An enquiry into potential graduate entrepreneurship

Purpose In today’s global economy, high in talent but low in growth, the capability and skills mismatch between the output of universities and the demands of business has escalated to a worrying extent for graduates. Increasingly, university students are considering alternatives to a lifetime of employment, including their own start-up, and becoming an entrepreneur. The literature indicates a significant disconnect between the role and value of education and healthy enterprising economies, with many less-educated economies growing faster than more knowledgeable ones. Moreover, theory concerning the entrepreneurial pipeline and entrepreneurial ecosystems is applied to graduate entrepreneurial intentions and aspirations. The paper aims to discuss these issues. Design/methodology/approach Using a large-scale online quantitative survey, this study explores graduate “entrepreneurial intention” in the UK and France, taking into consideration personal, social and situational factors. The results point to a number of factors that contribute to entrepreneurial intention including social background, parental occupation, gender, subject of study and nationality. The study furthers the understanding of and contributes to the extant literature on graduate entrepreneurship. It provides an original insight into a topical and contemporary issue, raising a number of research questions for future study. Findings For too long, students have been educated to be employees, not entrepreneurs. The study points strongly to the fact that today’s students have both willingness and intention to become entrepreneurs. However, the range of pedagogical and curriculum content does not correspond with the ambition of those who wish to develop entrepreneurial skills. There is an urgent need for directors of higher education and pedagogues to rethink their education offer in order to create a generation of entrepreneurs for tomorrow’s business world. The challenge will be to integrate two key considerations: how to create a business idea and how to make it happen practically and theoretically. Clearly, change in the education product will necessitate change in the HE business model. Research limitations/implications The data set collected was extensive (c3500), with a focus on France and the UK. More business, engineering and technology students completed the survey than others. Further research is being undertaken to look at other countries (and continents) to test the value of extrapolation of findings. Initial results parallel those described in this paper. Practical implications Some things can be taught, others need nurturing. Entrepreneurship involves a complex set of processes which engender individual development, and are highly personalised. Higher Education Enterprise and Teaching and Learning Strategies need to be cognisant of this, and to develop innovative and appropriate curricula, including assessment, which reflects the importance of the process as much as that of the destination. Social implications The global economy, propelled by the push and pull of technology, is changing at a speed never before seen. This is having profound political, social and economic effects which necessitate fundamental change that we organise ourselves and our activities. Current models and modus operandi are proving increasingly unfit for purpose. Nurturing and encouraging agile mindsets, creativity, supporting the testing of new ideas and ways of doing things and adapting/adopting to innovation are all critical future employability factors. Our future prosperity and well-being will be dependent on creating new learning models. Originality/value This work builds on an extensive literature review coupled with original primary research. The authors originate from a variety of backgrounds and disciplines, and the result is a very challenging set of thoughts, comments and suggestions that are relevant to all higher education institutions, at policy, strategy and operational levels.

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Employability outcomes for university joint honours graduates

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-11-2017-0088 ◽

2018 ◽

Vol 8 (2) ◽

pp. 195-210 ◽

Cited By ~ 3

Author(s):

Louise Pigden ◽

Andrew Garford Moore

Keyword(s):

Higher Education ◽

Education Institution ◽

Subject Area ◽

Higher Education Institution ◽

Data Set ◽

Content Type ◽

Highly Skilled ◽

Employment Rates ◽

Cent Point ◽

The Uk

PurposeIn the UK, the vast majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether the study of a joint rather than a single honours degree had an impact on employment outcomes six months after graduation.Design/methodology/approachThe authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students. The authors established whether there were any differences inherent in completing a joint honours degree in a post-1992 higher education institution, by nation within the UK or within a Russell Group higher education institution.FindingsThe authors found an approximately consistent 3 per cent point negative gap nationally in the highly skilled employment rates of joint compared with single honours graduates. This gap was at its lowest in the highly selective Russell Group universities (−1.52 per cent points) and highest in post-1992, vocationally oriented universities (−7.13 per cent points) and in Northern Ireland universities (−12.45 per cent points). Joint honours graduates of Scottish universities fared well, with a +3.09 per cent point advantage over the national average for joint honours. The authors found that universities that had a higher proportion of joint honours graduates generally had a lower employability gap between their joint and single honours graduates.Research limitations/implicationsThis study focussed on joint honours degrees in the UK where the two or three principal subjects fall into different JACS subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. Future work will consider the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. This grouping will include, for example, pairs of foreign languages, some social sciences pairings such as politics and sociology, and pairings such as history and theology from the historical and philosophical subject area.Originality/valueThe potential disbenefits of studying for a joint honours degree are apparent in this study. Joint honours students may face organisational, academic and cultural challenges that require a positive, conscious and sustained effort to overcome, on both the part of the student and the higher education institution. In particular for graduates of the post-1992 universities, it appears that there is a negative relative impact on highly skilled employment. This impact is lessened if the university is Scottish (four-year degrees with in-built breadth of study) or where the proportion completing joint honours degrees is relatively high.

