The Right Stuff: Defining and Influenceing the Entrepreneurial Mindset (original) (raw)
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Journal on Education
Entrepreneurship is becoming an increasingly popular topic these days. Many people are interested in becoming an entrepreneur and developing their own business. However, not everyone has the ability to become a successful entrepreneur. There are several factors that can influence business success, one of which is having an entrepreneurial mindset. The purpose of this paper is to explore the relationship between entrepreneurial mindset and business success and to discuss the implications for entrepreneurship education. This research is qualitative in nature. Data collection techniques include listening and recording important information to conduct data analysis through data reduction, data display, and conclusion drawing. This study shows that there is a positive relationship between entrepreneurial mindset and business success. Entrepreneurial mindset consists of five main dimensions namely opportunity orientation, innovativeness, proactiveness, self-confidence and risk tolerance. ...
The International Journal of Management Education, 2022
This research investigates how entrepreneurial education activity (EEA) influences entrepreneurial behaviour (EB) by unpacking how EEA influences both entrepreneurial intention (EI) and EB and how behavioural entrepreneurial mindset (BEM) mediates the relationship between EEA and EI. This furthers research into the behavioural subdimension of entrepreneurial mindset and how this impacts the relationship between EEA and EI. Confirmatory factor analysis was used for checking the measurement model fit and psychometric properties of the measurement scales used, and structural equation modelling was used for testing the proposed model using questionnaire data collected from 1428 students participating in EEA in higher education institutions in China. The research found that effective EEA has a positive effect on EB which was partly mediated by EI, and that EEA positively affects BEM, which in turn mediates the relationship between EEA and EI. This research contributes by expanding the understanding of how EEA can influence students' EB by highlighting BEM as an impact indicator of entrepreneurship education (EE). Secondly, it contributes to the understanding of the formation of students' EB by identifying how BEM mediates the transition from EEA to EB through the development of EI. This highlights BEM as an effective endogenous driver of students' EI, addressing a lacuna in research by investigating EM from the behavioural perspective in EE research.
A REVIEW OF THE ENTREPRENEURIAL MINDSET
Voice of Academia, 2022
Entrepreneurship is a branch of study aimed at assisting students, individuals, and organisations with their entrepreneurial issues. It is necessary for the country's and society's economic development. Individuals, communities, and nations benefit from a wide range of social and economic benefits that entrepreneurship provides. The purpose of this article is to compile the results of early research on the content and method of establishing an entrepreneurial mindset. As a result, the current state of the literature on the concept of entrepreneurship has been consolidated, allowing researchers to better comprehend its origins, roots, and evolution. The author wishes to encourage youngsters to become entrepreneurs as early as primary school. They gain entrepreneurial experience, skills, and abilities as well as the ability to solve entrepreneurial difficulties as a result of their efforts. This article explains the concept of an entrepreneurial mindset in depth, making it easier for individuals and organisations to participate in interactive entrepreneurial activities in their daily lives. The purpose of this study is to conduct a literature review in order to have a better grasp of the concept of the entrepreneurial mindset. An in-depth explanation of the author's different primary subtopics will provide a comprehensive knowledge of the entrepreneurial mindset. The literature will explain the methods utilised to instil an entrepreneurial mindset in children, adolescents, adults, retirees, and people with disabilities. Furthermore, the literature will also rationalize the role of entrepreneurial education on the development of an entrepreneurial attitude.
Exploring the Mindset to Become an Entrepreneur
Jurnal aplikasi manajemen, 2023
Universitas Ciputra Surabaya is one of the universities that strongly supports its students to become excellent entrepreneurs by providing entrepreneurship curriculum and real business practice experiences. An entrepreneurial mindset is required to achieve this goal. This research aims to elaborate on the dimensions of entrepreneurial mindset based on previous research findings. Adopting a mixed-method approach on undergraduate students who have taken entrepreneurship courses. Data analysis was conducted through semistructured interviews and confirmatory factor analysis to test the dimensions of entrepreneurial thinking generated from qualitative research. These were then tested on 100 students enrolled in entrepreneurship courses. The research results indicate two dimensions of entrepreneurial mindset: elaborating mindset with indicators of consideration, planning, and information seeking, and implementing mindset with indicators of action and evaluation. The confirmatory factor analysis results show that the elaborating mindset is focused on planning, such as planning/strategies for starting a business and when to start a business, while the implementing mindset is focused on evaluation, such as always seeing opportunities and measuring these opportunities in starting one's own business. For universities that provide entrepreneurship education, students need to be given materials on creating business plans and evaluating the businesses they are running.
