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entrepreneurial mindset</title> <meta name="description" content="Search results for: entrepreneurial mindset"> <meta name="keywords" content="entrepreneurial mindset"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="entrepreneurial mindset"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 496</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: entrepreneurial mindset</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">496</span> Impact of Entrepreneurial Education on Entrepreneurial Success through Entrepreneurial Mindset, Professional Growth, and Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hummaira%20Qudsia%20Yousaf">Hummaira Qudsia Yousaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Sidra%20Munawar"> Sidra Munawar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to examine in which way entrepreneurial education and attitude affect the entrepreneur’s success with the help of an entrepreneurial mindset, professional growth, and innovation. The target population was the entrepreneurs of successful startups in Pakistan. Data was gathered through an e-questionnaire, and 230 responses were analyzed using the partial least square structural equation modeling (PLS-SEM). Resultantly, entrepreneurial education is an essential component for the development of an entrepreneurial mindset. Also, an entrepreneurial attitude is responsible for the entrepreneurial mindset, which enhances professional growth. Moreover, the study highlighted that innovation is as necessary as mindset and education are for entrepreneurs. Furthermore, the findings confirmed that professional growth brings innovation to the success of entrepreneurs. This study provides proof of how entrepreneurial education and attitude influence pupils’ success in making entrepreneurs. This study extends the scope of education by incorporating predictors, such as professional growth, innovation, and entrepreneurial success. The study is unique due to the usage of innovative techniques for professional growth that ultimately bring career success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20education" title="entrepreneurial education">entrepreneurial education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20attitude" title=" entrepreneurial attitude"> entrepreneurial attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20mindset" title=" entrepreneurial mindset"> entrepreneurial mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20growth" title=" professional growth"> professional growth</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20success" title=" entrepreneurial success"> entrepreneurial success</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/149460/impact-of-entrepreneurial-education-on-entrepreneurial-success-through-entrepreneurial-mindset-professional-growth-and-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">495</span> Practice, Observation, and Gender Effects on Students’ Entrepreneurial Skills Development When Teaching through Entrepreneurship Is Adopted: Case of University of Tunis El Manar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hajer%20Chaker%20Ben%20Hadj%20Kacem">Hajer Chaker Ben Hadj Kacem</a>, <a href="https://publications.waset.org/abstracts/search?q=Thouraya%20Slama"> Thouraya Slama</a>, <a href="https://publications.waset.org/abstracts/search?q=N%C3%A9jiba%20El%20Yetim%20Zribi"> Néjiba El Yetim Zribi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyzes the effects of gender, affiliation, prior work experience, social work, and vicarious learning through family role models on entrepreneurial skills development by students when they have learned through the entrepreneurship method in Tunisia. Authors suggest that these variables enhance the development of students’ entrepreneurial skills when combined with teaching through entrepreneurship. The article assesses the impact of these combinations by comparing their effects on the development of thirteen students’ entrepreneurial competencies, namely entrepreneurial mindset, core self-evaluation, entrepreneurial attitude, entrepreneurial knowledge, creativity, financial literacy, managing ambiguity, marshaling of resources, planning, teaching methods, entrepreneurial teachers, innovative employee, and Entrepreneurial intention. Authors use a two-sample independent t-test to make the comparison, and the results indicate that, when combined with teaching through the entrepreneurship method, students with prior work experience developed better six entrepreneurial skills; students with social work developed better three entrepreneurial skills, men developed better four entrepreneurial skills than women. However, all students developed their entrepreneurial skills through this practical method regardless of their affiliation and their vicarious learning through family role models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affiliation" title="affiliation">affiliation</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skills" title=" entrepreneurial skills"> entrepreneurial skills</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20models" title=" role models"> role models</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20through%20entrepreneurship" title=" teaching through entrepreneurship"> teaching through entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=vicarious%20learning" title=" vicarious learning"> vicarious learning</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20experience" title=" work experience"> work experience</a> </p> <a href="https://publications.waset.org/abstracts/164745/practice-observation-and-gender-effects-on-students-entrepreneurial-skills-development-when-teaching-through-entrepreneurship-is-adopted-case-of-university-of-tunis-el-manar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">494</span> Approaches to Integrating Entrepreneurial Education in School Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kofi%20Nkonkonya%20Mpuangnan">Kofi Nkonkonya Mpuangnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Govender"> Samantha Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=Hlengiwe%20Romualda%20Mhlongo"> Hlengiwe Romualda Mhlongo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, a noticeable and worrisome pattern has emerged in numerous developing nations which is a steady and persistent rise in unemployment rates. This escalation of economic struggles has become a cause of great concern for parents who, having invested significant resources in their children's education, harboured hopes of achieving economic prosperity and stability for their families through secure employment. To effectively tackle this pressing unemployment issue, it is imperative to adopt a holistic approach, and a pivotal aspect of this approach involves incorporating entrepreneurial education seamlessly into the entire educational system. In this light, the authors explored approaches to integrating entrepreneurial education into school curriculum focusing on the following questions. How can an entrepreneurial mindset among learners be promoted in school? And how far have pedagogical approaches improved entrepreneurship in schools? To find answers to these questions, a systematic literature review underpinned by Human Capital Theory was adopted. This method was supported by the three stages of guidelines like planning, conducting, and reporting. The data were specifically sought from publishers with expansive coverage of scholarly literature like Sage, Taylor & Francis, Emirate, and Springer, covering publications from 1965 to 2023. The search was supported by two broad terms such as promoting entrepreneurial mindset in learners and pedagogical strategies for enhancing entrepreneurship. It was found that acquiring an entrepreneurial mindset through an innovative classroom environment, resilience, and guest speakers and industry experts. Also, teachers can promote entrepreneurial education through the adoption of pedagogical approaches such as hands-on learning and experiential activities, role-playing, business simulation games and creative and innovative teaching. It was recommended that the Ministry of Education should develop tailored training programs and workshops aimed at empowering educators with the essential competencies and insights to deliver impactful entrepreneurial education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20curriculum" title=" school curriculum"> school curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20approaches" title=" pedagogical approaches"> pedagogical approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/174055/approaches-to-integrating-entrepreneurial-education-in-school-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174055.