The impact of entrepreneurial ideas and cognitive style on students entrepreneurial intention

2014 ◽  
Vol 6 (2) ◽  
pp. 140-162 ◽  
Author(s):  
Roya Molaei ◽  
Mohammad Reza Zali ◽  
Mohhammad Hasan Mobaraki ◽  
Jahngir Yadollahi Farsi
Keyword(s):  
Cognitive Style ◽  
Direct Effect ◽  
Cognitive Styles ◽  
Content Volume ◽  
Idea Generation ◽  
Skills Training ◽  
Entrepreneurial Intention ◽  
Equation Modeling ◽  
Content Type ◽  
The Impact

Purpose – The purpose of this paper is to investigate the effect of entrepreneurial idea dimensions (the value, content, number and novelty of idea) along with intuitive cognitive style versus an analytical style on students' entrepreneurial intention. Design/methodology/approach – To evaluate these relationships, the data are obtained from an extensive survey of 376 undergraduate students of campuses of Behavioral Sciences and Engineering at University of Teheran. The data are analyzed by the methodology of structural equation modeling (SEM) with using LISREL software and SPSS. Findings – According to the SEM results, for students with intuitive cognitive style, among the four dimensions of entrepreneurial idea (i.e. idea's content, volume, value, and novelty), the greatest direct effect belongs to the idea volume and idea content. Further, for the students with analytical cognitive style, the idea volume and the idea value have the maximum direct impacts on their entrepreneurial intention meanwhile the least direct effect belongs to the idea novelty. In general, entrepreneurial intention of the students, in both groups of intuitive and analytical cognitive styles, is highly influenced by the volume of their entrepreneurial ideas. Therefore, the ideas volume is the most important factor to start up a new business in future by potential entrepreneurs all with analytical or intuitive cognitive styles. Practical implications – It is recommended that entrepreneurship and business students who are attending entrepreneurship and business skills training courses should be categorized into two distinct groups of intuitive and analytical. For the group of students with intuitive cognitive style, an entrepreneurship training with systematic views and a method of establishing and reinforcing positive and stable emotions should be offered. For those with analytical cognitive style, trainings for “designing and writing Business Model and Plan”, “Opportunity recognition and feasibility study” and its related soft wares should be presented. Accordingly, in order to create and increase the entrepreneurial ideas number among all students, it is suggested that a course entitled “Entrepreneurial Idea Generation” be offered in Entrepreneurship Education Programs at undergraduate and graduate levels. Originality/value – The paper is one of the first papers to clarify and empirically assess the effects of entrepreneurial ideas dimensions on entrepreneurial intention considering the subjects' cognitive style as a mediating variable.

Impact of training on entrepreneurial intention: an interactive cognitive perspective

2015 ◽  
Vol 27 (6) ◽  
pp. 593-616 ◽  
Author(s):  
Fayçal Boukamcha
Keyword(s):  
Training Program ◽  
Case Studies ◽  
Entrepreneurial Intention ◽  
Equation Modeling ◽  
Cognitive Perspective ◽  
Content Type ◽  
Success Stories ◽  
Self Employment ◽  
Entrepreneurial Training ◽  
The Impact

Purpose – This paper aims to clarify the impact of the entrepreneurial training on a Tunisian trainee’s entrepreneurial cognitions and intention. An interactive cognitive perspective was adopted to test the interaction effect between the entrepreneurial cognitions: the perceived entrepreneurial self-efficacy, the perceived entrepreneurial feasibility and entrepreneurial desirability. A research model was built showing several relationships between entrepreneurial training, cognitions and intention. Design/methodology/approach – A survey was conducted on a convenience sample of 240 participants in four business incubators. The maximum-likelihood test was used as a structural equation modeling method to test the model. Findings – The results show the importance of the entrepreneurial training in the development of entrepreneurial cognitions. Further, the findings, to some extent, validate the interaction between the entrepreneurial cognitive patterns. However, entrepreneurial intention was only predicted through the entrepreneurial desirability. Several implications are discussed at the end of this paper. Practical implications – The findings seem interesting insofar, as they show the importance of entrepreneurial trainings in the entrepreneurial intention development through the enhancement of desirability. This process can be triggered by a training program that contains case studies, success stories and conferences to make the youth enthusiastic about self-employment. Originality/value – The significant impact of the entrepreneurial training on trainees’ cognitions should encourage governments and incubators to promote entrepreneurial training programs to enhance the youths’ willingness to create their own businesses. The findings in this paper seem interesting insofar as they show the importance of entrepreneurial trainings in the entrepreneurial intention development through the enhancement of desirability. This process can be triggered by a training program that contains case studies, success stories and conferences to make the youth enthusiastic about self-employment.

