A conceptual model of social entrepreneurial intention based on the social cognitive career theory

Purpose Entrepreneurial intention plays a major role in entrepreneurship academia and practice. However, little is known about the intentions of entrepreneurs in the social area of venture creation. This paper aims to formulate a well-organized model of social entrepreneurial intention. Design/methodology/approach The paper draws on intention models in entrepreneurship literature in general and social entrepreneurship in particular to identify gaps. Based on these findings, a new conceptual model is formulated. Findings There is no research to be found which uses the social cognitive career theory (SCCT) to explain about an individual’s intention to become a social entrepreneur, although this theory is recently suggested as an inclusive framework for entrepreneurial intention (Doan Winkel et al., 2011). It is also supportive by the empirical research of Segal et al. (2002). Therefore, a conceptual model of entrepreneurial intention in the field of social entrepreneurship is formulated based on adapting and extending the SCCT. Originality/value The paper contributes to the social entrepreneurship literature by providing new insights about social entrepreneurial intention. The result has important implications for theory and practice. In theory, it is the first model offering the SCCT as the background of formation for social entrepreneurial intention, with a distinct perspective of social entrepreneurship as a career. It raises a future direction for researchers to test this model. In practice, this framework provides a broad view of factors that could contribute to the success of the would-be a social entrepreneur.

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Entrepreneurial career choice intentions among secondary students in Colombia: the role of entrepreneurial exposure

International Journal of Emerging Markets ◽

10.1108/ijoem-10-2019-0872 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Fabian Osorio Tinoco ◽

Manoj Chandra Bayon ◽

Guillermo Murillo Vargas

Keyword(s):

Secondary Students ◽

Self Efficacy ◽

Social Cognitive ◽

Outcome Expectations ◽

Entrepreneurial Intention ◽

Outcome Expectation ◽

Career Theory ◽

Content Type ◽

The Social ◽

Social Cognitive Career

PurposeBased on a theoretical framework grounded in the social-cognitive theory and its derivative the social-cognitive career theory, the main purpose of this paper is to examine the role of entrepreneurial exposure in moderating the relationship between self-efficacy and entrepreneurial intention in the presence of different levels of outcome expectations.Design/methodology/approachUsing a sample of 643 secondary students from Colombia, the authors tested the validity and reliability of scales used to measure the main constructs of the socio-cognitive career theory and used the construct of entrepreneurial exposure to examine contingent hypotheses using a four-step linear regression analysis.FindingsThe study results suggest that although the main social-cognitive career variables (self-efficacy and outcome expectation) and entrepreneurial exposure directly influence the formation of entrepreneurial intention and thus support previous findings, the authors also discover a new configuration of (interacting) antecedents. While on the one hand, even a low level of entrepreneurial exposure leads to a significant increase in the entrepreneurial intention of secondary students with high outcome expectation and high self-efficacy; on the other hand, high entrepreneurial exposure leads to a decrease in entrepreneurial intention among students with high entrepreneurial expectation and high self-efficacy.Research limitations/implicationsThe main implication of the study findings is although entrepreneurial exposure is beneficial for fostering entrepreneurial intention among secondary students, a high level of entrepreneurial exposure can have a detrimental effect especially among those with high self-efficacy and outcome expectations.Practical implicationsThe paper suggests implications and suggestions for educators to foster the development of entrepreneurial intentions among students.Originality/valueThis study provides empirical evidence on the formation of entrepreneurial intention in a new setting. In addition, it improves one’s understanding of the main tenets of social-cognitive career theory by taking into account an important environment factor that can have a contrasting impact on the formation on entrepreneurial intention among adolescents.