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">493</span> Integration of Entrepreneurial Mindset Learning in Green Chemistry and Processes Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsvetanka%20Filipova">Tsvetanka Filipova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurial mindset learning (EML) is the combined process of instilling curiosity and invention, developing insight and value creation while building on other active pedagogy, such as project-based learning (PBL). It is essential to introduce students to chemistry and chemical engineering entrepreneurship in a manner that gives a holistic approach by first educating students on diverse entrepreneurial skills and then providing an opportunity to build their innovation. Chemistry and chemical engineering students have an opportunity to be engaged in an entrepreneurial class project in the Green Chemistry and Processes course at South Dakota Mines. The course provides future chemists and chemical engineers with the knowledge and skills required to enable them to design materials and processes in an environmentally benign way. This paper presents findings from implementing an open-ended design project in the Green Chemistry and Processes course. The goal of this team project is to have student teams design sustainable polymer materials to fulfill a need and/or opportunity related to a fictitious aerospace company that satisfies technical, safety, environmental, regulatory, economic, and social needs. Each student team is considered a start-up company charged with the task of designing sustainable polymer materials for aerospace applications. Through their work on the project, students utilize systems and entrepreneurial thinking in selecting their design project, being aware of the existent technologies (literature and patent search) and users and clients (connections), determining the goals and motivations (creating value), and what need or problem they are trying to address (curiosity). The project draws systems boundaries by focusing on student exploration of feedstocks to end-of-life of polymeric materials and products. Additional subtopics to explore are green processes for syntheses, green engineering for process design, and the economics of sustainable polymers designed for circularity. Project deliverables are team project reports and project presentations to a panel of industry, chemistry, and engineering professionals. Project deliverables are team project reports and project presentations to a panel of industry, chemistry, and engineering professionals. The impact of the entrepreneurial mindset project is evaluated through a student survey at the end of the semester. It has been found that the Innovative Solution project was excellent in promoting student curiosity, creativity, critical and systems thinking and teamwork. The results of this study suggest that incorporating EML positively impacted students’ professional skill development, their ability to understand and appreciate the socio-technical context of chemistry and engineering, and the cultivation of an entrepreneurial mindset to discover, evaluate and exploit opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20mindset%20learning" title=" entrepreneurial mindset learning"> entrepreneurial mindset learning</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20chemistry%20and%20engineering" title=" green chemistry and engineering"> green chemistry and engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20thinking" title=" systems thinking"> systems thinking</a> </p> <a href="https://publications.waset.org/abstracts/195380/integration-of-entrepreneurial-mindset-learning-in-green-chemistry-and-processes-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/195380.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">492</span> Harnessing Entrepreneurial Opportunities for National Security</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Itiola%20Kehinde%20Adeniran">Itiola Kehinde Adeniran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the influence of harnessing entrepreneurial opportunities on the national security in Nigeria with a specific focus on the security situation of the post-amnesty programmes of the Federal Government in Ondo State. The self-administered structured questionnaire was employed to collect data from one hundred and twenty participants through purposive sampling method. Inferential statistics was used to analyze the data, specifically; ordinary least squares linear regression method was employed with the aid of statistical package for social science (SPSS) version 20 in order to determine the influence of independent variable (entrepreneurial opportunities) on dependent variable (national security). The result showed that business opportunities have a significant influence on the rate of criminal activities. The study also revealed that entrepreneurial opportunity creation and discovery as well as providing a model on how these entrepreneurial opportunities could be effectively and efficiently utilized jointly predict better national security, which counted for 69% variance of crime rate reduction. The paper, therefore, recommended that citizens should be encouraged to develop an interest in the skill-based activities in order to change their mindset towards self-employment which can motivate them in identify entrepreneurial opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20opportunities" title=" entrepreneurial opportunities"> entrepreneurial opportunities</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20security" title=" national security"> national security</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a> </p> <a href="https://publications.waset.org/abstracts/34168/harnessing-entrepreneurial-opportunities-for-national-security" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34168.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">491</span> The Role of Entrepreneurship Education in Developing the Entrepreneurial Passion: A Gender Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabeeya%20Raoof">Rabeeya Raoof</a>, <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Ul-Haq"> Abrar Ul-Haq</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Arshad"> Muhammad Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study is trying to explain the relationship between entrepreneurial education and entrepreneurial passion. This study introduces multiple mechanisms by which entrepreneurial education may induce entrepreneurial passion in business graduates. With the help of expectancy theory, we proposed that entrepreneurial education develops entrepreneurial passion through the mediation of desirability and feasibility. Furthermore, desirability is also influencing feasibility. Therefore, desirability and feasibility may also play their role as double mediators in the relationship between entrepreneurial education and passion. The role of gender has become very vital in entrepreneurship studies. Therefore, we also incorporated the role of gender as a moderator while studying the indirect effect of entrepreneurial education on entrepreneurial passion via desirability and feasibility. We proposed that entrepreneurial education may influence the passion of male individuals primarily through feasibility. On the other hand, entrepreneurial education may impact on the entrepreneurial passion of female individuals primarily through the mediation of desirability. Learning orientation may increase the direct effect of entrepreneurial education on entrepreneurial passion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20passion" title="entrepreneurial passion">entrepreneurial passion</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20desirability" title=" perceived desirability"> perceived desirability</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20feasibility" title=" perceived feasibility"> perceived feasibility</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intention" title=" entrepreneurial intention"> entrepreneurial intention</a> </p> <a href="https://publications.waset.org/abstracts/158581/the-role-of-entrepreneurship-education-in-developing-the-entrepreneurial-passion-a-gender-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">490</span> Influence of Entrepreneurial Passion in the Relationship between the Entrepreneurship Education and Entrepreneurial Intention: The Case of Moroccan Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soukaina%20Boutaky">Soukaina Boutaky</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdelhak%20Sahibeddine"> Abdelhak Sahibeddine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A study was carried out among students who have especially a scientific and technical educational background and who had opportunities to benefit from a program entrepreneurship course of 50 hours; at Higher School of Technology Khenifra, Morocco. This article has as a goal to explain the relationship between entrepreneurial education, entrepreneurial passion and entrepreneurial intention. The authors chose Bandura’s theory of social cognition as a theoretical framework. The modeling methods equation is adopted to analyze the hypotheses by SMART PLS for 188 students. The results show a strong positive relationship between entrepreneurial education and entrepreneurial passion. They also reveal that entrepreneurship education affects entrepreneurial intention through the effect of entrepreneurial passion, particularly among women than men. In addition, this study contributes in a theoretical way to the level of the relationship between