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Educational advantage and employability of UK university graduates

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-10-2018-0101 ◽

2019 ◽

Vol 9 (4) ◽

pp. 603-619 ◽

Cited By ~ 1

Author(s):

Louise Pigden ◽

Andrew Garford Moore

Keyword(s):

Higher Education ◽

Positive Impact ◽

Subject Area ◽

University Graduates ◽

Coding System ◽

Data Set ◽

Content Type ◽

Geographical Regions ◽

Highly Skilled ◽

The Uk

Purpose In the UK, the majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether educational advantage, measured by the “Participation of Local Areas” (POLAR) classification, correlated with rates of graduate destinations for joint and single honours graduates. This study focused particularly on Russell Group and Post-92 Universities. Design/methodology/approach The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey, and combined this with data from the POLAR4 quintiles, which aggregate geographical regions across the UK based on the proportion of its young people that participate in higher education. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students, focusing particularly on Russell Group and Post-92 Universities, in order to build on previous published work. Findings Single honours and joint honours graduates from higher participation POLAR4 quintiles were more likely to be in a highly skilled destination. However at both the Russell Group and the Post-92 universities, respectively, there was no trend towards a smaller highly skilled destinations gap between the honours types for the higher quintiles. For the highest POLAR4 quintile, the proportion of joint honours graduates was substantially higher at the Russell Group than at Post-92 universities. Furthermore, in any quintile, there were proportionately more joint honours graduates from the Russell Group, compared with single honours graduates, and increasingly so the higher the quintile. Research limitations/implications This study focused on joint honours degrees in the UK where the two or three principal subjects fall into different Joint Academic Coding System (JACS) subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. This excluded the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. However, the overall proportion of joint honours graduates identified using the classification was in line with the UCAS (2017) data on national rates of combined studies acceptances. Practical implications All Russell Group graduates, irrespective of their POLAR4 quintile, were far more likely to be in a highly skilled destination than single or joint honours graduates of Post-92 universities. Even the lowest quintile graduates of the Russell Group had greater rates of highly skilled destination than the highest quintile from Post-92 universities, for both single and joint honours graduates. This demonstrated the positive impact that graduating from the Russell Group confers on both single and joint honours graduates. Social implications This study could not explain the much smaller gap in the highly skilled destinations between single honours and joint honours graduates found in the Russell Group, compared with the Post-92. Why do a higher proportion of joint honours graduates hail form the upper POLAR4 quintiles, the Russell Group joint honours graduates were more disproportionately from the upper POLAR4 quintiles and the joint honours upper POLAR4 quintiles represented such a larger proportion of the Russell Group overall undergraduate population? Other student characteristics such as tariff on entry, subjects studied, gender, age and ethnicity might all contribute to this finding. Originality/value This study demonstrated that, averaged across all universities in the UK, there was a trend for both single honours and joint honours graduates from higher participation POLAR4 quintiles to be more likely to be in a highly skilled destination, i.e. the more educationally advantaged, were more likely to be in a highly skilled destination, as a proportion of the total from each honours type. This accorded with HESA (2018b) data, but expanded those findings to include direct consideration of joint honours graduates.

