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PurposeThis study examines the perspectives of undergraduate science and technology students in Thailand regarding the influence of various role models on their entrepreneurial skills.Design/methodology/approachThis study employed the single case study research method. Purposive sampling was used to select the participants. The sample consisted of 142 key informants, whose responses were analysed using a direct content analysis method.FindingsFrom the students' perspectives, entrepreneurial role models indirectly influenced their entrepreneurial skills.Practical implicationsThe findings have clear implications for educators and policymakers. Educational institutions should design and implement educational strategies that help connect informal learning gained from the family with formal training at higher education institutions. On-the-job or apprenticeship training should also be included as a component of course content.Originality/valueOur findings regarding the influence of role models differ from those of previous studies in relation to two of the four role models considered here. First, according to the students, their family environment has no direct impact on their entrepreneurial skills. In addition, science- and technology-based educational environments should adopt an entrepreneurial orientation to help students understand various market and business pressures, which will enable them to make a positive contribution to the workplace.

The changing landscape of higher education orchestrated by the growing use of e-learning presents significant opportunities and threats to higher education institutions in developing countries like Nigeria. However, e-learning is not widely adopted by Nigerian institutions due to contextual and individual barriers. This study aims to advance our understanding of the determinants of e-learning adoption by reconceptualising e-learning adoption barriers from an entrepreneurial and strategic perspective. Using Partial Least Square approach to Structural Equation Modelling (PLS-SEM) to analyse data collected from 305 respondents, the findings of the study demonstrate that entrepreneurial orientation and strategic planning significantly influence e-learning adoption. The findings of the study advance our understanding of e-learning adoption barriers and also provide new insights to managers of higher education institutions with regards to e-learning adoption. Key words: E-learning, e-learning adoption, entrepreneurial orientation, strategic planning, higher education institutions.

The study focuses on the entrepreneurship education at a private business school in Indonesia due to the accelerate impact through the country economy that by implementing entrepreneurship education, one of the factors driving entrepreneurial growth in a country is the higher education institutions' role. The study took places at Telkom University, Indonesia, by surveying 458 business school students. The data analysed using a path analysis technique with SmartPLS ver. 3. Our result shows that the factors affecting entrepreneurial orientation show significant and positive effects which eventually cause a similar effect on entrepreneurial intention. Therefore, higher education institutions, especially business schools, should consider these factors as driving forces towards entrepreneurial intention. Practical implications for the development of the entrepreneurship curriculum also drawn in this study.

Purpose The need for dynamic and innovative skills and the importance of resources and individuals in pursuit of new opportunities prove to be extremely vital for the higher education institutions (HEI). The purpose of this paper is to develop a taxonomy of academics from HEI, based on their individual entrepreneurial orientation (EO). Design/methodology/approach The population in study was composed of teachers and researchers from worldwide HEI. The data collection was conducted through a questionnaire sent by an e-mail and the authors used the I-ENTRE-U scale to identify entrepreneurial-oriented teachers and researchers from HEI. A Latent Profile Analysis (LPA) was conducted to identify profiles of researchers with similar values in four EO dimensions. Findings The study allowed the authors to identify five profiles of researchers: downers, achievers, followers, defenders and rebels. Research limitations/implications The results can be an important starting point for other researchers and practitioners hoping to evaluate academics’ EO in a higher education sector. The taxonomy also allows wider predictions about the behaviour of the profile members of profiles and relates it with other variables such as performance. Further contributions may be added by extending the data gathering from different geographical areas and/or different academic contexts, such that future studies could apply other LPA techniques and compare the results. Originality/value Only few studies have focussed on individual EO of scientists/academics, considering different national and regional contexts. To the best of the authors’ knowledge, this is the first empirical study that develops a taxonomy of academics from HEI, based on their individual EO.