entrepreneurial education and entrepreneurial passion, and these results provide educators and public decision-makers with advice on the importance of entrepreneurship training based on emotional traits such as passion; which constitutes a key and essential element to encourage young graduates to choose an entrepreneurial career as an alternative option or to develop entrepreneurial passion among the business leaders of tomorrow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title="entrepreneurship education">entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20passion" title=" entrepreneurial passion"> entrepreneurial passion</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intention" title=" entrepreneurial intention"> entrepreneurial intention</a>, <a href="https://publications.waset.org/abstracts/search?q=equation%20modeling%20methods" title=" equation modeling methods"> equation modeling methods</a> </p> <a href="https://publications.waset.org/abstracts/142281/influence-of-entrepreneurial-passion-in-the-relationship-between-the-entrepreneurship-education-and-entrepreneurial-intention-the-case-of-moroccan-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">489</span> Six Steps of Entrepreneurial Finance and Development, from Idea to Corporation Case of Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andri%20Ottesen">Andri Ottesen</a>, <a href="https://publications.waset.org/abstracts/search?q=Sam%20Toglaw"> Sam Toglaw</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirna%20Safa"> Mirna Safa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurial companies on their developing path from an idea to a corporation go through a similar six-step process. Each of these six development steps is supported by a distinctive financing path. This paper explores the Kuwait model for Entrepreneurial Finance and Development through in-depth interviews with ten successful Kuwaiti entrepreneurs. This paper offers insight into the development and financing of entrepreneurial companies in this oil-rich, predominantly Islamic country that are in many ways different from the steps. Western entrepreneurial companies go through. This model could be used to understand the commonalities and the difference between entrepreneurial development and financing and could be used to bridge the gap. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial-financing" title="entrepreneurial-financing">entrepreneurial-financing</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial-developing" title=" entrepreneurial-developing"> entrepreneurial-developing</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait" title=" Kuwait"> Kuwait</a>, <a href="https://publications.waset.org/abstracts/search?q=Vancouver%20school" title=" Vancouver school"> Vancouver school</a> </p> <a href="https://publications.waset.org/abstracts/137449/six-steps-of-entrepreneurial-finance-and-development-from-idea-to-corporation-case-of-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">488</span> Conceptual Model Design for E-Readiness of Entrepreneurial City Case Study: Entrepreneurial Cities in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Yaghmoor">Mohsen Yaghmoor</a>, <a href="https://publications.waset.org/abstracts/search?q=Sima%20Radmanesh"> Sima Radmanesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ameneh%20Gholami"> Ameneh Gholami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cities are the principal ground for manifestation of an information society. To create an entrepreneurial city, it is required that just and equal access to opportunities are provided for all segments of the city and technologies are intelligently employed. Furthermore, it is necessary for us to be electronically ready in all political, economic, social, cultural, and technological aspects. Also e-city creates enormous potentials and opportunities for development of the entrepreneurial city. After improvement of e-readiness for establishment of entrepreneurial e-city, potentials, and capitals of the city become productive and more suitable opportunities are offered to citizens, state sectors, and private sectors in order to become entrepreneurs. To create and develop an entrepreneurial city, we need to have readiness to detection and creation of entrepreneurial opportunities and finally exploitation of these opportunities which, in turn, lead to use of entrepreneurial events and their quality in the city. In this model, the quality of entrepreneurial events, the productivity of activities, the necessity of reducing the digital gap, positive and active attendance in information society and compatibility and aligning with the global society are emphasized. In an entrepreneurial city, citizens are not help seekers, private sector is not passive, and the government is entrepreneurial. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-city" title="e-city">e-city</a>, <a href="https://publications.waset.org/abstracts/search?q=e-readiness" title=" e-readiness"> e-readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20city" title=" entrepreneurial city"> entrepreneurial city</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20events" title=" entrepreneurial events"> entrepreneurial events</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20entrepreneurship" title=" technological entrepreneurship"> technological entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/18233/conceptual-model-design-for-e-readiness-of-entrepreneurial-city-case-study-entrepreneurial-cities-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">384</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">487</span> Caribbean Universities and the Global Educational Market: An Examination of Entrepreneurship and Leadership in an Era of Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paulette%20Henry">Paulette Henry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If Caribbean Universities wish to remain sustainable in the global education market they must meet the new demands of the 21st Centuries learners. This means preparing the teaching and learning environment with the human and material and resources so that the University can blossom out into the entrepreneurial University. The entrepreneurial University prepares the learner to become a global citizen, one who is innovative and a critical thinker and has the competencies to create jobs. Entrepreneurship education provides more equitable access to university education building capacity for the local and global economy. The entrepreneurial thinking, the mindset, must therefore be among academic and support staff as well as students. In developing countries where resources are scarce, Universities are grappling with a myriad of financial and non-financial issues. These include increasing costs, Union demands for increased remuneration for staff and reduced subvention from governments which has become the norm. In addition, there is the political pressure against increasing tuition fees and the perceptions on the moral responsibilities of universities in national development. The question is how do small universities carve out their niche, meet both political and consumer demands for a high quality, low lost education, fulfil their development mandate and still remain not only viable but competitive. Themes which are central to this discourse on the transitions necessary for the entrepreneurial university are leadership, governance and staff well-being. This paper therefore presents a case study of a Caribbean University to show how transformational leadership and the change management framework propels change towards an entrepreneurial institution seeking to have a competitive advantage despite its low resourced context. Important to this discourse are the transformational approaches used by the University to prepare staff to move from their traditional psyche to embracing an entrepreneurial mindset whilst equipping students within the same mode to become work ready and creative global citizens. Using the mixed methods approach, opinions were garnered from both members of the University community as well as external stakeholder groups on their perception of the role of the University in the business arena and as a primary stakeholder in national development. One of the critical concepts emanating from the discourse was the need to change the mindset of the those in university governance as well as how national stakeholders engage the university. This paper shows how multiple non-financial factors can contribute to change. A combination of transformational and servant leadership, strengthened institutional structures and developing new ones, rebuilding institutional trust and pride have been among the strategies employed within the change management framework. The university is no longer limited by borders but through international linkages has transcended into a transnational stakeholder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title="competitiveness">competitiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial" title=" entrepreneurial"> entrepreneurial</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/70401/caribbean-universities-and-the-global-educational-market-an-examination-of-entrepreneurship-and-leadership-in-an-era-of-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">486</span> Mindset