Journal of Small Business Management, 2021
Despite an increasing interest in understanding the mindset of entrepreneurs, little consensus exists on what an entrepreneurial mindset (EM) is, how it is developed, or its precise outcomes. Given the fragmented nature of the multidisciplinary study of EM, we review prior work in an effort to enhance scholarly progress. To this end, we identify and review 61 publications on the topic and offer an empirically derived, integrated definition of EM. Further, we examine factors related to EM and offer specific directions for future study. Additionally, we offer broad directions for advancing the trajectory of EM research and conclude with an abbreviated review of pedagogical insights. In all, by offering a definition, reviewing the literature, and highlighting specific and broad directions for future research, we attempt to consolidate and advance what is known about an individual's EM.
Journal of Educational and Social Research
This study aims not only to verify ‘the experiential learning–entrepreneurial mindset relationship’, but also to test which entrepreneurial characteristics (i.e., innovativeness, risk-taking propensity, need for achievement, and proactiveness) moderate ‘the experiential learning–entrepreneurial mindset relationship’. The data were collected from 313 undergraduate students who have already taken the entrepreneurship course and analyzed using confirmatory factor analysis and hierarchical regression analysis. The results showed the positive relationships between experiential learning and elaboration mindset, and between experiential learning and implementing mindset. However, need for achievement and proactiveness were found to moderate ‘the experiential learning–entrepreneurial mindset relationship’, whereas innovativeness and risk-taking propensity did not moderate that relationship. This study provides theoretical implications in extending the literature of experiential learning the...
Assessing Entrepreneurial Mindset: Results for a New Measure
Discourse and Communication for Sustainable Education
This research describes the results of a national survey of entrepreneurial mindset conducted with 3,194 randomly selected individuals in a representative national sample. Several other measures of entrepreneurial personal characteristics appear in the literature. These include the Entrepreneurial Attitude Orientation measure (cf. EAO, Robinson, Stimpson, Huefner, & Hunt, 1991), the General Enterprising Tendency (cf. GET2, Caird, 1990), the test of Entrepreneurial Self-efficacy (cf. Chen, Greene, & Crick, 1998), and the Entrepreneurial Mindset Profile (cf. EMP, Davis, Hall, & Mayer, 2016). Valuable as these measures are, each has important limitations. This comprehensive study successfully addressed nearly all of those limitations.
BUILDING ENTREPRENEURIAL MINDSETS IN THE CLASSROOM
Journal of Entrepreneurship Education , 2019
Finding a well-paying job that actually require a degree is and will remain the most challenging task for today's young graduates. One of the solutions that the literature suggested is to encourage college graduate students to start their own businesses. The focus of our research is on Entrepreneurship Education (EE) and the purpose of the study was to examine students 'attitude in relation to entrepreneurship education. This paper incorporates data gathered using the EAO (Entrepreneurial Attitudes Orientation), at the beginning and end of a hybrid-formatted entrepreneurship course, taken by students with varying degrees of interest in starting and running a business or becoming an entrepreneur. The EAO tool included questions that assess achievement, innovation, personal control and self-esteem. Our research provided a useful approach for assessing student learning outcomes in entrepreneurship education and encourages the development of "cultification" that would include innovative assignments and activities to be incorporated into entrepreneurship classes that would specifically help to develop entrepreneurial attitudes and an entrepreneurial mindset as part of the course syllabus and intended outcomes.
Workshop Title: Entrepreneurial Mindset for Entrepreneurship Educators
2024
Coyle, P. and Lamas, M. 2024. Entrepreneurial Mindset for Entrepreneurship Educators. 3E2024, May 2024, Amsterdam. Workshop Summary and key questions to be investigated highlighting existing innovative practice There is increasing interest in helping students of any academic discipline, not just business studies, to develop an entrepreneurial mindset. The mindset is also seen as being relevant not just to graduates who aspire to become entrepreneurs but also to future employees in the private, public and not-for-profit sectors. When educators think about educating students about the entrepreneurial mindset they consider what students will gain in terms of knowledge, skills and competences. Educators ask the simple question “what do we want the students to be like?” However, insufficient attention has been given to the associated question “if we want the students to be like this, what do the educators need to be like?” Research shows that although educators are designing learning experiences in which students will develop an entrepreneurial mindset, educators themselves rarely consider the strengths or weaknesses of their own entrepreneurial mindset. Therefore, this workshop is designed to help educators self-reflect on their entrepreneurial mindset and consider the implications for their educational practice. The workshop will explore three key questions: 1 Do educators have entrepreneurial mindsets and do they apply the mindset in their teaching, research and societal engagement? 2 Can educators role model the behaviours associated with the entrepreneurial mindset to their students? 3 By understanding their own entrepreneurial mindset will educators be better able to deliver successful student outcomes?