scholarly journals Technopreneurial Intentions among Bulgarian STEM Students: The Role of University

2020 ◽  
Vol 12 (16) ◽  
pp. 6455
Author(s):  
Desislava Yordanova ◽  
José António Filipe ◽  
Manuel Pacheco Coelho
Keyword(s):  
Role Models ◽  
Entrepreneurial Intentions ◽  
Perceived Support ◽  
Mathematics Students ◽  
Innovation And Technology ◽  
University Support ◽  
Stem Students ◽  
And Gender ◽  
Favourable Environment

Entrepreneurship, innovation and technology are essential to the economic development of societies. Universities are increasingly involved in creating an internal favourable environment supporting entrepreneurship and innovation. In our work, we aimed to study the role of university for the development of technopreneurial intentions in a sample of Bulgarian STEM (STEM refers to any subjects that fall under the disciplines of science, technology, engineering or mathematics.) students exhibiting entrepreneurial intentions. The empirical findings of the study are in line with previous empirical evidence about the role of university support for entrepreneurial intentions among students; results also show that students in universities with better research in their scientific field of study are more likely to exhibit technopreneurial intention. Determinants of entrepreneurial intentions identified in the literature such as entrepreneurial role models, perceived support from social networks, willingness to take risks and gender may not be relevant specifically for technopreneurial intentions. The results of the study have important practical implications.

scholarly journals Nascent Technology Entrepreneurship among Bulgarian STEM Students

2021 ◽  
Vol 11 (4) ◽  
pp. 121
Author(s):  
Desislava Yordanova
Keyword(s):  
Implementation Intentions ◽  
Entrepreneurial Intentions ◽  
Mathematics Students ◽  
Technology Entrepreneurship ◽  
Related Factors ◽  
Nascent Entrepreneurship ◽  
Stem Students ◽  
Development Support ◽  
The University

Technology entrepreneurship may contribute significantly to economic development and innovation. Little research has investigated the role of the university in technology entrepreneurship among STEM (science, technology, engineering or mathematics) students. More research into the entrepreneurial intentions–behaviour link is needed. This paper aims to identify university-related factors that may contribute to the translation of technopreneurial implementation intentions into actions in a sample of 200 STEM students. The variables university research excellence and perceptions of business development support significantly influence the likelihood of nascent technopreneurial behaviour. This study contributes to a greater understanding of the technopreneurial process and the drivers of technopreneurial behaviour among STEM students. The results of this study may help to enhance nascent entrepreneurship among Bulgarian STEM students.

scholarly journals The mediating role of passion in entrepreneurship intention: Identity centrality and role models increase passion

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Doan Thi Thanh Thuy ◽  
Nguyen Tran Cam Linh ◽  
Nguyen Ngoc Dan Thanh
Keyword(s):  
Role Models ◽  
Quantitative Research ◽  
Role Model ◽  
Entrepreneurial Intentions ◽  
Mediating Role ◽  
Entrepreneurial Passion ◽  
Start Up ◽  
Identity Centrality ◽  
Entrepreneurial Role

Entrepreneurial passion is the key to starting a business. Passion motivates desire so that entrepreneurs strive to achieve success. Passion is not only the experience of intense emotions but also a part of identity centrality. On the other hand, an individual’s entrepreneurial decisions can be influenced by the opinions and behaviors conveyed by others and a person's career ambitions can be significantly stimulated if they have a role model. The role model, in addition to inspiration, also plays an important role in helping individuals learn to identify themselves so entrepreneurial role models impart entrepreneurial passion for individuals to shape entrepreneurial intentions. Hence, the purpose of this paper is to examine the mediating role of passion in both relationships: between entrepreneurial identity centrality and entrepreneurship intention as well as between the entrepreneurial role model and entrepreneurship intention. The study is a quantitative research, data is surveyed in a single time collected from a population. 531 questionnaires are distributed to young people who are studying and working in Ho Chi Minh City and has the intention to start-up their own business. The findings of the research show that both above relationships are significantly mediated by passion. The research could support the theory of distal and proximal antecedence that influence entrepreneurship intention for students.

scholarly journals “As an ethnic minority, you just have to work twice as hard.” Experiences and motivation of ethnic minority students in medical education

2021 ◽  
Author(s):  
Ulviye Isik ◽  
Anouk Wouters ◽  
Petra Verdonk ◽  
Gerda Croiset ◽  
Rashmi A. Kusurkar
Keyword(s):  
Medical Students ◽  
Ethnic Minority ◽  
Minority Students ◽  
Role Models ◽  
Minority Groups ◽  
Family Interactions ◽  
Ethnic Minority Students ◽  
Medical Network ◽  
And Gender