Academic entrepreneurship is becoming increasingly important to the field of research as well as to policy makers due to its ability to contribute to the economic, technological, and social development of regions and countries. This research aims to evaluate the determinants that influence the interest of Portuguese higher education students (HEI’s) to become entrepreneurs. The methodology used is quantitative and uses structural model equations. The results obtained demonstrate that the student’s perception of business skills, business growth skills, strategy, and successful business are key factors that students take into account in their entrepreneurial orientation. The research contributes to this theory by adding new knowledge to the literature on the perception of the HEI’s students to become entrepreneurs, specifically the students of Portuguese universities. In practical terms, the contributions offered within this research are based on suggestions for the third mission of universities, explicitly knowledge transfer to the community, business groups, and policy makers, as well as the creation of the essentials within university boundaries to promote entrepreneurship amongst its students. The research is original and innovative, as no research on this field with all the aggregated elements under study has been previously performed in Portugal. Furthermore, the obtained results can translate into ideas that potentially create jobs. info:eu-repo/semantics/publishedVersion

Purpose Social entrepreneurship (SE) presents specificities that the entrepreneur must address. Entrepreneurial intention (EI) and entrepreneurial orientation (EO) in SE should reflect specific characteristics of behavior. The purpose of this study is to identify the intention of Brazilian university students to undertake SE, having individual social EO (individual entrepreneurial orientation (IEO)-social) as their predictive behavior. Design/methodology/approach This paper collected study data from Brazilian university students. To test the study’s hypotheses, this paper used confirmatory factor analysis, structural equation model, partial least squares and generalized linear regression model. Findings The results indicate that Brazilian university students positively respond to their intention to become social entrepreneurs in the future, regardless of gender, courses or types of universities. In line with the literature, IEO-Social proved to be a strong predictor of EI-social. Research limitations/implications This study was limited to understanding EI-social from IEO-Social. Besides, its sample is non-probabilistic, therefore, the findings of this study cannot be generalized. Practical implications The results encourage the inclusion of SE in entrepreneurial education programs. They guide the involvement of students from different areas of knowledge in activities aimed at higher education. Social implications Evidence indicates that including the SE theme in entrepreneurial education programs proves to be valuable for opening purposeful career opportunities for students. Originality/value The study contributes to eliminating the gap in studies on EI-social in Brazilian university students. It also offers the IEO-social scale, theoretically constructed and with superior psychometric quality.

PurposeThe purpose of this paper is to quantify the relative importance of four key entrepreneurial characteristics identified in the literature (proactiveness, attitude to risk, innovativeness and self-efficacy) in predicting students’ entrepreneurial intention (EI) across a range of faculties offering different subjects at a UK higher education institution (HEI). This approach will help to identify whether there are variations across the faculties in the predictors of EI. This enables recommendations to be made with regard to the development of educational delivery and support to encourage and develop the specific predictors of EI within the different subject areas.Design/methodology/approachThis research uses a 40-item questionnaire to obtain information on students’ demographics, entrepreneurial characteristics and EI, based on a five-point Likert-type scale. Principle component analysis, correlation analysis and multiple hierarchical regression analysis are used to analyse the data from 1,185 students to develop models which predict EI for each of the six faculties.FindingsIndividual models which predict EI are developed for each of the six faculties showing variations in the makeup of the predictors across faculties in the HEI. Attitude to risk was the strongest predictor in five of the six faculties and the second strongest predictor in the sixth. The differences, together with the implications, for educational approaches and pedagogy are considered.Originality/valueThis research breaks down the level of analysis of EI to the individual faculty level in order to investigate whether different entrepreneurial characteristics predict EI in different academic disciplines across a UK HEI. This enables entrepreneurship educational approaches to be considered at a faculty level rather than a one size fits all approach.