Change: Unlocking the Potential for Community-Based Rural Development in Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daisy%20Owomugasho%20Ndikuno">Daisy Owomugasho Ndikuno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper explores the extent to which mindset change has been critical in the community rural development in Uganda. It is descriptive research with The Parish Development Model as a case study. The results show that rural community development is possible and its success largely depends on harnessing local resources and knowledge; leveraging education, empowerment and awareness; creating sustainable livelihoods and encouraging entrepreneurship and innovation; access to financial resources; and building collaborative networks and partnerships. In all these, the role of mindset change is critical. By instilling a positive, collaborative and innovative mindset, rural communities can overcome challenges and chat a path towards sustainable development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community" title="community">community</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=mindset" title=" mindset"> mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=change" title=" change"> change</a> </p> <a href="https://publications.waset.org/abstracts/180247/mindset-change-unlocking-the-potential-for-community-based-rural-development-in-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180247.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">485</span> Families’ Entrepreneurial Background as a Moderator between Entrepreneurial Intentions and Its Antecedents among Undergraduate Students in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Messele%20Kumilachew%20Aga">Messele Kumilachew Aga</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanpreet%20Singh"> Amanpreet Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the effect of attitude toward entrepreneurship, subjective norm, and perceived behavioral control on entrepreneurial intentions and examines the moderating role of families’ entrepreneurial background in this causal relationship. Three hundred thirty-five undergraduate students from four universities in Ethiopia filled and returned a self-administrated questionnaire which was analyzed through independent sample t-test and process macro. The result obtained indicated that there was no mean difference in entrepreneurial intentions and its antecedents between students who have families with an entrepreneurial background and not. Besides, the study shows that families’ entrepreneurial background has no moderating effect on entrepreneurial intentions due to attitude toward entrepreneurship, subjective norm, and perceived behavioral control. Hence, the study suggests no need of considering families’ entrepreneurial background in nurturing entrepreneurship for undergraduate students in Ethiopian universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20toward%20entrepreneurship" title="attitude toward entrepreneurship">attitude toward entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intentions" title=" entrepreneurial intentions"> entrepreneurial intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=families%E2%80%99%20entrepreneurial%20background" title=" families’ entrepreneurial background"> families’ entrepreneurial background</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20behavioral%20control" title=" perceived behavioral control"> perceived behavioral control</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20norm" title=" subjective norm"> subjective norm</a> </p> <a href="https://publications.waset.org/abstracts/129116/families-entrepreneurial-background-as-a-moderator-between-entrepreneurial-intentions-and-its-antecedents-among-undergraduate-students-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">484</span> Level up Entrepreneurial Behaviors: A Case Study on the Use of Gamification to Encourage Entrepreneurial Acting and Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lena%20Murawski">Lena Murawski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, researchers and experts from the business world recognize entrepreneurial behaviors as a decisive factor for economic success, allowing firms to adapt to changing internal and external needs. The purpose of this study is to explore how gamification can enhance entrepreneurial behaviors, reporting on a gamification project in a new venture operating in the IT sector in Germany. This article is based on data gathered from observations of pre‐ and post‐implementation in the case company. Results have indicated that the use of gamification encourages entrepreneurial behaviors, especially relating to seeking ways on how to integrate new employees, improve teamwork and communication, and to adapt existing processes to increase productivity. The interdisciplinary dialogue furthers our understanding of factors that foster entrepreneurial behaviors. The matter is of practical relevance, guiding practitioners on how to exploit the potentials of gamification to exhibit an entrepreneurial orientation in organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20behaviors" title=" entrepreneurial behaviors"> entrepreneurial behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20venture" title=" new venture"> new venture</a> </p> <a href="https://publications.waset.org/abstracts/131308/level-up-entrepreneurial-behaviors-a-case-study-on-the-use-of-gamification-to-encourage-entrepreneurial-acting-and-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">483</span> Entrepreneurial Ecosystems and Innovation Systems: An Appraisal of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20Carlos%20Rodriguez">Jose Carlos Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Mario%20Gomez"> Mario Gomez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last years, the concept of entrepreneurial ecosystems has gained popularity. It reveals the importance of a supportive community and adequate economic environment for entrepreneurial activity, and thus the possibility of developing a different perspective on the innovation system. On the other hand, the (regional/technology) innovation system approach lacks in its analyses the presence of an entrepreneur as a key actor that develops innovations. In this regard, this paper examines the foundations of both theoretical approaches (the entrepreneurial ecosystems and the regional/technology systems of innovation) and their contributions to understand entrepreneurial activity at different levels of analyses, namely national, regional or local. The paper makes a literature review on both perspectives of innovation stressing the role played by entrepreneurs in these theoretical approaches. It concludes remarking that the regional/technology innovation systems approach and the entrepreneurial ecosystem approach have established themselves in their own right, but the regional/technology innovation system approach is a predecessor of the entrepreneurial ecosystem approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20ecosystems" title="entrepreneurial ecosystems">entrepreneurial ecosystems</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20systems" title=" innovation systems"> innovation systems</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20activity" title=" entrepreneurial activity"> entrepreneurial activity</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20analysis" title=" comparative analysis"> comparative analysis</a> </p> <a href="https://publications.waset.org/abstracts/97309/entrepreneurial-ecosystems-and-innovation-systems-an-appraisal-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">482</span> Achieving Maximum Performance through the Practice of Entrepreneurial Ethics: Evidence from SMEs in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20B.%20Tende">S. B. Tende</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20L.