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Gender, risk-taking and entrepreneurial intentions: assessing the impact of higher education longitudinally

Education + Training ◽

10.1108/et-08-2019-0190 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Eda Gurel ◽

Melih Madanoglu ◽

Levent Altinay

Keyword(s):

Higher Education ◽

Risk Taking ◽

Well Being ◽

Entrepreneurial Intention ◽

Low Risk ◽

Entrepreneurial Intentions ◽

First Year ◽

Content Type ◽

Impact Of Higher Education ◽

The Impact

PurposeThis longitudinal study assesses whether higher education has the same impact on the entrepreneurial intentions of women and men with regard to their propensity to risk-taking in particular.Design/methodology/approachA self-administrated survey instrument was used to collect data from students studying business and engineering at five selected universities in Turkey. The survey was carried out in two intervals: first year and fourth year of studies. A total of 215 student participated in both waves.FindingsThe findings indicate that the impact of education is stronger for women than for men as the relationship between gender and entrepreneurial intention is moderated by education and risk-taking propensity in that the entrepreneurial intention of women with high or low risk-taking propensity increases when they acquire higher education. In particular, the boost is more noticeable for women with low risk-taking propensity. On the contrary, the effect of education is negative for men with both high risk-taking propensity and low risk-taking propensity.Practical implicationsThis study has identified that the impact of education is different for women and men. Based on these findings, Turkey could offer gender-specific entrepreneurship education in higher education for individuals who could then exploit their entrepreneurial capacity and thus contribute to the social and economic well-being of the country.Originality/valueThis paper makes two distinct contributions. First, this is one of the few longitudinal studies in the literature which demonstrates the differences between females and males in terms of their entrepreneurial intention and shows how risk-taking and education influence entrepreneurial intention. Second, it offers new insights into entrepreneurship research from a developing-country but emerging-economy context.

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Entrepreneurial university strategies in the UK context: towards a research agenda

Management Decision ◽

10.1108/md-10-2018-1162 ◽

2019 ◽

Vol 57 (12) ◽

pp. 3426-3446 ◽

Cited By ~ 3

Author(s):

David Pickernell ◽

Alessio Ishizaka ◽

Shuangfa Huang ◽

Julienne Senyard

Keyword(s):

Higher Education ◽

Knowledge Exchange ◽

Entrepreneurial University ◽

Preference Ranking ◽

Entrepreneurial Universities ◽

Data Set ◽

Content Type ◽

The Uk ◽

Uk Higher Education ◽

Education Business

Purpose Prior research shows that universities differ in the knowledge exchange (KE) activities they pursue, but little is known about universities’ strategies regarding their portfolio of KE activities. The purpose of this paper is to explore the KE strategy of UK universities in specific relation to their portfolio of KE activities with small- and medium-sized enterprises. Design/methodology/approach Based on the 2015–2016 Higher Education Business and Community Interaction Survey data set, this study employs the Preference Ranking Organisation METHod for the Enrichment of Evaluations to assess the KE activities from 162 UK higher education institutions. Findings The study reveals that entrepreneurial universities valorise university knowledge assets through five SME-focussed KE activities most beneficial to measuring the entrepreneurial university. It also uncovers four different archetypal categories (groupings) of universities based on their strategic focus of KE activities. Originality/value This study contributes to the entrepreneurial university literature by considering universities’ overall KE portfolio rather than examining individual KE activity in isolation. It provides a clearer understanding of universities’ KE strategies that help define and delineate entrepreneurial universities regarding their range, focus and the combination of KE activities.

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Sustainability 2030: a policy perspective from the University Vocational Awards Council

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-03-2018-0043 ◽

2018 ◽

Vol 8 (3) ◽

pp. 233-242 ◽

Cited By ~ 9

Author(s):

Mandy Samantha Crawford-Lee ◽

Tony Wall

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Well Being ◽

Policy And Practice ◽

Content Type ◽

The Sustainable Development ◽

Policy Perspective ◽

Balanced Approach ◽

The Uk ◽

The University

Purpose The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning. Design/methodology/approach This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled. Findings This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces. Practical implications This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning. Originality/value The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.

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Student residences: time for a partnership approach?

Journal of Property Investment and Finance ◽

10.1108/jpif-11-2019-0140 ◽

2020 ◽

Vol 38 (2) ◽

pp. 128-146

Author(s):

Laura McCann ◽

Norman Hutchison ◽

Alastair Adair

Keyword(s):