Wysokie ubóstwo i nieakceptowalny poziom bezrobocia to powszechne problemy krajów Afryki. Mogłyby one ulec zmniejszeniu poprzez aktywność przedsiębiorczą. Zamiar przedsiębiorczy (EI) oraz orientacja przedsiębiorcza (EO) są silnymi wskaźnikami rzeczywistego zachowania przedsiębiorczego. Prezentowane badanie opiera się na teorii planowanego zachowania Ajzena (1991). Zmienne EI oraz EO zostały zmierzone w eksploracyjnym badaniu metodami mieszanymi. Dane ilościowe zostały zebrane przy pomocy kwestionariusza. Zmienna EI zostało zoperacjonalizowana przy pomocy trzech wymiarów, zaś EO przy pomocy siedmiu wymiarów, na 7 stopniowej skali Likerta. Zebrano także dane jakościowe. Próba badawcza (N=43) obejmowała dwie grupy kandydatów zapisanych na akredytowany kurs akademicki z zakresu zarządzania w sporcie w Malawi. Respondenci wykazali średnie poziomy postawy przedsiębiorczej, jednak dość wysokie wskaźniki zamiaru zostania przedsiębiorcą. Oba wskaźniki dla kobiet były niższe. Wyniki badania wskazują na potrzebę włączenia edukacji w zakresie przedsiębiorczości w programy kształcenia w zakresie nauk o sporcie oraz zarządzania w sporcie na uczelniach wyższych Regionu 5 Afryki. Postulowane jest także podjęcie badań przekrojowych w czasie oraz porównawczych między krajami tego regionu w obszarze EO i EI dotyczących studentów sportu oraz zarządzania w sporcie. High poverty and unacceptable levels of unemployment are prevalent in most African countries and could be addressed through entrepreneurial activity. Entrepreneurial Intent (EI) and Entrepreneurial Orientation (EO) are strong indicators of actual entrepreneurial behavior. This study draws on Azjen’s (1991) Theory of Planned Behavior and the variables of EI and EO were measured in an exploratory mixed-method investigation. Quantitative data were collected using a self-administered questionnaire. EI was measured across 3 dimensions and EO across 7 dimensions on a seven-point Likert scale. Qualitative data supplemented quantitative scores. Respondents included the total population (N=43) of two cohorts of candidates enrolled in accredited University Certificates of Sport Business Management offered in Malawi. Respondents recorded moderate scores for EO but collectively demonstrated strong intent to become entrepreneurs. Lower scores were recorded for female EO and EI. It is recommended that entrepreneurship education is included in sport management and sport science curricula of higher education institutions in Region 5 of Africa; longitudinal studies including sport management and sport science students in universities in Region 5 of the African Union are done to determine the effect of entrepreneurial education on EI and EO and comparative cross-national EI and EO studies are undertaken.

Education is considered as a driving force to accomplish the work efficiently. In this regard, business studies play an essential role in increasing the capabilities and skills of the individual as entrepreneurial orientation increase employment opportunities and act as a driving force to boost up the country’s economy. Higher Education Institutions’ role is significant in imparting entrepreneurial education among students, as Pakistani Higher Education Institutions have established the Entrepreneurship and Development Center (EDC), which is responsible for entrepreneurial training, seminar, workshops, discussion sessions, conferences, and entrepreneurial fairs. This paper aims to review the entrepreneurial education in developing Asia, specifically in Pakistan. This study is based on secondary data, taken from 30+ journal papers, 5+ HEC Annual Reports, and 4+ books in order to investigate the current trends of entrepreneurial education in developing countries, especially in Higher Education Institutions of Pakistan. The result shows that confronted challenges of entrepreneurial education in Pakistan are untrained staff in EDC, curriculum flaws, less governmental support, lack of subject experts and qualified faculty, and frequent changes in higher administration of universities. Recommendations have proposed for entrepreneurial success in Pakistani HEIs, and a model is proposed to follow.

This study assesses the impact of inclusion of entrepreneurial contents in curricula in developing entrepreneurial- like thinking in non-business major students in Institut d’Enseignement Supérieur de Ruhengeri in Rwanda. A comparison of findings before and after the training indicate that systematic learning of entrepreneurship can effectively contribute to the focused development of meta-level skills and leave important input for the policymakers and education strategists who look forward to reforming the supplyside of the labor market as a catalyst of growth. JEL: L26, J23 null The creation of the English-language version of these publications is fi nanced in the framework of contract No. 607/P-DUN/2018 by the Ministry of Science and Higher Education committed to activities aimed at the promotion of education.

Purpose This study aims to evaluate the impact of entrepreneurship education (EE) on the entrepreneurial orientation (EO) of higher education students, as mediated by gender and family history. A survey tool for measuring EO was developed and used in one university. The responses were processed using statistical methods. Design/methodology/approach The data were collected with an online questionnaire distributed to students of engineering and business and social sciences in the past year of their degree program at the undergraduate and graduate levels. Some respondents had a class in entrepreneurship, while others did not have it. Findings The results highlight that EE generally has a greater impact on business and social sciences students. Family background and gender are moderating variables with a positive influence on individual entrepreneurial orientation (IEO). Practical implications This study’s main practical implication is that evidence was found that universities need to develop more effective didactic approaches to EE. These must take into account new market demands and students’ profile and always taking into account their different academic areas and levels of previous EE. Originality/value This paper contributes to filling a gap in the literature by identifying the importance of EE, gender and family background to the development of IEO in students of different academic programs (i.e. engineering, business and social sciences).