The effects of cognitive style on Edmodo users’ behaviour

2017 ◽  
Vol 34 (1) ◽  
pp. 31-50 ◽  
Author(s):  
Ömer Faruk Ursavaş ◽  
Ilknur Reisoglu
Keyword(s):  
Technology Acceptance ◽  
Cognitive Style ◽  
Structural Equation ◽  
Cognitive Styles ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Perceived Ease Of Use ◽  
Content Type ◽  
Embedded Figures Test

Purpose The purpose of this paper is to explore the validity of extended technology acceptance model (TAM) in explaining pre-service teachers’ Edmodo acceptance and the variation of variables related to TAM among pre-service teachers having different cognitive styles. Design/methodology/approach Structural equation modeling approach was used to analyze an extended TAM that represents the relationship between the eight constructs and cognitive style. Group Embedded Figures Test and technology acceptance measure were used as data collection tools. The study was conducted with 129 pre-service teachers. Findings The results indicate that perceived ease of use (PEU) influences behavioral intention (BI) to use Edmodo indirectly through attitude toward Edmodo use and perceived usefulness (PU). Technological complexity and facilitating conditions influence BI to use indirectly through PU and PEU, respectively. Thus, the extended TAM is a parsimonious model explaining 75, 72, and 82 percent of the endogenous variable (BI) for the whole sample, for the field dependent sample, and for the field independent sample, respectively. Originality/value This paper addresses to determine the BI of pre-service teachers regarding Edmodo, which is an innovative tool, based on cognitive styles.

Education and enterprising profile of young community: evidence from a transition country

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vjollca Hasani ◽  
Jusuf Zeqiri ◽  
Kumrije Gagica ◽  
Kimberly Gleason ◽  
Sadudin Ibraimi
Keyword(s):  
Behavioral Control ◽  
Entrepreneurial Intention ◽  
Subjective Norms ◽  
Entrepreneurial Intentions ◽  
Equation Modeling ◽  
Perceived Behavioral Control ◽  
Entrepreneurial Education ◽  
Content Type ◽  
Personal Attitudes ◽  
The Impact

Purpose This paper, in light of the theory of planned behavior, aims to analyze the factors that have an impact on entrepreneurial intentions among students in Kosovo. Design/methodology/approach A structured questionnaire is administered online for data collection, and the analysis is conducted using structural equation modeling. Findings The authors find that in the context of Kosovo, personal attitudes, subjective norms and perceived behavioral control significantly impact entrepreneurial intention among students. However, the entrepreneurial education survey respondents received was unrelated to entrepreneurial intention of students in Kosovo. Originality/value The authors contribute to the literature regarding the role of entrepreneurial education on entrepreneurial intention among students and graduates. In addition, the authors provide new evidence regarding the impact of personal attitudes, subjective norms and perceived behavioral control on entrepreneurial intention in the context of a transition economy. Finally, the authors offer recommendations to educational institutions and policymakers concerning the appropriate design of entrepreneurial education.