%20Abubakar"> H. L. Abubakar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is acknowledged that small and medium enterprises (SMEs) may encounter different ethical issues and pressures that could affect the way in which they strategize or make decisions concerning the outcome of their business. Therefore, this research aimed at assessing entrepreneurial ethics in the business of SMEs in Nigeria. Secondary data were adopted as source of corpus for the analysis. The findings conclude that a sound entrepreneurial ethics system has a significant effect on the level of performance of SMEs in Nigeria. The Nigerian Government needs to provide both guiding and physical structures; as well as learning systems that could inculcate these entrepreneurial ethics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20ethics" title=" entrepreneurial ethics"> entrepreneurial ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=SME" title=" SME"> SME</a> </p> <a href="https://publications.waset.org/abstracts/64511/achieving-maximum-performance-through-the-practice-of-entrepreneurial-ethics-evidence-from-smes-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">481</span> Human Capital, Adversity Quotient and Entrepreneurial Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vichada%20Chokesikarin">Vichada Chokesikarin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We propose that the ability to create the business success requires Adversity Quotient (AQ) and Human Capital (HC). The aims of the present study are to investigate adversity quotient, human capital and entrepreneurial success of accommodation entrepreneurs in Pranakorn, Bangkok and to examine the relationship between AQ, HC and Entrepreneurial Success. The participants of this study were 112 entrepreneurs in accommodation business in the Khao San/Grand Palace, the location nearby demonstration area in 2014. Specifically, we focus on higher adversity which provides a measure of one’s perceived capacity to prevail in the face of adversity and the effects of human capital on success. Results indicated that there is significant relationship between human capital and entrepreneurial success, while adversity quotient was found to partially mediate the entrepreneurial success. Moreover, our findings showed that the human capital -experience and skills- are more important than adversity quotient. This suggests that the entrepreneurial success should rely on their skill and experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accommodation%20business" title="accommodation business">accommodation business</a>, <a href="https://publications.waset.org/abstracts/search?q=adversity%20quotient" title=" adversity quotient"> adversity quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20success" title=" entrepreneurial success"> entrepreneurial success</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title=" human capital"> human capital</a> </p> <a href="https://publications.waset.org/abstracts/8343/human-capital-adversity-quotient-and-entrepreneurial-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8343.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">480</span> The BETA Module in Action: An Empirical Study on Enhancing Entrepreneurial Skills through Kearney's and Bloom's Guiding Principles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yen%20Yen%20Tan">Yen Yen Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Lynn%20Lam"> Lynn Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20Lam"> Cynthia Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Angela%20Koh"> Angela Koh</a>, <a href="https://publications.waset.org/abstracts/search?q=Edwin%20Seng"> Edwin Seng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurial education plays a crucial role in nurturing future innovators and change-makers. Over time, significant progress has been made in refining instructional approaches to develop the necessary skills among learners effectively. Two highly valuable frameworks, Kearney's "4 Principles of Entrepreneurial Pedagogy" and Bloom's "Three Domains of Learning," serve as guiding principles in entrepreneurial education. Kearney's principles align with experiential and student-centric learning, which are crucial for cultivating an entrepreneurial mindset. The potential synergies between these frameworks hold great promise for enhancing entrepreneurial acumen among students. However, despite this potential, their integration remains largely unexplored. This study aims to bridge this gap by building upon the Business Essentials through Action (BETA) module and investigating its contributions to nurturing the entrepreneurial mindset. This study employs a quasi-experimental mixed-methods approach, combining quantitative and qualitative elements to ensure comprehensive and insightful data. A cohort of 235 students participated, with 118 enrolled in the BETA module and 117 in a traditional curriculum. Their Personal Entrepreneurial Competencies (PECs) were assessed before admission (pre-Y1) and one year into the course (post-Y1) using a comprehensive 55-item PEC questionnaire, enabling measurement of critical traits such as opportunity-seeking, persistence, and risk-taking. Rigorous computations of individual entrepreneurial competencies and overall PEC scores were performed, including a correction factor to mitigate potential self-assessment bias. The orchestration of Kearney's principles and Bloom's domains within the BETA module necessitates a granular examination. Here, qualitative revelations surface, courtesy of structured interviews aligned with contemporary research methodologies. These interviews act as a portal, ushering us into the transformative journey undertaken by students. Meanwhile, the study pivots to explore the BETA module's influence on students' entrepreneurial competencies from the vantage point of faculty members. A symphony of insights emanates from intimate focus group discussions featuring six dedicated lecturers, who share their perceptions, experiences, and reflective narratives, illuminating the profound impact of pedagogical practices embedded within the BETA module. Preliminary findings from ongoing data analysis indicate promising results, showcasing a substantial improvement in entrepreneurial skills among students participating in the BETA module. This study promises not only to elevate students' entrepreneurial competencies but also to illuminate the broader canvas of applicability for Kearney's principles and Bloom's domains. The dynamic interplay of quantitative analyses, proffering precise competency metrics, and qualitative revelations, delving into the nuanced narratives of transformative journeys, engenders a holistic understanding of this educational endeavour. Through a rigorous quasi-experimental mixed-methods approach, this research aims to establish the BETA module's effectiveness in fostering entrepreneurial acumen among students at Singapore Polytechnic, thereby contributing valuable insights to the broader discourse on educational methodologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20education" title="entrepreneurial education">entrepreneurial education</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20frameworks" title=" pedagogical frameworks"> pedagogical frameworks</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20competencies" title=" innovative competencies"> innovative competencies</a> </p> <a href="https://publications.waset.org/abstracts/179217/the-beta-module-in-action-an-empirical-study-on-enhancing-entrepreneurial-skills-through-kearneys-and-blooms-guiding-principles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179217.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">479</span> Institutional Levels Entrepreneurial Orientations and Social Entrepreneurial Intentions: Understanding the Mediating Role of Empathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paulson%20Young%20Ofenimu%20Okhawere">Paulson Young Ofenimu Okhawere</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research suggests that the main trait differentiating social entrepreneurs from traditional entrepreneurs is empathy. And although prior research has established the relevance of empathy in predicting social entrepreneurial intentions in different contexts, its usefulness at predicting social entrepreneurial intentions in emerging economy like Nigeria is yet to be well established. Whereas, it is well known that students in tertiary institutions in Nigeria (e.g. Universities, Polytechnics, and Colleges of Education) are given entrepreneurial orientations by being made to offer compulsory courses in entrepreneurship, research focusing on the effect of such students’ entrepreneurial orientation on entrepreneurial intentions is scant. To address this gap in the entrepreneurship literature, this study attempts to enhance our understanding by focusing on students selected from one University of Technology, one Polytechnic, and one College of Education in Niger State of Nigeria. The purpose of this study, therefore, is to examine the mechanism through which students’ institutional level entrepreneurial orientations affect their social entrepreneurial intentions and the role empathy plays in this relationship. Building on complexity theory (Satish & Streufert, 2003, 2001), this study proposes empathy as a proximal antecedent of social entrepreneurial intentions and that it is the mechanism through which the students’ entrepreneurial orientations affect their social entrepreneurial intentions. Data collected from 598 respondents were analyzed using multilevel structural equation modelling with Mplus version 7.3. The findings reveal that (i) although students’ entrepreneurial orientation directly relates to their social entrepreneurial intentions, this relationship differs according to the kind of institution; and (ii) students’ entrepreneurial orientations positively relates to social entrepreneurial intentions indirectly through empathy. Finally, the paper discusses the theoretical and practical implications of the findings, highlights the study’s strengths and limitations, and then maps out some directions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=institutional%20level" title="institutional level">institutional level</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20orientation" title=" entrepreneurial orientation"> entrepreneurial orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20entrepreneurial%20intentions" title=" social entrepreneurial intentions "> social entrepreneurial intentions </a> </p> <a href="https://publications.waset.org/abstracts/121501/institutional-levels-entrepreneurial-orientations-and-social-entrepreneurial-intentions-understanding-the-mediating-role-of-empathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121501.