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Should I Stay, or Should I Go? Job satisfaction as a moderating factor between outcome expectations and entrepreneurial intention among academics

International Entrepreneurship and Management Journal ◽

10.1007/s11365-021-00744-8 ◽

2021 ◽

Author(s):

Richard Blaese ◽

Schneider Noemi ◽

Liebig Brigitte

Keyword(s):

Job Satisfaction ◽

Social Cognitive Career Theory ◽

Social Cognitive ◽

Career Decisions ◽

Outcome Expectations ◽

Entrepreneurial Intention ◽

Career Theory ◽

Academic Researchers ◽

Social Cognitive Career

AbstractBoth psychological and entrepreneurship research have highlighted the pivotal role of job satisfaction in the process of entrepreneurial career decisions. In support of this, mounting evidence point to inter-relationships between entrepreneurial intention, job satisfaction, and organizational commitment. Prior research operationalized entrepreneurial careers as an escape from poor work environments; thus, there is a lack of understanding regarding how job-satisfaction can trigger entrepreneurship within and related to the environment of universities. This study, draws on Social Cognitive Career Theory and the concept of entrepreneurial intention, to address whether the role of job satisfaction is a moderating factor between outcome expectations and entrepreneurial intention. Furthermore, we examine to what extent (I) entrepreneurial intention and (II) spin-off intention are determined by certain outcome expectations and perceived behavioral control. To address these questions this study examined academic researchers in specialized and non-technical fields and builds on a survey of 593 academic researchers at Swiss Universities of Applied Science. The results showed that outcome expectations are a significant predictor for entrepreneurial intentions, in general, and spin-off intentions, in particular. A multi-group analysis corroborated that job satisfaction operates as a motivational factor in entrepreneurial transition and interactions with entrepreneurial outcome expectations. In conclusion, the concept of job satisfaction and Social Cognitive Career Theory were powerful constructs to better the understand the process of entrepreneurial career decisions by academic researchers.

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Utilizing the social cognitive career theory in understanding students' choice in selecting auditing as a career: evidence from Ghana

Journal of Applied Accounting Research ◽

10.1108/jaar-03-2021-0079 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Lexis Alexander Tetteh ◽

Cletus Agyenim-Boateng ◽

Amoako Kwarteng ◽

Paul Muda ◽

Prince Sunu

Keyword(s):

Self Efficacy ◽

Social Cognitive Career Theory ◽

Social Cognitive ◽

Outcome Expectations ◽

Structured Interviews ◽

Related Factors ◽

Career Theory ◽

Content Type ◽

Selection Factors ◽

Social Cognitive Career

PurposeThe study uses social cognitive career theory (SCCT) to explore the driving and restraining factors that students consider in selecting auditing as a career.Design/methodology/approachConsidering the aim of this study, a qualitative research was preferred with the objective of gathering in-depth and enriched empirical data; hence, semi-structured interviews were conducted with seventy-five fourth-year undergraduate accounting students of six top-ranked universities in Ghana that offer accounting programmes.FindingsThe findings of the current study unearth the constructs of the SCCT that students' decision to consider a career in audit is driven by outcome expectations (high earnings/monetary incentives and social prestige associated with the job), as well as self-efficacy belief (possession of ethical values). Further, the study finds that self-efficacy beliefs (job stress and accounting stereotype) were the factors restraining students from considering auditing as a career. The results finally show that the students who would choose auditing as a career in future are in one way or the other, preparing for the achievement of their goals.Research limitations/implicationsThe SCCT framework utilized focuses on the three main constructs: self-efficacy, outcome expectations and goals. There are a number of related factors that may influence students' career choice decisions. These may include personal characteristics and contextual influences; a change of the theoretical framework may help discover other important personal and contextual factors that this current study could not unearth.Practical implicationsThe study indicates, on the contrary, that students have negative perceptions about auditing as a career option; they consider the career as stressful, tedious and monotonous. These misconceptions make it less likely for a student to pursue auditing as a career. Educators can aid students in their decision to pursue a study in accounting and become auditors by displaying and reinforcing the positive outcomes that come with the position of an auditor.Originality/valueThe findings of this study add to the existing literature by delving deeper into the self-selection factors that influence a student's desire to become an auditor. Furthermore, the current research is exceptional in that it applies the SCCT to the aim of becoming an auditor. Although other research studies have looked into factors that may influence a student's decision to pursue a profession as an accountant, these studies have mostly been quantitative, limiting the students' ability to explain why those factors encourage or dissuade them.

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