University entrepreneurial push strategy and students’ entrepreneurial intention

2019 ◽  
Vol 26 (2) ◽  
pp. 307-325 ◽  
Author(s):  
Douglas Wegner ◽  
Elisa Thomas ◽  
Eduardo Künzel Teixeira ◽  
Alisson Eduardo Maehler
Keyword(s):  
Specific Activity ◽  
Practical Implication ◽  
New Ventures ◽  
Entrepreneurial Intention ◽  
Business Environment ◽  
Individual Characteristics ◽  
Policy Implications ◽  
Equation Modeling ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to question whether the university entrepreneurial push strategy influences the entrepreneurial intention (EI) of its students. Previous research followed multilevel approaches that jointly addressed the impact of individual characteristics, institutional environment, and educational support on EI. Despite these efforts, the extant literature did not consider differences between universities regarding the whole set of activities they perform to foster entrepreneurship among students and their results. Design/methodology/approach Through partial least squares structural equation modeling (PLS-SEM) procedures, this study compared data from 447 students of two Brazilian universities that differentiate themselves according to entrepreneurial push strategies (one adopts actions consistent with this type of strategy while the other does not). Whilst University 1 fosters entrepreneurship by investing in entrepreneurship courses, promoting entrepreneurship competitions, and offering incubation opportunities, University 2 primarily focuses on traditional managerial education without a specific focus on entrepreneurial activities. Findings Surprisingly, the results have shown the entrepreneurial push strategy of University 1 does not account for differences in the students’ EI when compared to University 2. Such finding contradicts previous studies on the effects of entrepreneurial education and sheds new lights on the role university’s support plays to foster entrepreneurship intention. Research limitations/implications Contributions to the literature on the field of entrepreneurship intention were made by showing that the efforts toward the promotion of entrepreneurship through entrepreneurship education, business plan competitions, and incubation might not have a direct influence on students’ EI. Practical implications As a practical implication, the study stimulates universities to evaluate the effectiveness of their efforts in promoting entrepreneurship through training, education and support for new ventures. The results also offer policy implications by suggesting that public policies should emphasize the development of institutions that foster a positive business environment, facilitate the creation of new ventures, the funding of start-ups and reinforce the benefits of becoming an entrepreneur. Originality/value The results are surprising because they contradict previous studies of the university’s role in fostering entrepreneurship intention. To the best of our knowledge, it is the first research comparing universities with two different approaches toward developing students’ EI: one university with a whole set of activities and another university without any specific activity with that purpose.

scholarly journals Entrepreneurial potential in less innovative regions: the impact of social and cultural environment

2017 ◽  
Vol 26 (2) ◽  
pp. 163-179 ◽  
Author(s):  
Francisco J. García-Rodríguez ◽  
Esperanza Gil-Soto ◽  
Inés Ruiz-Rosa ◽  
Desiderio Gutiérrez-Taño
Keyword(s):  
Young People ◽  
Structural Equation ◽  
Entrepreneurial Intention ◽  
Structural Equations ◽  
Equation Modeling ◽  
Online Questionnaire ◽  
Content Type ◽  
University Environment ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to analyze the role that the sociocultural, family and university environment play in the entrepreneurial intention of young people in a peripheral and less innovative region. Design/methodology/approach The authors adopted the perspective of the theory of planned behavior and made an empirical study with a sample of 1,064 Spanish university students who voluntarily participated in the GUESSS Project answering an online questionnaire. A methodology based on structural equations was used employing the partial least squares structural equation modeling estimation technique. Findings The results show that the university environment directly influences attitude, self-confidence and motivation, and indirectly the students’ entrepreneurial intention. The social context also exerts a weak direct influence on the perceived attitudes or desires toward the option to start a business and indirectly on the intention. Originality/value The main contribution of this paper seems to confirm what previous literature highlighted in the terms of regional specificities on the link between innovation systems, the impact of entrepreneurial potential and economic development. In this sense, the university context can play an important role in generating improvements in the entrepreneurial intention’s antecedents of young people with greater potential for innovation in peripheral regions. Therefore, when it comes to defining policies to improve entrepreneurship in these regions, it seems that the establishment of entrepreneurship education and motivation programs in universities is a very effective tool to increase perceived attitude toward the option to start a new business.

Choice for an Entrepreneurial Career: Do Cognitive Styles Matter?