Abstract Introduction Adequate representation of ethnic minority groups in the medical workforce is crucial for ensuring equitable healthcare to diverse patient groups. This requires recruiting ethnic minority medical students and taking measures that enable them to complete their medical studies successfully. Grounded in self-determination theory and intersectionality, this paper explores the experiences of ethnic minority medical students across intersections with gender and other categories of difference and how these relate to students’ motivation. Methods An explorative, qualitative study was designed. Six focus groups were conducted with 26 ethnic minority students between December 2016 and May 2017. Thematic analysis was performed to identify, analyse and report themes within the data. Results The findings were categorized into three main themes: the role of autonomy in the formation of motivation, including students’ own study choice and the role of their family; interactions/‘othering’ in the learning environment, including feelings of not belonging; and intersection of ethnic minority background and gender with being ‘the other’, based on ethnicity. Discussion Ethnic minority students generally do not have a prior medical network and need role models to whom they can relate. Ensuring or even appointing more ethnic minority role models throughout the medical educational continuum—for example, specialists from ethnic minorities in teaching and/or mentoring roles in the education—and making them more visible to students is recommended. Moreover, a culture needs to be created in the educational environment in which students and staff can discuss their ethnicity-related differences.

scholarly journals Calculating Queer Acceptance and Visibility: A Literature Synthesis on Queer Identity in Mathematics

2020 ◽  
Author(s):  
Matthew Voigt ◽  
Daniel L. Reinholz
Keyword(s):  
Identity Formation ◽  
Coming Out ◽  
Role Models ◽  
Secondary Mathematics ◽  
Mathematics Students ◽  
Queer Identity ◽  
Race And Gender ◽  
Unique Nature ◽  
And Gender ◽  
And Mathematics

Research, programs, and policies to support queer students in secondary mathematics environments remain largely underdeveloped and undertheorized. Mathematics education research has attended more closely to how race and gender are linked with dominant discourses of participation and mathematical performance. In this synthesis, we conducted a broad search of literature, resulting in 81 articles, related to queer student experience in all STEM environments to highlight potential practices to support inclusive environments specifically in secondary mathematics. Drawing on a queer stem identity framework (Mattheis, Arellano, Yoder, 2019) we highlight the unique nature of queer identity (e.g., the potential for one’s queer identity to be invisible) that positions queerness as unseen and irrelevant to the pursuit of STEM. The perceived masculine and heteronormative nature of mathematics environment impacts queer students when defining their queer identity and coming out in the classroom, creating a cognitively stressful experience, and leading to less robust mathematical identity formation. In order to help promote queer students in navigating these settings we document how role models and curriculum allow for a reconstruction of the nature and mathematics by promoting a connected, inclusive, and social discipline. We conclude by highlighting the need for future studies and implications for practices in order to create environments that promote the development and visibility of queer mathematics students.

University’s support for entrepreneurship and entrepreneurial intention: the mediating role of entrepreneurial climate

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mandy Siew Chen Sim ◽  
Joshua Edward Galloway ◽  
Hazel Melanie Ramos ◽  
Michael James Mustafa
Keyword(s):  
Entrepreneurial Intention ◽  
Concept Development ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Mediating Role ◽  
Entrepreneurial Climate ◽  
University Support ◽  
Development Support ◽  
The Relationship

Purpose Drawing on institutional theory, this paper seeks to untangle the relationship between university support for entrepreneurship and students’ entrepreneurial intentions. Specifically, this study aims to examine whether entrepreneurial climates within universities mediate the relationship between university support for entrepreneurship and students’ entrepreneurial intention. Design/methodology/approach Empirical data is drawn from 195 students across three Malaysian higher education institutions. Partial least squares procedures are used to test the proposed hypotheses. Findings Findings show that no element of university support for entrepreneurship had a direct effect on students’ entrepreneurial intentions. However, the entrepreneurial climate was found – to mediate the relationship between perceived business and concept development support and students’ entrepreneurial intentions. Originality/value This study represents one of the few efforts in the literature considering the role of entrepreneurial climates within universities in influencing students’ entrepreneurial intention. In considering the mediating role of entrepreneurial climate, in the relationship between university support for entrepreneurship and students’ entrepreneurial intentions, this study provides a complementary and contextualised perspective, to existing studies, which have traditionally focussed on the mediating role of individual attributes. Doing so provides further evidence of entrepreneurial universities in fostering entrepreneurship.