Many universities are becoming more entrepreneurial by supporting spin-off activities of students and staff, installing entrepreneurship programs and creating networks with local entrepreneurs. But how do these activities affect university graduates’ employment choices? By utilizing different data sources, this question is addressed in the present study. Information collected through a large-scale graduate survey, implemented by the International Centre for Higher Education Research-Kassel, is combined with a ranking system of entrepreneurial orientation among German universities and data on the workforce within the university region. Empirical analysis suggests that the likelihood of entering self-employment is significantly positively related to the entrepreneurial orientation of the university. On the individual level, work experience prior to studying increases the likelihood of graduates entering self-employment while no robust influence of human capital indicators is detected.

This study aims to map and identify the characteristics, methodologies, and results of empirical studies on entrepreneurial orientation (EO) at higher education institutions (HEI). A systematic literature review (SLR) was carried out using the Scopus database to do this. The findings show few studies on EO in the HEI context. There is also a lack of studies exploring the interrelationships between the EO of HEIs, the EO of students, and the EO of outreach structures. This research proposes an EO structure for the HEI context, setting out the dimensions, antecedents, moderators, and results of this construct, enabling future studies to achieve broader and deeper reflection on the importance of EO within the HEI context.

Purpose The purpose of this paper is to investigate the importance of academic courses on agricultural entrepreneurship. Design/methodology/approach Modified global entrepreneurship and development index (GEDI) was used to determine entrepreneurial dimensions among 19 graduated students of agricultural colleges resided in Iran. Fuzzy analytical hierarchy process was applied to understand agricultural graduates’ preferences on effectiveness of university courses (core, free elective and restricted elective). Findings Results suggested the importance of professional restricted elective courses to provide students with necessary skills. These courses were successful in providing a context for entrepreneurial profile. Research limitations/implications Innate talent or acquired skills were always the place of debate on entrepreneurial development. The paper builds on the premise that entrepreneurs are made through education and continuing reconstruction of experience, further research is required as the field develops in experience and complexity. Practical implications The paper provides strategies to effectively modify practical route in higher education to enhance entrepreneurial orientation among students. Originality/value The paper is innovative at a conceptual level in modifying GEDI elements in individual-level variables based on GEDI configuration theory. This approach is particularly useful in addressing the bottleneck problems of entrepreneurship profile and focusses on the information interpreted at weights of the individual-level data.

Entrepreneurial intentions refer to a state of mind that directs and guides the actions of the individual toward the development and implementation of a new business concept. Educational support is perceived as a determinant of entrepreneurial intentions, for the reason of providing the students with necessary knowledge about entrepreneurship. The main aim of this article is to present the role of university education in shaping the entrepreneurial intentions among students in Ukraine and Poland and the forms of university support which students prefer when start own business. In order to develop the issue, the authors conducted a questionnaire survey among 212 students in Ukraine and Poland in 2016. The results of the research clearly show that Ukrainian students present higher level of entrepreneurial orientation as an intent to set up and to develop of the company in the future than Polish students, and at the same time they expect less support from the university.

В статье представлен обзор исследований баланса жизни и труда в академии (университете). Цель работы — провести анализ и структурацию дискурса баланса посредством 50 научных статей. На основе отобранных статей была разработана модель, включающая три дискурсивных источника баланса в академии. 1) Индивидуальный выбор: «отдать жизнь(,) нельзя(,) покинуть академию», при котором снятие проблемы совершается в пользу либо работы, либо личной жизни. 2) Двойная идентичность («хорошая мать» и «успешный преподаватель») через принятие сверхнагрузки. 3) Минимизация административных задач («пустого» времени) за счет исследовательской и преподавательской деятельности. Реформы системы высшего образования, неолиберализация университетов, распространение рыночных ценностей привели к изменениям, повлиявшим на расширение дискурса баланса между академической работой и личной жизнью. В статье обобщаются последствия неолиберализма, экономического рационализма, конкуренции и предпринимательской ориентации университетов, отразившиеся в возрастающей рабочей нагрузке профессоров и их заинтересованности в поиске стратегий поддержания баланса между жизнью и работой. Чтобы понять основные механизмы формирования этих стратегий, авторы проанализированных исследований обращаются к теориям выгорания, границ, гендерного неравенства, вмешательства и обогащения.