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Jana Deprez ◽  
Eva Cools ◽  
Wouter Robijn ◽  
Martin Euwema
Keyword(s):  
Cognitive Style ◽  
Structural Equation ◽  
Current Knowledge ◽  
Cognitive Styles ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Personal Factors ◽  
Modelling Analysis ◽  
The Impact ◽  
Career Preferences

Abstract Upon graduation, students make the decision to either become an entrepreneur or an employee. Numerous studies have thus investigated personal and environmental factors that impact this decision. As cognitive styles have become more and more important in determining individual and organisational behaviour, and as they are presumed to provide new valuable insights over and above other personal factors, they provide the ideal focus to further explore this career choice. In this article, we aim to explore how creating, planning, and knowing cognitive style relate to entrepreneurial attitudes, intentions, and career choices. Using the Theory of Planned Behaviour, in a first sample, we investigate the direct and indirect impact that cognitive styles have on entrepreneurial intention through attitudes. In our second sample, we look at how career preferences for entrepreneurship or a more traditional career as an employee are affected by cognitive styles. Using structural equation modelling analysis, this study finds evidence for the importance of creating cognitive style on entrepreneurial outcomes. Additionally, we find evidence for the relationship between planning cognitive style and wanting to be an employee. Knowing style does not lead to either preference. This paper extends the current knowledge on cognitive styles and entrepreneurship by analysing the impact of other cognitive styles than the predominantly used innovative styles and by also exploring its impact on important antecedents of entrepreneurial intentions, such as entrepreneurial attitude and career preferences.

The impact of cognitive style on the level of satisfaction and image search behavior in the textual and content search system of Google Images

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zahra Alvandi Poor ◽  
Mahdieh Mirzabeigi ◽  
Majid Nabavi
Keyword(s):  
Cognitive Style ◽  
Information Needs ◽  
Cognitive Styles ◽  
Search Behavior ◽  
Image Search ◽  
Search System ◽  
Content Type ◽  
Level Of Satisfaction ◽  
Content Search ◽  
The Impact

PurposeThe purpose of this study aims to identify the impact of verbal-visual cognitive styles on the level of satisfaction and behavior in the textual and content search of Google Images.Design/methodology/approach“Riding” cognitive style test and satisfaction questionnaire were used as data collection tools. Also, to collect data related to the image search behavior, the subjects’ transaction files were recorded using Camtasia software and then the files observed and reviewed. The research sample was 90 postgraduate students of Shiraz University.FindingsThe results showed that cognitive styles in interaction with the text-based and content-based search system of “Google Images” affected user’s satisfaction. Text-based image retrieval, in which vocabulary-based information needs were expressed, was more compatible with the verbal cognitive style and resulted in greater satisfaction. In contrast, in content-based image retrieval, where it was possible to express information needs in the form of images, users were more satisfied with the visual cognitive style. Verbal users performed more positively in text-based search and visual users in content-based search.Originality/valueConsidering the research gap, which has identified the performance of visual text-based and content-based systems in terms of satisfaction and cognitive style search behavior, the present study could be considered a small effort to promote science.

The impact of entrepreneurial education on entrepreneurial intention of engineering students in Hong Kong

2017 ◽  
Vol 55 (7) ◽  
pp. 1371-1393 ◽  
Author(s):  
Hongyi Sun ◽  
Choi Tung Lo ◽  
Bo Liang ◽  
Yuen Ling Belle Wong
Keyword(s):  
Hong Kong ◽  
Structural Equation ◽  
Engineering Students ◽  
Empirical Test ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Equation Modeling ◽  
Entrepreneurial Education ◽  
Content Type ◽  
The Impact

