Unraveling the Entrepreneurial Mindset
Kuratko, Fisher, & Audretsch (2020) delve into the characteristics, qualities, and
functions of the entrepreneurial mindset. The research highlights three key components
of this mindset. The cognitive component pertains to how entrepreneurs utilize mental
models to think and process information, which includes their capacity to identify
opportunities, make decisions in uncertain situations, and innovate. Entrepreneurs often
adopt distinctive cognitive frameworks that allow them to perceive possibilities that
others may overlook.
The behavioral component centers on how entrepreneurs take action on opportunities,
encompassing their proactive behaviors, willingness to take risks, and ability to
implement ideas. Entrepreneurs are known for their initiative and determination in
overcoming challenges. The emotional component explores the feelings entrepreneurs
experience throughout their journey. Emotions like passion, resilience, and the ability to
manage stress are vital for maintaining entrepreneurial efforts. Effectively managing
these emotions can greatly influence an entrepreneur's success.
The research underscores the importance of understanding these components to
cultivate an entrepreneurial mindset effectively. It also addresses the challenges of
applying this mindset, including the various definitions and viewpoints present in the
literature.
Kuratko, D. F., Fisher, G., & Audretsch, D. B. (2020). Unraveling the entrepreneurial
mindset. *Small Business Economics, 57*(4), 1681-1691.
https://doi.org/10.1007/s11187-020-00372-6
Entrepreneurial Intentions of Business Students in Croatia: What Are the Key
Antecedents?
Marić, Bilić, and Primorac (2020) explore the main factors influencing the
entrepreneurial intentions of business students in Croatia. The study involved a survey
of 300 students to gain insights into their motivations and the challenges they face in
entrepreneurship.
The research highlights several key factors that precede entrepreneurial intentions.
Personal attitudes towards entrepreneurship are crucial; students who hold a positive
view are more inclined to think about starting their own businesses. Additionally,
subjective norms, which encompass the perceived social pressure to engage in
entrepreneurial endeavors, also play a role in shaping students' intentions. Support from
family, friends, and mentors can further motivate students to pursue entrepreneurship.
Another important factor is perceived behavioral control, which relates to students'
confidence in their ability to successfully launch and manage a business. Those who
feel they possess the necessary skills and resources are more likely to exhibit strong
entrepreneurial intentions. The study emphasizes the significance of entrepreneurial
education, noting that courses and programs that offer practical knowledge and skills
can greatly enhance students' entrepreneurial aspirations.
On the flip side, the study points out several barriers. A major deterrent is the fear of
failure, as many students worry about the risks and uncertainties tied to
entrepreneurship. Additionally, a lack of financial resources and inadequate support
systems pose significant challenges that prevent students from engaging in
entrepreneurial activities.
In conclusion, the study suggests that creating a supportive environment, improving
entrepreneurial education, and tackling these barriers can greatly enhance the
entrepreneurial intentions of business students
Croatia.Marić, I., Bilić, I., & Primorac, I. (2020). Entrepreneurial intentions of business
students in Croatia: What are the key antecedents? *Business Systems Research
Journal, 11*(1), 1-15. https://hrcak.srce.hr/clanak/347102
Entrepreneurial Intentions of Business Students: The Role of Personality Traits
Pasian et al. (2021) investigates the impact of personality traits on the entrepreneurial
intentions of business students. The research involved a substantial sample of students
to analyze how traits such as openness, conscientiousness, extraversion,
agreeableness, and neuroticism influence their entrepreneurial aspirations.
The results show that openness to experience is positively associated with
entrepreneurial intentions. Students who are open to new experiences are more likely to
see entrepreneurship as a viable career path, driven by their creativity and willingness
to take risks. Conscientiousness also plays a crucial role, as organized, diligent, and
reliable students tend to exhibit stronger entrepreneurial intentions. These traits help
them effectively plan and implement their business ideas.
Extraversion is highlighted as another important trait, with extroverted students showing
a greater propensity for entrepreneurship. Their sociability and assertiveness enable
them to build networks and seize opportunities. However, the study indicates that
agreeableness has a mixed impact. While agreeable students are skilled at forming
relationships, their inclination to avoid conflict may prevent them from taking the
decisive actions needed for entrepreneurship.
Neuroticism, which indicates emotional instability, is found to have a negative
correlation with entrepreneurial intentions. Students with high levels of neuroticism are
less inclined to pursue entrepreneurship due to their fear of failure and difficulties in
managing stress.
In summary, the study underscores the importance of understanding how personality
traits influence entrepreneurial intentions, which can help educators and policymakers
design more effective entrepreneurship education programs. By tailoring these
programs to fit students' personality profiles, it may be possible to enhance their
entrepreneurial intentions and better prepare them for careers in entrepreneurship.
Pasian, S., et al. (2021). Entrepreneurial intentions of business students: The role of
personality traits. *Journal of Innovation and Knowledge, 6*(3), 123-134.
https://doi.org/10.1016/j.jik.2021.03.001
The article The Impact of Role Models on Entrepreneurial Intentions and Behavior: A
Review of the Literature
The article The Impact of Role Models on Entrepreneurial Intentions and Behavior: A
Review of the Literature (Abbasianchavari & Moritz, 2020) explores how role models
affect entrepreneurial intentions and behaviors. It reviews 86 published journal articles
to offer a comprehensive overview of the academic research on this subject.