Nowadays, something essential in Higher Education Institutions (HEI) is seeking to be entrepreneurial, with human resources with entrepreneurial characteristics. The success of higher education institutions will depend on the performance of its human resources. The main objective of this paper is to propose the concept of individual entrepreneurial orientation (IEO), based on the construct Entrepreneurial Orientation, a concept from the strategy-making literature, composed of five entrepreneurial dimensions (autonomy, innovativeness, risk taking, proactiveness, and competitive aggressiveness) (Lumpkin and Dess Academy of Management Review, 21(3), 605–607, 1996a; 135–172, b). The paper also proposes a measurement scale with a set of items, which are to measure the IEO of Teachers and Researchers in HEI. The EO will be measured by the ENTRE-U scale developed by Todorovic, McNaughton, and Guild in (Technovation, 31, 128–137, 2011) and adapted in this study to the individual level (I-ENTRE-U). A set of items is reviewed from the ENTRE-U, and the proposal scale adaptation was validated by academic experts. To test, debug and validate this measuring instrument, we used the confirmatory factor analysis (CFA), Pearson’s correlations and Cronbach’s alphas, among other measures. This paper conceptualizes the EO strategy, taking into account higher education peculiarities and discusses the dimensions of the IEO concept in HEI.

The study explores the institutional factors which influence the impact of education in building academic entrepreneurship in higher educational institutes of Uttarakhand state, India. In order to understand the institutional barriers, the author interviewed 68 senior-level educationists, who were working in the capacity of Director General, Professor, Head, or Director in three different universities or their affiliated institutions. Based on the qualitative data obtained from interviews, we identified five major and four minor factors which were influencing the impact of education in building academic entrepreneurship in the state. The major barriers identified were – poor entrepreneurial ecosystem, poor entrepreneurial orientation, and inclination of universities and institutes to prepare students for jobs, inadequate content of the subject, need for training of entrepreneurship faculty, or specialized entrepreneurship faculty and ineffective teaching methodology. The results so obtained were f...

This paper attempt to appropriately measure student perception about the performance their lecturers/teacher in higher education by means of entrepreneurship orientation construct. In this study, efforts are made to evaluate the students perception with three factors of entrepreneurship orientation construct i.e. innovativeness, proactiveness and risk taking. Using the data collected from Finland and Pakistan on the questionnaire developed on the basis of the previous entrepreneurship orientation construct. We find evidence that students’ perception can be explained with use of innovativeness, proactiveness and risk taking attributes of the lecturer/ teacher in Finland and Pakistan. Leadership in higher education can leverage their role by including lecturers/teachers. Inferences are made of the finding along with the recommended prospect studies.

It is widely recognized that entrepreneurs are key drivers of economic development, and as such, nurturing an entrepreneurial mindset in young people has become a key priority for innovation. Entrepreneurship education (EE) has emerged as a key instrument to enhance entrepreneurial orientation. A growing number of curricula and programs devoted to entrepreneurship are registered in all levels and fields of education. Likewise, the tourism education sector recently has started to offer entrepreneurship education through dedicated modules or courses. However, despite the growing attention and relevance of EE in tourism, to our best knowledge, this field of research remains under-investigated. This paper aims to contribute to closing this gap by analyzing, though a web-based content analysis, the situation of European university initiatives that have begun including modules and contents related to entrepreneurship in their tourism educational programs. In particular, the paper seeks to analyse how the main components related to EE are being structured in these tourism education programs and offer advice on what might constitute an effective tourism entrepreneurship education path.