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">478</span> The Role of Coaching in Fostering Entrepreneurial Intention among Graduate Students in Tunisia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdellatif%20Amouri">Abdellatif Amouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sami%20Boudabbous"> Sami Boudabbous</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study provides insights on the importance of entrepreneurial coaching as a source of developing entrepreneurial intentions among entrepreneurs and a determinant factor of business creation process and growth. Coaching, which implies exchange of adequate information and a mutual understanding between entrepreneurs and their partners, requires a better mutual knowledge of the representations and the perceptions of ideas which are widely present in their dealings and transactions. Therefore, to analyze entrepreneurs’ perceptions of business creation, we addressed a survey questionnaire to a group of Tunisian entrepreneurs and experts in business creation to indicate their level of approval concerning the prominence of coaching. The factor analysis indicates that more than 60% of the respondents believe that each statement reflects an aspect of coaching, with no bias to its position in the entrepreneurial process. Therefore, the image drawn from our respondents’ perceptions is that an entrepreneur is rather "constructed" and "shaped" by multiple apprenticeships both before and during the entrepreneurial act, through an accompaniment process and within interactions with trainers, consultants or professionals in starting a business. Similarly, the results indicate that the poor support structures and lack of accompaniment procedures stand as an obstacle impeding the development of entrepreneurial intention among business creators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Entrepreneurial%20Behavior" title="Entrepreneurial Behavior">Entrepreneurial Behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=Entrepreneurial%20Coaching" title=" Entrepreneurial Coaching"> Entrepreneurial Coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Entrepreneurial%20Intention" title=" Entrepreneurial Intention"> Entrepreneurial Intention</a>, <a href="https://publications.waset.org/abstracts/search?q=Perceptions" title=" Perceptions"> Perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=Venture%20Creation" title=" Venture Creation "> Venture Creation </a> </p> <a href="https://publications.waset.org/abstracts/25390/the-role-of-coaching-in-fostering-entrepreneurial-intention-among-graduate-students-in-tunisia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">477</span> Optimism and Entrepreneurial Intentions: The Mediating Role of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neta%20Kela%20Madar">Neta Kela Madar</a>, <a href="https://publications.waset.org/abstracts/search?q=Tali%20Teeni-Harari"> Tali Teeni-Harari</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamar%20Icekson"> Tamar Icekson</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaron%20Sela"> Yaron Sela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes and empirically tests a theoretical model positing relationships between dispositional optimism, emotional intelligence, and entrepreneurial intention. To author's best knowledge, this study examined for the first time the role of dispositional optimism together with emotional intelligence as predictors of entrepreneurial intentions. The study findings suggest that optimism may increase entrepreneurial intentions indirectly by enhancing emotional intelligence/ model formulation is based on a random survey of students (N= 227). Model parameter estimation was supported by Structural Equation Modeling (SEM). Results indicate that students’ optimism and emotional intelligence are associated with increased levels of entrepreneurial intention. Additionally, the present study argues that emotional intelligence mediates the positive relationship between optimism and entrepreneurial intention. Theoretical and practical implications of this model are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intentions" title="entrepreneurial intentions">entrepreneurial intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=optimism" title=" optimism"> optimism</a>, <a href="https://publications.waset.org/abstracts/search?q=dispositional%20optimism" title=" dispositional optimism"> dispositional optimism</a> </p> <a href="https://publications.waset.org/abstracts/104018/optimism-and-entrepreneurial-intentions-the-mediating-role-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">476</span> Thai Teachers' Growth Mindset as Related to Thai Students' Achievements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chintida%20Vichitsophaphan">Chintida Vichitsophaphan</a>, <a href="https://publications.waset.org/abstracts/search?q=Piyapat%20Chitpirom"> Piyapat Chitpirom</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaichana%20Nimnuan"> Chaichana Nimnuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Teerakiat%20Jareonsettasin"> Teerakiat Jareonsettasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study the influence of a growth mindset, as defined by Prof. Dweck, in Thai teachers and Thai students’ achievements and success. The participants of the study were teachers of schools in Office of the Basic Education Commission in Bangkok. The teachers were recruited from high achievement schools and low achievement schools (based on average National Standard Test Score). Participants were divided into two groups: 85 teachers in 3 high achievement schools and 213 teachers in 6 low achievement schools. They were asked to complete the Carol Dweck’s Implicit Theories Scale – (Adults) 8 items. Data were analyzed including the use of mean, standard deviation and t-test to test hypothesis. The finding of this study revealed that teachers who were in the high achievement schools have higher scores in Carol Dweck’s Implicit Theories Scale (x ̅= 35.5, SE = .58) than teachers who were in the low achievement schools (x ̅= 33.9, SE = .35) at .05 level. The difference is statistically significant (t (296) = 2.44, p = .015) with the effect size of 0.31. In conclusion, teachers’ growth mindset from high achievement schools have higher scores than teachers’ growth mindset from low achievement schools, and this is statistically significant. From the study, it can be concluded that growth mindset development for teachers has a tendency to increase students’ achievements. For these reasons, it is necessary to implement such training and development in our education system in larger scale, and even nationwide policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fixed%20mindset" title="fixed mindset">fixed mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=growth%20mindset" title=" growth mindset"> growth mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20growth%20mindset" title=" teachers’ growth mindset"> teachers’ growth mindset</a> </p> <a href="https://publications.waset.org/abstracts/18092/thai-teachers-growth-mindset-as-related-to-thai-students-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">475</span> The Entrepreneurial Journey of Students: An Identity Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Marchand">J. Marchand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While university dropout entrepreneurs are celebrated in the practitioner literature, students’ intentions of becoming entrepreneurs have increasingly been the focus of student entrepreneur studies. However, students who are already running a business have rarely been examined. The experience of these students is a phenomenon that requires further research. Entrepreneurial identity represents a gap in the organisational studies literature. This paper utilises studentpreneurs’ self-narratives of their entrepreneurial journey. More specifically, the aim is to answer the following question: what are the types of identity work that individuals go through to build their entrepreneurial identity during that journey? Through long interviews, this paper studies the lived experience of 14 studentpreneurs who have achieved $54,000 in income and who participated publicly in entrepreneurial competitions. A general inductive analysis is performed on their narrative. With its focus on the journey, this paper makes a contribution to the literature on identity work and the entrepreneurial journey. A key contribution is the study of identity work on the journey to becoming an (established) entrepreneur in contrast to routine identity work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20identity" title="entrepreneurial