Entrepreneurship education as a factor of entrepreneurial opportunity recognition for starting a new business (original) (raw)
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The purpose of this paper is to expand upon existing entrepreneurial opportunity recognition model (EORM) that builds on the existing theoretical literature, utilises the Dubin’s theory-building framework. It identifies entrepreneurial awareness and viable business plan as the determinant of entrepreneurial success within the process opportunity recognition (OR) and exploitation. Entrepreneurial awareness is the central component of OR process. Entrepreneurial awareness and viable business plan, are the basic condition for the success of the OR and exploitation process which in turn yielding a successful entrepreneurial outcome. A proposed conceptual model, a set of propositions, and suggestions for further research are provided.
Analysis of Entrepreneurship Education in Creating New Entrepreneurs
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A Brief Review of Opportunity Recognition in Entrepreneurship Research
Entrepreneurship is multidimensional in nature. The purpose of this paper was to gather and summarize the plethora of research on opportunity recognition and revealed the constructs specific to entrepreneurial opportunity recognition along with its antecedents and consequences. The study was based on the literature review of entrepreneurial opportunity recognition with emphasis on the leading prominent literature from authentic and well-reputed journals. This study employed the strategy majorly based upon empirical data over the last two decades i.e. 2000-2020. This review indicated that the field is empirically underdeveloped and numerous inconsistencies are existent in research conclusions. The study summarized the phenomenon of opportunity recognition which is referred to as the self-defined field of research. Moreover, the study suggested future research directions to recognize and exploit the business opportunities.
Entrepreneurial opportunity perception Analyzing the effect of the learning style
Referred as: Kakouris, A. (2017). Entrepreneurial opportunity perception Analyzing the effect of the learning style. PhD Thesis. University of the Peloponnese. DOI: http://dx.doi.org/10.2139/ssrn.4052097, 2017
The present thesis deals with the opportunity perception in entrepreneurship as a part of the more general opportunity identification, discovery or creation processes. The question that motivates the current empirical research is in what way individual differences, and especially the learning style, differentiate people exposed in market clues of the same environment in entrepreneurial opportunity perception. Among a large number of relevant studies during the first decade of the millennium, Corbett and Dimov articulated ‘learning asymmetries’ as a source of opportunity identification beyond the economics concept of information asymmetries. Based on an online experiment with 376 respondents, the concept of ‘learning asymmetry’ was examined. Kolb’s model for learning from experience and the associated learning styles were employed along with the entrepreneurial opportunity typology of Ardichvili, Cardozo and Ray. Prior findings of Corbett and Dimov for ‘learning asymmetry’ in the technological sector were verified with a new sample and methodology. The concept was also extended in non-technological opportunities where the influence of the lack of technological knowledge on opportunity perception is moderated by the learning style as well. In highly abstract contexts of opportunity where both problems and solutions are both unknown, the reflective observation learning mode facilitates opportunity perception. In more concrete contexts of mature opportunities with products and needs in the market fully known, the concrete experience learning mode facilitates opportunity perception. These articulations complement those of Corbett and Dimov and extend the concept of ‘learning asymmetry’ in the whole spectrum of entrepreneurial opportunities. A new role for the diverging learning style in the development of opportunities into new businesses was found. Diverging thinkers are able to contribute in the early conception of opportunity associated with high levels of abstractness and also in the latest and highly concrete one close to finalization where getting new experiences in organizing resources is important. In parallel, a belief structure for the factors of success was examined suggesting an analogous co-evolution. In the early stages of development, beliefs for success factors are not crystalized. During product development these beliefs focus on novelty and knowledge while in the later stages of finalization beliefs for success factors concentrate on networking, resource raising and bonding. The present findings have theoretical and practical implications that pertain to theorizing in entrepreneurship, organizational innovation, building and managing educational teams and suggesting entrepreneurial policies for inclusive entrepreneurship connected with regional development. These perspectives along with future research plans are discussed in the last chapter of the present thesis.
R Potential for opportunity recognition along the stages of entrepreneurship
2014
The study primarily verifies whether ORP differs in stages of entrepreneurship and aims at identifying factors that influence ORP in different stages of entrepreneurship. The stages of entrepreneurship include pre-stage (individuals planning to start ventures), early-stage (entrepreneurs with ventures less than 3 years old) and late-stage (entrepreneurs with ventures more than 3 years in existence). The factors that were studied include personal factors (cognitive style, self-efficacy and motivation) and interpersonal factors (bridging social capital and bonding social capital). The results indicate the influence of different factors in different stages of entrepreneurship.
Education and Training (Emerald), 2020
Purpose The purpose of this study is to investigate the impact of opportunity recognition and entrepreneurial self-efficacy on the entrepreneurial intention of Indian university students. This paper also examines the moderating role of entrepreneurship education and gender on the opportunity recognition–intention and self-efficacy–intention relationships. Design/methodology/approach The data were collected through a comprehensive questionnaire from 334 students having business and management background. Confirmatory factor analysis was used to ensure the reliability and validity of all the constructs, and structural equation modeling was used to test the proposed hypotheses. Findings This study unveils three important findings. First, opportunity recognition and self-efficacy both show a significant positive impact on the entrepreneurial intention of students. Second, education positively moderates “self-efficacy–intention relationship”, and third, gender negatively moderates “opportunity recognition–intention” and “self-efficacy–intention” relationships. Research limitations/implications This study has been carried out using a sample of students from only one university, and the study included only business and management background students. Similar studies can be conducted by adding more motivational and contextual factors with an increased sample size of students having different educational backgrounds. Practical implications This study provides pragmatic support to formulate new educational initiatives that can support students in their present or future entrepreneurial projects. Originality/value This study adds to the scarce literature on opportunity recognition and entrepreneurial intention and also highlights the moderating role of entrepreneurship education and gender on opportunity recognition–intention and entrepreneurial self-efficacy–intention relationships.
Many scholars have stressed on the strong relationships between entrepreneurship, self-employment and the labor market growth in contemporary society. Several training and academic programs have been designed and developed all around the world to increase entrepreneurial propensity. This article aims to show the empirical evidences about the effects of entrepreneurship education programs on perceived attractiveness and perceived feasibility of new venture initiation, entrepreneurship-related human capital assets and entrepreneurship outcomes. Moderators affecting the relationship between entrepreneurship education and entrepreneurial intentions and outcomes—such as the attributes of education itself, the individual’s background, and the contextual factors—have been analyzed. Explorations of the main theoretical frameworks that argue the positive relationships between entrepreneurship education and entrepreneurial intentions and performance have been conducted. Different pedagogical models adopted for entrepreneurship education programs have been compared. The study was conducted through the systematic literature review method, allowing the suggestion of evidence-based policies at an organizational and a national level of analysis. The role of entrepreneurship education in adjusting and refining the participants’ assessment of their own entrepreneurial aptitude can explain the small positive relationship between entrepreneurship education and entrepreneurial intentions revealed by several meta-analyses.