The effects of need for cognition, gender, risk preferences and marketing education on entrepreneurial intentions

2020 ◽  
Vol 22 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Hooman Estelami
Keyword(s):  
Risk Preferences ◽  
Need For Cognition ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Marketing Education ◽  
Mediating Role ◽  
Decision Confidence ◽  
And Gender ◽  
Practical Implications

Purpose Entrepreneurial aspirations are essential to the creation and survival of many businesses and to the economic development of nations. Understanding the drivers of entrepreneurial intentions is therefore of central importance from both academic and public policy perspectives. This study aims to explore how entrepreneurial intentions are affected by an individual’s need for cognition (NFC), gender, risk preferences and educational profile. Design/methodology/approach Using survey data from 668 individuals, the effects of the above factors are empirically established and the mediating role of decision confidence is also examined. Findings The results indicate that NFC, gender and risk preferences affect entrepreneurial intentions. Furthermore cross-disciplinary differences in entrepreneurial intentions are found within the different sub-disciplines of business. Research limitations/implications This paper expands the current body of literature by exploring the combined NFC with risk preferences and gender, on individuals’ entrepreneurial intentions. Furthermore, the entrepreneurial intentions of marketing majors are also contrasted with those of other majors. Practical implications The findings of the study identify drivers of entrepreneurial intentions and their varying effects. The results can assist in the development and customization of training programs for entrepreneurs. Originality/value To the best of the author’s knowledge, this is the first study to examine the combined effects of NFC, gender, risk preferences and educational profile on entrepreneurial intentions.

scholarly journals What Determinants Influence Students to Start Their Own Business? Empirical Evidence from United Arab Emirates Universities

2018 ◽  
Vol 11 (1) ◽  
pp. 92 ◽  
Author(s):  
Alexandrina Pauceanu ◽  
Onise Alpenidze ◽  
Tudor Edu ◽  
Rodica Zaharia
Keyword(s):  
United Arab Emirates ◽  
Employment Status ◽  
Entrepreneurial Intentions ◽  
Country Level ◽  
Self Employment ◽  
University Support ◽  
Micro Level ◽  
University Level ◽  
The University

What factors influence students to start their own business? What are the implications at the university level? This paper aims to answer to these questions and investigates, at a micro level (university), the motivation for entrepreneurial intentions among students in 10 universities from the United Arab Emirates (UAE). An online inquiry has been conducted among 500 students between April and June 2018, and 157 fully completed questionnaires were retained. Factor Analysis with Varimax (with Kaizer Normalization) rotation and logistic regression were used to identify what factors motivate students to start their own business and, from those factors, which one is determinant in this decision. Also, age and parental self-employment status were used to determine the influence of these factors. Four factors have been identified as determinants for students to start their own business: entrepreneurial confidence, entrepreneurial orientation, university support for entrepreneurship, and cultural support for entrepreneurship. Surprisingly, the only factor significantly correlated with the intention in starting a business is entrepreneurial confidence. This factor becomes even stronger when it is associated with age (20–25 years old) and parents’ self-employment status. These conclusions involve specific challenges on the university level, related to the role of entrepreneurial education and on country level, in link with the effectiveness of governmental programs to enhance entrepreneurial endeavours. Further research can explore and test these findings on a representative sample for the UAE, and for other countries.

Effects of role models and gender on students’ entrepreneurial intentions

2014 ◽  
Vol 38 (8) ◽  
pp. 694-727 ◽  
Author(s):  
Saeid Karimi ◽  
Harm J.A. Biemans ◽  
Thomas Lans ◽  
Mohammad Chizari ◽  
Martin Mulder
Keyword(s):  
Role Models ◽  
Structural Equation ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Male Students ◽  
Moderating Effects ◽  
Content Type ◽  
And Gender ◽  
The Relationship ◽  
Entrepreneurial Role

Purpose – This paper aims to, drawing on the theory of planned behaviour (TPB), explore the effects of entrepreneurial role models on entrepreneurial intention (EI) and its antecedents and examines the question of whether the effects vary by gender. Design/methodology/approach – Data were collected from a sample of 331 students at seven universities in Iran. Structural equation modelling and bootstrap procedure were used to analyse the data. Findings – Consistent with the TPB, our results show entrepreneurial role models to indirectly influence EIs via the antecedents of intention. No gender differences in the relationship between perceived behaviour control and EIs were found, but gender did moderate the other relationships within the TPB. Attitude towards entrepreneurship was a weaker predictor and subjective norms a stronger predictor of EIs for female students than for their male counterparts. Furthermore, perceived behaviour control and attitudes towards entrepreneurship were more strongly influenced by role models for females as opposed to male students. Research limitations/implications – Future studies should go beyond examining the mere fact of knowing entrepreneurial role models to examine the mechanisms underlying the relationship between role models and EIs. Practical implications – The results of this study have clear implications for both educators and policymakers. Originality/value – The study contributes to the entrepreneurship literature by incorporating entrepreneurial role models and gender into the TPB and investigating their mediating and moderating effects within the model.

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