Is There Opportunity Without Stakeholders? A Stakeholder Theory Critique and Development of Opportunity-Actualization

How can stakeholder theory contribute to opportunity theory? We suggest that stakeholder theory affords appropriate theoretical lenses for grounding the opportunity-actualization perspective more firmly within the real-world constraints of business venturing. Actualization departs from a strong focus on entrepreneurial agency to conceptualize how pre-existing environmental conditions determine what entrepreneurial action can achieve. We explain that stakeholder theory can strengthen the outward-looking orientation of actualization by (1) bringing the entirety of stakeholders centre-stage, beyond a narrow focus on market stakeholders, and (2) stressing the importance of noneconomic considerations for the actualization of economic opportunities. Our theorization culminates in the concept of ‘strategic opportunity thinking’ (SOT). We conceptualize SOT as a way of protecting entrepreneurs from the blind-to-stakeholders mindset that either sleepwalks them into the territory of non-opportunity or prevents them from the actualization of real yet difficult-to-actualize opportunities in the absence of stakeholder-centric thinking.

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

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.

Exploring the gendered entrepreneurial identity gap: implications for entrepreneurship education

Purpose Women are underrepresented in most university entrepreneurship education (EE) programmes and less likely than men to pursue business venturing as a career. One reason may be the “entrepreneurial identity gap”, whereby female students do not see themselves as successful entrepreneurs. This paper aims to explore the nature of this identity gap and its relationship to entrepreneurial intent and entrepreneurship education. Design/methodology/approach A set of contemporary, gender-inclusive entrepreneurial attributes was developed using entrepreneurial subject matter experts and tested with 591 university students to explore the nature of the gendered entrepreneurial identity gap. Findings While masculine stereotypes persist and the entrepreneurial identity gap is larger for female students, results suggest that a more gender-inclusive vocabulary of entrepreneurship is emerging among the student population and an androgynous perception of the idealized entrepreneur. Entrepreneurship education had a positive influence on entrepreneurial intent. Research limitations/implications Study findings advance the conversation about entrepreneurial identity, the nature of the gendered identity gap and the role of education in closing that gap. The questionnaire and set of gender-inclusive attributes should continue to be tested beyond student samples. Practical implications Based on this study, entrepreneurship education could benefit from more gender-inclusive instructional practices and vocabulary and a broadened definition of what it means to be entrepreneurial. More students – both men and women – will see themselves as entrepreneurs and be inspired to participate in the innovation economy. Originality/value This study takes a novel approach to the study of entrepreneurial identity, developing a new set of attributes and contemporary vocabulary around business venturing.

Teaching creativity in entrepreneurship: Embolden or discourage?

Entrepreneurship is taught in diverse settings addressed to various audiences. The role of creativity is generally thought to be beneficial for innovation; however, certain concerns may emerge depending on the context in which entrepreneurship is taught. For example, critical questions may arise in classrooms where entrepreneurship is encountered in business curricula. This article addresses a reflective activity regarding creative individuals and their role in business venturing. The instructional methodology is provided along with empirical results. Responding to the need for critical approaches in entrepreneurial teaching and reflection empowerment as effective mechanisms for entrepreneurial learning, the article offers an account of reflective practice for educators to consider and use further.