identity">entrepreneurial identity</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20entrepreneur" title=" student entrepreneur"> student entrepreneur</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20work" title=" identity work"> identity work</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20entrepreneurship" title=" student entrepreneurship"> student entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/79662/the-entrepreneurial-journey-of-students-an-identity-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">666</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">474</span> Entrepreneurial Innovation and Challenges of Growth: Perspective from a Developing Economy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Danjuma">Ibrahim Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Dahiru%20Dauda%20Hammawa"> Dahiru Dauda Hammawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Economic growth and development can be driven by entrepreneurial innovation. The Nigerian economy has faced numerous obstacles over the past few years, including the energy crisis, the death and winding up of many small and medium enterprises, high unemployment rates, and escalating inflation, amongst others. Entrepreneurial innovation has emerged as a potential catalyst for revitalizing the troubled economy and driving sustainable growth. Entrepreneurial innovation can revitalize key industries and foster job creation. This paper proposes significant options as key drivers to entrepreneurial innovation that can take the troubled Nigerian economy out of the woods. It also discusses the significance of government assistance and regulatory actions in fostering entrepreneurial creativity. It argues that initiatives such as funding support, infrastructure development, and regulatory reforms are necessary for fostering a vibrant entrepreneurial ecosystem in Nigeria in order to unlock the full potential of innovative entrepreneurs. Finally, the paper emphasizes the transformative power of entrepreneurial innovation in revamping the troubled Nigerian economy and calls for concerted efforts by all stakeholders to harness its potential for sustainable growth and development. By fostering a culture of innovation, fostering entrepreneurship, and supporting emerging ventures, Nigeria can overcome its economic challenges and pave the way for a prosperous future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20innovation" title="entrepreneurial innovation">entrepreneurial innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20ecosystem" title=" entrepreneurial ecosystem"> entrepreneurial ecosystem</a>, <a href="https://publications.waset.org/abstracts/search?q=troubled%20economy" title=" troubled economy"> troubled economy</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/190556/entrepreneurial-innovation-and-challenges-of-growth-perspective-from-a-developing-economy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">473</span> Identifying the Mindset of Deaf Benildean Students in Learning Anatomy and Physiology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanne%20Rieta%20Miranda">Joanne Rieta Miranda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning anatomy and physiology among Deaf Non-Science major students is a challenge. They have this mindset that Anatomy and Physiology are difficult and very technical. In this study, nine (9) deaf students who are business majors were considered. Non-conventional teaching strategies and classroom activities were employed such as cooperative learning, virtual lab, Facebook live, big sky, blood typing, mind mapping, reflections, etc. Of all the activities; the deaf students ranked cooperative learning as the best learning activity. This is where they played doctors. They measured the pulse rate, heart rate and blood pressure of their partner classmate. In terms of mindset, 2 out of 9 students have a growth mindset with some fixed ideas while 7 have a fixed mindset with some growth ideas. All the students passed the course. Three out of nine students got a grade of 90% and above. The teacher was evaluated by the deaf students as very satisfactory with a mean score of 3.54. This means that the learner-centered practices in the classroom are manifested to a great extent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20students" title="deaf students">deaf students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20anatomy%20and%20physiology" title=" learning anatomy and physiology"> learning anatomy and physiology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-entered%20practices" title=" learner-entered practices"> learner-entered practices</a> </p> <a href="https://publications.waset.org/abstracts/76423/identifying-the-mindset-of-deaf-benildean-students-in-learning-anatomy-and-physiology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">472</span> Fear-of-Failure and Woman Entrepreneurship: Comparative Analysis Austria Versus USA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magdalena%20Meusburger">Magdalena Meusburger</a>, <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Hofer"> Caroline Hofer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advancement of woman entrepreneurship in the last decade has been a vital driver for social and economic development. Despite the positive evolution, women entrepreneurs are still underrepresented in entrepreneurial ecosystems. Fear-of-failure is a major factor affecting their entrepreneurial activity. This survey-based research focuses on aspiring and established entrepreneurial women in Austria and in the USA. It explores and compares the extent to which fear-of-failure influences their self-employment and their aspirations to become self-employed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20ecosystems" title="entrepreneurial ecosystems">entrepreneurial ecosystems</a>, <a href="https://publications.waset.org/abstracts/search?q=fear-of-failure" title=" fear-of-failure"> fear-of-failure</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20entrepreneurship" title=" female entrepreneurship"> female entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=woman%20entrepreneurship" title=" woman entrepreneurship"> woman entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/154949/fear-of-failure-and-woman-entrepreneurship-comparative-analysis-austria-versus-usa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154949.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">471</span> The Regional Center for Business Quality of the University Center of the Valleys: Transiting to an Entrepreneurial University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Alberto%20Santamaria%20Velasco">Carlos Alberto Santamaria Velasco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study object of this chapter analyzes the case of the Centro Regional para la Calidad Empresarial (CreCE) starting from an analysis of the theoretical discussion about the universities as actors of the development and generation of enterprises. As well as the promotion of the entrepreneurial culture that they carry out in their environment of influence as part of the linkage and extension actions that have as one of their substantive functions, in addition to teaching and research. The objective is to know the theoretical discussion and the state of art about the entrepreneurial universities from the institutional theory of Douglas North, carrying out a theoretical analysis of the formal and informal factors from the universities linking the specific case of the CReCE. A literature review was carried out in the main journals in the topic of entrepreneurship, about the factors that influence the creation and development of entrepreneurial universities, complementing research in the study of a particular case, CreCE, and how this affects in the transformation of the CUVALLES(Centro Universitario de los Valles) in its way towards an entrepreneurial university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20university" title="entrepreneurial university">entrepreneurial university</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20theory" title=" institutional theory"> institutional theory</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20universities" title=" entrepreneurial universities"> entrepreneurial universities</a> </p> <a href="https://publications.waset.org/abstracts/71713/the-regional-center-for-business-quality-of-the-university-center-of-the-valleys-transiting-to-an-entrepreneurial-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">470</span> The Relationship of Entrepreneurial Competencies and Business Success of Malaysian SMEs: The Mediating Role of Innovation and Brand Equity </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azmi%20Umar">Azmi Umar</a>, <a href="https://publications.waset.org/abstracts/search?q=Rohana%20Ngah"> Rohana Ngah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine the relationship of entrepreneurial competencies on business success in the context of Malaysian SMEs. In the recent study, when the business environment is hostile and dynamic, the entrepreneurial competencies are identified as the most important factor in business