Purpose Theory of planned behavior (TPB) has been used to study the impact of entrepreneurial education (EE) on entrepreneurial intention (EI) for more than 20 years, yet an intensive literature review reveals that there are gaps in both the conceptual models and the research methods. The purpose of this paper is to investigate the impact of EE on EI with a view to address the gaps in previous research. Design/methodology/approach This research proposes a conceptual model that links the entire antecedent variables of TPB and the elaborated four components of entrepreneurship education (Why, What, How, and Who). The model is tested by a structural equation modeling with the empirical data from 200 engineering students from three universities in Hong Kong. Findings The empirical test reveals that the four components of entrepreneurial education do influence attitude, social norm, self-efficacy, and EI, correspondingly. Additionally, it also reveals that the four EE components and the three TPB antecedent variables are also interrelated with each other. Originality/value This study bridges specific education components and EI, providing significant insight into how the key components influence the entrepreneurial attitudes and intentions of students. It fills the gap in the knowledge required for fostering EI through entrepreneurship education. It not only answers the question on whether EE influences EI but also on how to nurture the intention by designing a relevant EE course.

scholarly journals Impact of Entrepreneurship Extracurricular Activities and Inspiration on Entrepreneurial Intention: Mediator and Moderator Effect

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Thuy Thu Nguyen ◽  
Linh Thi Phuong Nguyen ◽  
Hoa Thi Thanh Phan ◽  
Anh Trong Vu
Keyword(s):  
Extracurricular Activities ◽  
Structural Equation ◽  
Entrepreneurial Intention ◽  
Equation Modeling ◽  
Moderator Effect ◽  
Technical Students ◽  
Research Findings ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts ◽  
The Impact

This empirical study proposed a comprehensive model testing the direct and indirect impacts of entrepreneurship extracurricular activities and entrepreneurship inspiration on students’ entrepreneurial intention. With the sample consisting of 640 students from 11 universities in Vietnam, the study used structural equation modeling analysis approach. The results revealed that entrepreneurship extracurricular activities and entrepreneurship inspiration are significantly related to students’ entrepreneurial intention, and entrepreneurship self-efficacy partially mediates these relations. The impact of entrepreneurship education on entrepreneurial intention differs across the field of study. Technical students generally get more benefits from entrepreneurship educational activities than business and economics students do. The research findings recommended some implications for fostering graduates’ entrepreneurship in emerging countries.

The impact of collaborative engagement on knowledge and performance gains in episodic collaborations

2014 ◽  
Vol 25 (2) ◽  
pp. 245-269 ◽  
Author(s):  
Nancy W. Nix ◽  
Zach G. Zacharia
Keyword(s):  
Structural Equation ◽  
Equation Modeling ◽  
Structured Interviews ◽  
Ancillary Benefits ◽  
Content Type ◽  
Empirical Survey ◽  
Collaborative Engagement ◽  
Relational Outcomes ◽  
The Impact ◽  
Ancillary Benefit

Purpose – Supply chains are embedded in a larger network of enterprises where firms exchange offerings, often compete for the same customers, and constantly innovate to improve their performance. In these dynamic environments, firms are increasingly dependent on the knowledge and expertise in external organizations to innovate, problem-solve, and improve performance. Firms are increasingly collaborating to exchange and pool skills and knowledge and deploy resources and capabilities not found in their own firm. This research using both structured interviews and survey data seeks to determine what are the direct benefits and the ancillary benefits of collaboration. The paper aims to discuss these issues. Design/methodology/approach – A mixed methodology approach was utilized, using qualitative structured interviews leading to developing a research model and then an empirical survey of 473 participants who are involved in their respective organization's collaboration projects. The data were analyzed using structural equation modeling to examine relationships between collaborative engagement, knowledge gained, operational outcomes and relational outcomes. Findings – The results of the study indicate that collaborative engagement has a direct effect on knowledge gained, operational outcomes and relational outcomes in collaboration. The ancillary benefit of collaboration is the learning that takes place leads to improved operational outcomes and relational outcomes. Research limitations/implications – In this research study all the constructs are only examined from a single perspective. This can be a limitation as it would be of greater value to collect data from all the members involved in the collaboration. Originality/value – Collaboration has been well studied in many fields but this research suggests an important ancillary benefit that needs to be considered when deciding to collaborate is the knowledge and learning that happens during a collaboration.

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