To what extent are academics entrepreneurial, and to what extent does an entrepreneurial orientation contribute to higher research productivity in higher education? According to some schools of thought, academic research is conducted within ‘paradigms’ or circumscribed areas of study, with the implication that certain research might not be inherently innovative. This research sought to investigate the extent to which individuals with higher self-reported levels of entrepreneurial orientation (EO), as well as the propensity to apply novel technological methods (such as crowdfunding and crowdsourced R&D) in their research, have higher levels of research productivity. Applying a comprehensive purposive sampling process, a large South African university was sampled. A total of 292 usable responses were obtained, and these were analysed using ordinary least squares. In order to test the robustness of results, two further tests were applied, namely bootstrapping and negative binomial regression analysis. Findings suggest that individuals with higher endowments of entrepreneurial orientation may be more research productive. Interestingly, innovativeness is not found to be significantly related to academic research productivity. It is concluded that further synthesis between educational and entrepreneurship theory might offer useful insights for the improvement of societally important research productivity. It is also concluded, however, that novel technological methods such as crowdfunding may be underutilised in the academic context. Given the resource constraints faced by those in higher education, particularly in the developing-country context of this study, this underutilisation may point to important opportunities in the sector.

To help address enrollment and financial challenges institutions of higher learning may benefit by having a better understanding of entrepreneurial leadership orientations, or skills, of academic deans. This study revealed several significant correlations between the self-reported entrepreneurial orientations of academic deans in upstate New York, working in independent colleges and universities, and certain demographic characteristics of their positions. Academic deans reported “team builder” and “proactive” as their two highest ranked, self-reported entrepreneurial characteristics, while “risk taking” was ranked as the lowest characteristic. The results indicated a significant correlation between certain variables applicable to academic deans’ positions, such as years of experience and job expectations, with the self-reported entrepreneurial orientations of such deans.

Purpose – The purpose of this paper is to examine the differences between the four main kinds of business schools in Egypt (private; internationally affiliated; public with local programs; and public with international programs) in terms of perceptions of entrepreneurial orientation (EO). Design/methodology/approach – Data were gathered 212 with a response rate of 55.1 percent from a sample of academics in the four groups of business schools (private; internationally affiliated; public with local programs; and public with international programs) using self-administered questionnaires. Results of exploratory and confirmatory factor analysis were conducted to check EO, construct validity and to identify meaningful factors. MANOVA was performed by using factors identified in the previous step to establish whether any significant differences exist between the four groups. Findings – The results show that differences between the four groups exist in terms of four sub-constructs of EO (research mobilization, unconventionality activities, industry collaboration, and perception of university policies) which successfully predict business school involvement in accreditation and commercialization setting. Practical implications – It is meaningful to conduct a comparative study of EO; the results of this study may be broadly applied to higher education (HE) systems in other countries where strong entrepreneurship has contribute to building a more solid economy. Originality/value – The recent literature has put little effort in understanding the effects of cultural differences among universities and its departments in terms of EO and none in identifying the differences between HE systems on the same topic.

The work presented in this paper has been supported by project “Interdisciplinarity in research with reference to scientific performance of individual researchers” National Science Centre grant No 2013/09/D/HS4/02729 and statutory founding from the Information Processing Institute, public research institute financed by the Ministry of Science and Higher Education, Poland.

Entrepreneurship Education in Colleges and universities is a profound reform of China's higher education paradigm. Which is a necessary choice for Chinese universities to break through the traditional educational model. It is an important measure to cultivate college students' entrepreneurial consciousness, entrepreneurship and entrepreneurial ability. On the whole, entrepreneurship education in China is still in the stage of exploration and rapid development. It is great practical significance and theoretical value to clarify the relationship between the entrepreneurship education quality and entrepreneurial intention. Based on this, this paper takes the social sciences, engineering and science students as the research object, and empirically explores the relationship among the entrepreneurship education quality, entrepreneurial orientation, entrepreneurial self-efficacy and entrepreneurial intention. We find that: (1) the quality of entrepreneurship education will positively affect entrepreneurial intention, and entrepreneurial self-efficacy plays as an intermediary role; (2) the relationship between the quality of entrepreneurship education and entrepreneurial self-efficacy will be affected by the adjustment of entrepreneurial orientation, the stronger the level of entrepreneurial orientation, the stronger the positive relationship between the entrepreneurship education quality and entrepreneurial self-efficacy; (3) the stronger the level of entrepreneurial orientation, the stronger the mediating effect between entrepreneurial self-efficacy and entrepreneurial intenti.