The research categorizes various types of role models, including family members,
peers, educators, and successful entrepreneurs. It examines how these role models
influence individuals at different life stages and in various contexts. The findings
suggest that observing role models enables individuals to identify and learn specific
skills, as well as acquire the knowledge necessary to become entrepreneurs.
The review emphasizes that role models can have a positive effect on entrepreneurial
intentions by altering attitudes and beliefs. For example, witnessing the success of an
entrepreneur can motivate individuals to embark on their own entrepreneurial journeys.
Additionally, role models offer practical insights and guidance, which can enhance
individuals' confidence in their ability to start and manage a business.
Nonetheless, the study points out that the influence of role models may differ based on
an individual's personal traits and the context in which they encounter the role model.
For instance, a role model's impact might be more pronounced if the individual shares
similar backgrounds or experiences with them.
In conclusion, the study highlights that recognizing the various types of role models and
their effects on entrepreneurial intentions can assist policymakers and educators in
creating more effective entrepreneurship education programs. By taking into account
the sociocultural context and the life stage of participants, these programs can more
effectively harness the influence of role models to encourage entrepreneurial intentions.
Abbasianchavari, A., & Moritz, A. (2020). The impact of role models on entrepreneurial
intentions and behavior: A review of the literature. *Management Review Quarterly,
71*(1), 1-40. https://doi.org/10.1007/s11301-019-00179-0
Entrepreneurial Passion and Entrepreneurial Intention: The Role of Social Support and
Entrepreneurial Self-Efficacy
Neneh (2020) explores the connection between entrepreneurial passion and
entrepreneurial intention. The research develops a moderated mediation model to gain
a deeper understanding of this relationship. Utilizing a sample of 500 university
students, the study investigates whether entrepreneurial self-efficacy serves as a
mediator and whether social support acts as a moderator in this mediation process.
The findings indicate that entrepreneurial passion has a positive impact on
entrepreneurial intention and entrepreneurial self-efficacy. Students who are
enthusiastic about entrepreneurship tend to have greater confidence in their ability to
succeed in entrepreneurial endeavors, which subsequently boosts their entrepreneurial
intentions. Additionally, the research reveals that the indirect effect of entrepreneurial
passion on entrepreneurial intention through entrepreneurial self-efficacy is both
significant and positive.
Social support is identified as a vital factor in this dynamic. The study demonstrates that
social support not only positively affects entrepreneurial intention but also moderates
the indirect effect of entrepreneurial passion on entrepreneurial intention via
entrepreneurial self-efficacy. This suggests that students who receive encouragement
from family, friends, and mentors are more inclined to cultivate strong entrepreneurial
intentions, particularly when they possess a passion for entrepreneurship.
In conclusion, the study offers practical insights for scholars and policymakers. It
emphasizes that nurturing entrepreneurial passion and providing social support can
greatly enhance students' entrepreneurial intentions. By recognizing the importance of
entrepreneurial self-efficacy and social support, educators and policymakers can create
more effective entrepreneurship education initiatives.
Neneh, B. N. (2020). Entrepreneurial passion and entrepreneurial intention: The role of
social support and entrepreneurial self-efficacy. *Studies in Higher Education*.
https://doi.org/10.1080/03075079.2020.1770716
Entrepreneurial Intentions of Business Students: The Role of Personality Traits and
Entrepreneurship Education
Pasian et al. (2021) explores how personality traits and entrepreneurship education
influence the entrepreneurial intentions of business students. The research involved a
substantial number of students to examine how traits like openness, conscientiousness,
extraversion, agreeableness, and neuroticism, along with entrepreneurship education,
shape their entrepreneurial goals.
The findings reveal that openness to experience positively correlates with
entrepreneurial intentions. Students who embrace new experiences are more inclined to
view entrepreneurship as a viable career option, thanks to their creativity and risk-taking
mindset. Conscientiousness is also significant, as diligent, organized, and reliable
students tend to exhibit stronger entrepreneurial intentions. These characteristics aid
them in effectively planning and executing business ideas.
Extraversion emerges as another key trait, with extroverted students displaying a
greater inclination towards entrepreneurship. Their sociability and assertiveness help
them build networks and capitalize on opportunities. Conversely, the study indicates
that agreeableness has a mixed effect. While agreeable students excel at forming
relationships, their conflict-avoidant nature may hinder them from taking the bold actions
necessary for entrepreneurship.
Neuroticism, marked by emotional instability, is found to negatively impact
entrepreneurial intentions. Students with high neuroticism levels are less likely to pursue
entrepreneurship due to their fear of failure and challenges in managing stress.
Additionally, the research underscores the significance of entrepreneurship education. It
shows that students who engage in entrepreneurship education are more likely to
cultivate strong entrepreneurial intentions. This education equips them with essential
knowledge and skills, enhancing their confidence and readiness for entrepreneurial
endeavors.