success. Entrepreneurial competencies are also connected directly to business performance. Beside entrepreneurial competencies, the entrepreneurs should also be competent to create an innovation and brand equity for business growth. The innovation and brand equity contributed to competitive advantages that lead to business growth and success. This paper adopts the Resource Based Theory (RBT) which emphasize that entrepreneurial competencies, innovation and brand equity are valuable and intangible resources that lead towards the success of business; and Brand Equity Creation Process Model (BECPM). A quantitative methodology was used to collect the data from owner/managers of Malaysian SMEs. Data were analyzed by using SPSS and SEM software. Hence, findings of the present study would be essential for owner/managers and strategy makers to enhance the entrepreneurial competencies; innovation and brand equity of SMEs in Malaysia towards global competition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20competencies" title="entrepreneurial competencies">entrepreneurial competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=brand%20equity" title=" brand equity"> brand equity</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20success" title=" business success"> business success</a>, <a href="https://publications.waset.org/abstracts/search?q=SMEs" title=" SMEs"> SMEs</a> </p> <a href="https://publications.waset.org/abstracts/57743/the-relationship-of-entrepreneurial-competencies-and-business-success-of-malaysian-smes-the-mediating-role-of-innovation-and-brand-equity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">469</span> Using Large Databases and Interviews to Explore the Temporal Phases of Technology-Based Entrepreneurial Ecosystems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elsie%20L.%20Echeverri-Carroll">Elsie L. Echeverri-Carroll</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurial ecosystems have become an important concept to explain the birth and sustainability of technology-based entrepreneurship within regions. However, as a theoretical concept, the temporal evolution of entrepreneurship systems remain underdeveloped, making it difficult to understand their dynamic contributions to entrepreneurs. This paper argues that successful technology-based ecosystems go over three cumulative spawning stages: corporate spawning, entrepreneurial spawning, and community spawning. The importance of corporate incubation in vibrant entrepreneurial ecosystems is well documented in the entrepreneurial literature. Similarly, entrepreneurial spawning processes for venture capital-backed startups are well documented in the financial literature. In contrast, there is little understanding of both the third stage of entrepreneurial spawning (when a community of entrepreneurs become a source of firm spawning) and the temporal sequence in which spawning effects occur in a region. We test this three-stage model of entrepreneurial spawning using data from two large databases on firm births—the Secretary of State (160,000 observations) and the National Establishment Time Series (NEST with 150,000 observations)—and information collected from 60 1½-hour interviews with startup founders and representatives of key entrepreneurial organizations. This temporal model is illustrated with case study of Austin, Texas ranked by the Kauffman Foundation as the number one entrepreneurial city in the United States in 2015 and 2016. The 1½-year study founded by the Kauffman Foundation demonstrates the importance of taken into consideration the temporal contributions of both large and entrepreneurial firms in understanding the factors that contribute to the birth and growth of technology-based entrepreneurial regions. More important, these learnings could offer an important road map for regions that pursue to advance their entrepreneurial ecosystems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20ecosystems" title="entrepreneurial ecosystems">entrepreneurial ecosystems</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20industrial%20clusters" title=" entrepreneurial industrial clusters"> entrepreneurial industrial clusters</a>, <a href="https://publications.waset.org/abstracts/search?q=high-technology" title=" high-technology"> high-technology</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20changes" title=" temporal changes"> temporal changes</a> </p> <a href="https://publications.waset.org/abstracts/62469/using-large-databases-and-interviews-to-explore-the-temporal-phases-of-technology-based-entrepreneurial-ecosystems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">468</span> The Impact of Transformational Leadership on Individual Entrepreneurial Behavior and the Moderating Role of Hierarchy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Guggenberger">Patrick Guggenberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Extant literature has highlighted the importance of individual employees in the entrepreneurial process, as they are those that come up with novel ideas and promote their implementation throughout the organization. However, research on antecedents of individual entrepreneurial behavior (IEB) is very limited. The present study takes an initial step to investigate the interplay between transformational leader behaviors of direct supervisors and employees’ ability and willingness to act entrepreneurial and sheds light on the moderating role of an individual’s hierarchical level. A theoretically derived research model is empirically tested, drawing on survey data of 450 individuals working in medium- and large-sized corporations in two countries. Findings indicate that various transformational leader behaviors have a strong positive impact on IEB, while the ability of direct supervisors to influence their followers’ entrepreneurial behavior depends strongly on their own hierarchical level. The study reveals that transformational leadership has most impact at lower hierarchical levels, where employees’ motivation to act entrepreneurial is the lowest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20entrepreneurship" title="corporate entrepreneurship">corporate entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchy" title=" hierarchy"> hierarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20entrepreneurial%20behavior" title=" individual entrepreneurial behavior"> individual entrepreneurial behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a> </p> <a href="https://publications.waset.org/abstracts/40902/the-impact-of-transformational-leadership-on-individual-entrepreneurial-behavior-and-the-moderating-role-of-hierarchy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40902.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">467</span> From Parents to Pioneers: Examining Parental Impact on Entrepreneurial Traits in Latin America</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bert%20Seither">Bert Seither</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship is a critical driver of economic growth, especially in emerging regions such as Latin America. This study investigates how parental influences, particularly parental individual entrepreneurial orientation (IEO), shape the entrepreneurial traits of Latin American entrepreneurs. By examining key factors like parental IEO, work ethic, parenting style, and family support, this research assesses how much of an entrepreneur's own IEO can be attributed to parental influence. The study also explores how socio-economic status and cultural context moderate the relationship between parental traits and entrepreneurial orientation. Data will be collected from 600 Latin American entrepreneurs via an online survey. This research aims to provide a comprehensive understanding of the intergenerational transmission of entrepreneurial traits and the broader socio-cultural factors that contribute to entrepreneurial success in diverse contexts. Findings from this study will offer valuable insights for policymakers, educators, and business leaders on fostering entrepreneurship across Latin America, providing practical applications for shaping entrepreneurial behavior through family influences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20orientation" title="entrepreneurial orientation">entrepreneurial orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20influence" title=" parental influence"> parental influence</a>, <a href="https://publications.waset.org/abstracts/search?q=Latin%20American%20entrepreneurs" title=" Latin American entrepreneurs"> Latin American entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20status" title=" socio-economic status"> socio-economic status</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20context" title=" cultural context"> cultural context</a> </p> <a href="https://publications.waset.org/abstracts/192155/from-parents-to-pioneers-examining-parental-impact-on-entrepreneurial-traits-in-latin-america" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20mindset&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20mindset&page=3">3</a></li> <li class="page-item"><a class="page-link" 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