. Originality/value The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.

Social dominance orientation and mentorship

2015 ◽  
Vol 44 (4) ◽  
pp. 592-610 ◽  
Author(s):  
Daniel Martin ◽  
Stephen Bok
Keyword(s):  
Factor Analysis ◽  
Interpersonal Relationships ◽  
Undergraduate Students ◽  
Social Dominance ◽  
Social Dominance Orientation ◽  
Intrinsic Rewards ◽  
Content Type ◽  
The Usa ◽  
Tangible Rewards ◽  
The Impact

Purpose – In all, 218 business/psychology working students contributed to the validation of the 20-item Mentor Expectations Measure (MEM). Mentors expected outcomes of mentoring protégés based on protégé race and mentors’ level of social dominance orientation (SDO) were established. The paper aims to discuss these issues. Design/methodology/approach – Study 1: to better understand the structure of the newly created MEM, (and to take the first step toward establishing a model) the authors conducted an exploratory factor analysis, using principle axis factoring procedure for extraction with direct oblimin rotation. The factor analysis yielded four viable factors. Study 2: participants were the same 218 working undergraduate students from a mid-sized university located on the west coast of the USA. SDO and social desirability were collected and survey participants were presented a stimulus story written so that the reader would take on the perspective of a mentor within a formal organizational mentorship program. Participants were randomly assigned stories in which they, as the mentor, receive a new protégé (the manipulated variable – perceived ethnicity). Other than the names of the protégés, the stimulus stories and questionnaires were exactly the same. The survey consisted of 63 questions in total. Findings – Given evidence of discriminatory behavior toward those that threaten hierarchical norms, the authors anticipated worse expectations for the mentorship to be found in the African American protégé manipulation. Based on the literature, the authors also anticipated stronger interactions between SDO and the mentorship expectations based on the discipline of the mentor. Participant-mentors estimated expected mentor outcome rewards from mentoring a Black or White protégé. No interactions were established, but SDO was a significant predictor of lessened expectations across several elements of the mentorship. This suggests that high levels of SDO in workplace hierarchies manifest poor expectations toward mentorship outcomes no matter the race/ethnicity or disciplinary back ground of the mentor. Research limitations/implications – While the subjects in the study represent realistic entry level managers and the sample size is acceptable, the authors would like to replicate using larger sample sizes in the future. Practical implications – The development of the MEM reflects a step forward in the psychometric matching of mentors with protégé. The authors recommend utilizing the MEM to evaluate mentors before establishing a relationship and making sure that the relationship is based on clear expectations, knowledge and balanced interpersonal relationships. Importantly, understanding the impact of individual differences like SDO will facilitate more productive relationships than matching on just ethnic and gender-based commonality. Social implications – As significant negative correlations (at the 0.01 level) were found between SDO and mentor commitment, mentor tangible rewards, as well as mentor intrinsic rewards. The negative relationships suggests that as SDO levels increase, participants level of commitment to the protégé lessens, their expectation of tangible rewards based on the mentor ship lessen, and their own levels of intrinsic rewards will diminish. This paints a picture of low expectations for the protégé based on one’s level of SDO, which surprisingly does not seem to interact with race of protégé. Originality/value – First, the MEM can facilitate the matching of mentors and protégés’. Second, researchers (Klauss, 1981; Kram, 1985) have pointed out that formal mentorship relationships may suffer due to the lack of initiative and commitment which the MEM clarifies. Third, the MEM can be used to examine and existing mentorship relations. Fourth, established use of the MEM or mentorship assessment would signal a “culture of mentoring, with organizations broadcasting the seriousness with which they take mentorship. Finally, the authors establish the impact of SDO on mixed race mentorships.

scholarly journals Coadministration of tizanidine and ciprofloxacin: a retrospective analysis of the WHO pharmacovigilance database

2021 ◽  
Author(s):  
Annette Rudolph ◽  
Hendrike Dahmke ◽  
Hugo Kupferschmidt ◽  
Andrea Burden ◽  
Stefan Weiler
Keyword(s):  
Real World ◽  
Safety Issue ◽  
Demographic Data ◽  
Fatal Outcome ◽  
Individual Case ◽  
World Health ◽  
Global Database ◽  
The Usa ◽  
Pharmacovigilance Database ◽  
The Impact

Abstract Purpose Tizanidine, an alpha-adrenergic substance with antinociceptive and antihypertensive effects, is extensively metabolized via cytochrome P450 (CYP) 1A2. Therefore, coadministration with potent CYP1A2 inhibitors, such as ciprofloxacin, is contraindicated. However, both drugs are broadly utilized in various countries. Their concomitant use bears an inherent high risk for clinically significant symptoms, especially in multimorbid patients experiencing polypharmacy. This study aims to investigate the impact of coadministration of tizanidine and ciprofloxacin using real-world pharmacovigilance data and to raise awareness of this potentially underestimated safety issue. Methods We conducted a retrospective study including Individual Case Safety Reports (ICSR) registered until March 1, 2017, in the World Health Organization (WHO) global database. Demographic data, drug administration information, the course of the adverse drug reaction (ADR), its severity, and outcomes were analyzed for cases reporting ciprofloxacin comedication. Results In 91 (2.0%) of the identified 4192 worldwide ICSR on tizanidine, coadministration of ciprofloxacin was reported. Most of the patients were female (n = 59, 64.8%) with a median age of 54 years (range 13–85 years). The countries contributing most reports were the USA (n = 54, 59.3%) and Switzerland (n = 16, 17.6%). ADRs reported most often affected the nervous system and the cardiac function, especially with large tizanidine doses or drugs with CNS and cardiovascular depressant effects. In two cases, a fatal outcome was reported. Conclusion Despite the existing formal contraindication, the concomitant use of tizanidine and ciprofloxacin can be observed in real-world clinical practice. Reactions mainly affected the central nervous and the cardiovascular system resulting in potentially severe adverse effects. The concomitant use of tizanidine and ciprofloxacin should absolutely be avoided.

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