Higher Education ◽

Real Estate ◽

Private Sector ◽

Critical Role ◽

Well Being ◽

Education Sector ◽

Content Type ◽

Corporate Real Estate ◽

The Uk ◽

Uk Higher Education

PurposeRecent years have witnessed significant increases in the number of undergraduate students entering UK higher education. This increase is a result of the removal of the sector-wide cap on student numbers in England and Wales, along with a growth in overseas students attracted by the reputation of UK universities and the weakening of the value of Sterling. Adopting a corporate real estate perspective, the aim of this paper is to understand how the UK student residence market is structured and financed, and to identify the motivations that are driving the strategies adopted by the universities, private sector providers and investors in this market. In doing so, this research seeks to test the appropriateness of the Gibler and Lindholm (2012) model of corporate real estate strategy in the UK higher education sector.Design/methodology/approachData was gathered from a survey of UK university secretaries, combined with interviews of private sector providers, bank lenders and the analysis of secondary data on investment flows into purpose built residential accommodation (PBSA).FindingsUK university real estate strategy is mainly one of outsourcing student accommodation to reduce costs as well as employing modern purpose-built student housing as a marketing tool and brand enhancer. This strategy is also used as a risk mitigatory tool enabling universities to adjust to changing student demands. Revisions to the Gibler and Lindholm (2012) model are proposed to reflect the reality of the real estate strategy adopted by the universities. Private sector providers view the sector favourably and are set to be the main providers of new supply over the next decade, entering into strong partnerships with the universities. While there is evidence of some oversupply of bed spaces in certain cities, well-located developments are viewed as an attractive lending opportunity. Since 2013 there has been significant growth in institutional investment into UK student accommodation, albeit sentiment is currently tempered by political uncertainty.Practical implicationsThe role of PBSA designed to meet modern student requirements is playing a critical role not only in attracting, recruiting and retaining students but also enhancing the overall higher education experience promoting student welfare and well-being.Originality/valueThe corporate real estate strategy adopted by the UK higher education sector is an under researched area. This paper focuses on the strategy surrounding student accommodation provision and reports on the findings of an extensive survey of the key players in this sector. The results are of value to all stakeholders including government and regulators, at a time when higher education is facing substantial challenges. The evidence of a growing partnership between universities and the private sector is viewed as a logical solution, both for the present and the foreseeable future.

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Exploring educational advantage in the UK via graduate employment of joint honours degrees by examining pre-university tariff and degree classification

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-07-2019-0093 ◽

2019 ◽

Vol 10 (2) ◽

pp. 400-419

Author(s):

Louise Pigden ◽

Andrew Garford Moore

Keyword(s):

Higher Education ◽

Data Set ◽

Content Type ◽

Graduate Employment ◽

Educational Disadvantage ◽

Highly Skilled ◽

Education Statistics ◽

Degree Classification ◽

The Uk ◽

The Impact

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The Covid-19 lockdown in the United Kingdom and subjective well-being: Have the self-employed suffered more due to hours and income reductions?

International Small Business Journal Researching Entrepreneurship ◽

10.1177/0266242620986763 ◽

2021 ◽

pp. 026624262098676 ◽

Cited By ~ 1

Author(s):

Wei Yue ◽

Marc Cowling

Keyword(s):

United Kingdom ◽

Rare Events ◽

Well Being ◽

The Self ◽

Subjective Well Being ◽

Data Set ◽

The United Kingdom ◽

Hours Of Work ◽

Period Data ◽

The Uk

It is well documented that the self-employed experience higher levels of happiness than waged employees even when their incomes are lower. Given the UK government’s asymmetric treatment of waged workers and the self-employed, we use a unique Covid-19 period data set which covers the months leading up to the March lockdown and the months just after to assess three aspects of the Covid-19 crisis on the self-employed: hours of work reductions, the associated income reductions and the effects of both on subjective well-being. Our findings show the large and disproportionate reductions in hours and income for the self-employed directly contributed to a deterioration in their levels of subjective well-being compared to waged workers. It appears that their resilience was broken when faced with the reality of dealing with rare events, particularly when the UK welfare support response was asymmetric and favouring waged employees.

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Impulsivity traits and the rational cognitive process of entrepreneurship: empirical evidence from Vietnam

Asia-Pacific Journal of Business Administration ◽

10.1108/apjba-05-2021-0200 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Xuan Hau Doan ◽

Trung Thanh Le ◽

Cong Doanh Duong ◽

Thi Phuong Linh Nguyen ◽

Duc Dung Tran ◽

...