Pasian, S., et al. (2021). Entrepreneurial intentions of business students: The role of
personality traits and entrepreneurship education. *Journal of Innovation and
Knowledge, 6*(3), 123-134. https://doi.org/10.1016/j.jik.2021.03.001
Entrepreneurial Intentions of Business Students: The Role of Personality Traits and
Entrepreneurship Education
Pasian et al. (2021) explores how personality traits and entrepreneurship education
influence the entrepreneurial intentions of business students. The research involved a
substantial number of students to examine how traits like openness, conscientiousness,
extraversion, agreeableness, and neuroticism, along with entrepreneurship education,
shape their entrepreneurial goals.
The findings reveal that openness to experience positively correlates with
entrepreneurial intentions. Students who embrace new experiences are more inclined to
view entrepreneurship as a viable career option, thanks to their creativity and risk-taking
mindset. Conscientiousness is also significant, as diligent, organized, and reliable
students tend to exhibit stronger entrepreneurial intentions. These characteristics aid
them in effectively planning and executing business ideas.
Extraversion emerges as another key trait, with extroverted students displaying a
greater inclination toward entrepreneurship. Their sociability and assertiveness help
them build networks and capitalize on opportunities. Conversely, the study indicates
that agreeableness has a mixed effect. While agreeable students excel at forming
relationships, their conflict-averse nature may hinder them from taking the bold actions
necessary for entrepreneurship.
Neuroticism, marked by emotional instability, is found to negatively impact
entrepreneurial intentions. Students with high neuroticism levels are less likely to pursue
entrepreneurship due to their fear of failure and challenges in managing stress.
Additionally, the research underscores the significance of entrepreneurship education. It
shows that students who engage in entrepreneurship education are more likely to
cultivate strong entrepreneurial intentions. This education equips them with essential
knowledge and skills, enhancing their confidence and readiness for entrepreneurial
endeavors.
Pasian, S., et al. (2021). Entrepreneurial intentions of business students: The role of
personality traits and entrepreneurship education. *Journal of Innovation and
Knowledge, 6*(3), 123-134. https://doi.org/10.1016/j.jik.2021.03.001
Impact of Entrepreneurship Education on Entrepreneurial Intentions
Entrepreneurship education has been widely researched for its effects on students'
intentions to become entrepreneurs. Montes et al. (2023) investigated this connection in
Latin American universities, surveying 1,213 students from Colombia, Ecuador, Mexico,
and Peru. Their results indicate that customized educational programs can significantly
improve students' entrepreneurial skills and mindset, thus increasing their chances of
launching their own businesses. The study also looked into gender differences in
entrepreneurial intentions, suggesting that cultural and educational contexts may affect
these intentions in varying ways for different genders. The research utilized a
quantitative, cross-sectional, and explanatory approach, employing structured
questionnaires and probabilistic sampling methods to gain a thorough understanding of
the factors that influence entrepreneurial intentions among university students in Latin
America.
Montes, J. A., Saavedra, J. L., & Rodríguez, M. (2023). Impact of entrepreneurship
education on the entrepreneurial intention of university students in Latin America.
*Cogent Business & Management, 10*(1), 2282793.
https://doi.org/10.1080/23311975.2023.2282793
Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial
Competence in Education
This study examines how entrepreneurship education fosters the development of
entrepreneurial skills in students. It underscores the necessity of training teachers in this
field so they can effectively utilize specific competencies, methods, and tools that
promote confidence, adaptability, leadership, and initiative among learners. The
research incorporates an online survey aimed at evaluating the level of entrepreneurial
competence among Albanian teachers and investigates the mechanisms that influence
the acquisition of these competencies. The results highlight the importance of teachers
developing entrepreneurial skills at all stages of their careers, beginning with their initial
training. Additionally, the study reviews European policies related to entrepreneurship
education, including the European Entrepreneurship Competence Framework
(EntreComp), and their application within the Albanian education system.
Miço, H., & Cungu, J. (2023). Entrepreneurship education, a challenging learning
process towards entrepreneurial competence in education. *Administrative Sciences*,
*13*(1), 22. https://doi.org/10.3390/admsci13010022
A Study of Entrepreneurial Intention of University Students
explores the factors that affect entrepreneurial intentions among university students
through the lens of the theory of planned behavior. The findings indicate that social
norms and perceived behavioral control positively influence entrepreneurial intention.
Furthermore, students who are inclined towards short-term risk-taking tend to exhibit
higher entrepreneurial intentions, while those with better psychological well-being show
a negative correlation with entrepreneurial intention. Interestingly, the study reveals that
attitudes towards entrepreneurship do not have a significant effect on entrepreneurial
intention. In conclusion, social norms, perceived control, and a preference for short-term
risk-taking are key predictors of entrepreneurial intention, while attitude and
psychological well-being play a lesser role.
Zhang, P., Wang, D. D., & Owen, C. L. (2014). A study of entrepreneurial intention of
university students. *Entrepreneurship Research Journal*, *4*(2), 147-168.
https://doi.org/10.1515/erj-2014-0004