Keyword(s):

Cognitive Process ◽

Cognitive Strategies ◽

Well Being ◽

Entrepreneurial Intention ◽

Perceived Behavioral Control ◽

Bootstrap Sample ◽

Adhd Symptoms ◽

Validity And Reliability ◽

Content Type ◽

Business Venturing

PurposeThis study aims to integrate predictions from clinical psychology and UPPS impulsivity with the theory of planned behaviors (TPB) to draw a conceptual framework and test the prediction that attention deficit hyperactivity disorder (ADHD) symptoms, impulsivity would contribute to the prediction of the reasoned cognitive process of entrepreneurship over and above key predictors from an extended TPB model.Design/methodology/approachThis study utilized a sample of 2,482 students from 14 universities/institutes in Vietnam; confirmatory factor analysis was employed to test the validity and reliability. Then, regression analysis with PROCESS macro approach (5,000 bootstrap sample and 95% confidence interval) was employed to estimate the association paths and multiple mediators.FindingsThe study reveals that ADHD symptoms and impulsivity substantially contribute to the exploration of an entrepreneurial intention throughout TPB predictors, with those higher in ADHD symptoms and impulsivity having higher intentions to engage in business venturing. Moreover, UPPS impulsiveness might valuably be incorporated with TPB predictors while predicting behaviors that are often examined as the process of rational cognitive strategies business venturing.Practical implicationsThis study showed that a start-up business can be seen as a career choice for students who exhibit extensive ADHD symptoms to use their talents effectively, thus contributing to creating value for society and improving personal well-being.Originality/valueThis article stood to make contributions to entrepreneurship literature by investigating the effects of ADHD symptoms, four impulsivity traits on an entrepreneurial intention via three precursors in TPB, including attitude toward entrepreneurship, subjective norms and perceived behavioral control.

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A revision of Hofstede’s model of national culture: old evidence and new data from 56 countries

Cross Cultural & Strategic Management ◽

10.1108/ccsm-03-2017-0033 ◽

2018 ◽

Vol 25 (2) ◽

pp. 231-256 ◽

Cited By ~ 51

Author(s):

Michael Minkov

Keyword(s):

Cultural Differences ◽

National Culture ◽

Well Being ◽

Two Dimensions ◽

Internal Reliability ◽

Data Set ◽

Content Type ◽

Gender Egalitarianism ◽

Fifth Dimension ◽

National Differences

PurposeHofstede’s model of national culture has enjoyed enormous popularity but rests partly on faith. It has never been fully replicated and its predictive properties have been challenged. The purpose of this paper is to provide a test of the model’s coherence and utility.Design/methodology/approachAnalyses of secondary data, including the World Values Survey, and a new survey across 56 countries represented by nearly 53,000 probabilistically selected respondents.FindingsImproved operationalizations of individualism-collectivism (IDV-COLL) suggest it is a robust dimension of national culture. A modern IDV-COLL index supersedes Hofstede’s 50 year-old original one. Power distance (PD) seems to be a logical facet of IDV-COLL, rather than an independent dimension. Uncertainty avoidance (UA) lacks internal reliability. Approval of restrictive societal rules and laws is a facet of COLL and is not associated with national anxiety or neuroticism. UA is not a predictor of any of its presumed main correlates: importance of job security, preference for a safe job, trust, racism and xenophobia, subjective well-being, innovation, and economic freedom. The dimension of masculinity-femininity (MAS-FEM) lacks coherence. MAS and FEM job goals and broader values are correlated positively, not negatively, and are not related to the MAS-FEM index. MAS-FEM is not a predictor of any of its presumed main correlates: achievement and competition orientation, help and compassion, preference for a workplace with likeable people, work orientation, religiousness, gender egalitarianism, foreign aid. After a radical reconceptualization and a new operationalization, the so-called “fifth dimension” (CWD or long-term orientation) becomes more coherent and useful. The new version, called flexibility-monumentalism (FLX-MON), explains the cultural differences between East Asian Confucian societies at one extreme and Latin America plus Africa at the other, and is the best predictor of national differences in educational achievement.Research limitations/implicationsDifferences between subsidiaries of a multinational company, such as IBM around 1970, are not necessarily a good source of knowledge about broad cultural differences. A model of national culture must be validated across a large number of countries from all continents and its predictions should withstand various plausible controls. Much of Hofstede’s model (UA, MAS-FEM) fails this test while the remaining part (IDV-COLL, PD, LTO) needs a serious revision.Practical implicationsConsultancies and business schools still teach Hofstede’s model uncritically. They need to be aware of its deficiencies.Originality/valueAs UA and MAS-FEM are apparently misleading artifacts of Hofstede’s IBM data set, a thorough revision of Hofstede’s model is proposed, reducing it to two dimensions: IDV-COLL and FLX-MON.

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