Search results

The purpose of this study is to address a significant gap in the understanding of entrepreneurship at the microfoundation level. It focuses on how individual entrepreneurs, specifically Hongbang entrepreneurs in China from 1896 to 1949, shape and transform their contexts. The aim is to provide a deeper understanding of the mechanisms that facilitate entrepreneurial success.

The study adopts a microhistorical approach, investigating the case of Hongbang entrepreneurs in China during 1896-1949. It involves an in-depth examination of historical records to explore the strategic interactions between these entrepreneurs and core stakeholders such as consumers, financial intermediaries, government regulators, and human resources. The research methodology emphasizes a process-oriented view, examining the evolution of personalized networks into extensive connections.

The research reveals that Hongbang entrepreneurs successfully reshaped their unfavorable embedded contexts by strategically collaborating with key stakeholders. They influenced consumer tastes, allied with financial intermediaries, negotiated with governments on regulation policies, and developed human resource stocks. The transformation was facilitated by the evolution of their networks from personalized to extensive connections. These findings highlight the localized strategies such as cronyism in resource acquisition within China’s private property development industry.

This study contributes to the field by offering insights into entrepreneurial contextualization and networking. It sheds light on the complex interplay between entrepreneurs and their contexts, providing a nuanced understanding of localized strategies in the Chinese context. The findings add value to the discourse on entrepreneurship by elucidating the strategic and processual acts through which entrepreneurs engage with stakeholders and reshape their environments.

The purpose of this paper is to evaluate the relevant literature to gain deeper insights into understanding what directions of research are needed with reference to entrepreneurial orientation and competitive aggressiveness in the oil and gas sector of the Gulf Cooperation Council (GCC) region.

This paper is a conceptual evaluation of literature.

The extant body of research on both entrepreneurial orientation and competitive aggressiveness is based on quantitative studies without previous systematic, exhaustive and comprehensive grounded theory-based theorizing processes rooted in qualitative approaches. This accounts for inconsistencies and controversies of findings reported in the field.

The grounded theory-based approach advocated by this paper is likely to generate a more precise estimation of the relationship between entrepreneurial orientation, competitive aggressiveness and firm performance. Consequently, an accurate understanding of the interplay between these factors can empower managers to make finely-tuned strategic decisions, achieve sustainable competitive advantage and optimally adapt to dynamic and unforeseen environments.

The paper reports on important limitations of the existing literature indicating that current findings may be an artifact of studying a small number of industries.

In the previous chapter, from the research conducted, it has been determined that a set of 11 entrepreneurial competencies are the most relevant in relation to Sierra Leone. In line with the results of this research, this chapter aims to explain the content/structure, the purpose, and the fit of the context in each competence. The specific competencies include spotting opportunities, creativity, setting a clear vision, self-awareness, and self-efficacy, motivation, and perseverance, mobilisation of resources, financial and economic literacy, management, risk-taking, teamwork, and learning through experience.

The current research investigates the regional differences in benefiting from innovation toward growth ambitions in a sample of female entrepreneurs in the Middle East and North Africa (MENA) and Nordic region. A sample of 4,048 early-stage female entrepreneurs from these two regions who were participated in annual surveys of Global Entrepreneurship Monitor was selected for further analysis. The results of data analysis using hierarchical linear modeling (mixed models) revealed that innovation benefits growth ambitions of early-stage female entrepreneurs. Further, the regional differences affect the benefit of innovation in shaping growth ambitions, so that, in Nordic region, the early-stage female entrepreneurs expect more growth out of their innovation as compared with their counterparts in MENA region. These results have been discussed regarding to existing literature, and future research directions have been suggested based on the results.

Using resource-based theory as a base, this paper aims to analyse the moderating role of entrepreneurial education on the relationship between psychological (perseverance and fear of failure) and social (family support and role models) factors as they related to entrepreneurial readiness among female youth.

A sample of 1914 female youth who have pursued a formal entrepreneurial course was used to understand the relationship and its impact on entrepreneurial readiness. Liner regression technique was used to understand the hypotheses set for the study.

The results signify a positive impact of perseverance and family support for entrepreneurial readiness, while that of fear of failure was negative, role models were positive but non-significant. Entrepreneurial education was key for enhancing psychological and social factors abilities for female youth entrepreneurial readiness.

The cross-sectional data collected from females in an urban area makes the generalisation of the findings challenging.

Policymakers and academia are to be cognizant of the fact that formal entrepreneurial education is a contributor to entrepreneurial readiness.

This study adds to the paucity of research on entrepreneurial readiness of female youth in developing economies like Ghana with the identification and explanation of its antecedents as well as situating it in both resource-based view and social capital theories.

The purpose of this study is to identify and validate indicators of entrepreneurial orientation (EO) in the hospitality industry, as well as to examine its dimensionality in the context of emerging economies with a specific focus on tourist hotels in Tanzania.

The study uses a mixed-method approach for data collection and analysis. The qualitative study involved 20 in-depth interviews with hotel managers. Based on interview insights, indicators of EO were identified and applied in contextualizing the study and develop the survey questionnaires. The second phase, which was quantitative in nature involved a survey of hotels (n = 346) in the Coastal and Northern tourist circuits of Tanzania for validation and generalization. The exploratory and confirmatory factor analyses were used to analyze the quantitative data.

EO in the studied context consists of proactive-risk-taking, innovativeness and competition approach. Hotels focus on proactive and risk-taking efforts concurrently, undertake wide-ranging acts; pursue bold and risk decisions in exploiting opportunities; being proactive on opportunity exploration but less emphasis on initiation speed on actions of competitors. Innovativeness focuses on providing quality services; standardization of services; product introduction; and technological advancements. Besides, the conventional dimensions, hotels use competition approach geared at extensive marketing; customer management; and flexibility in pricing based on competition. EO also exhibits multidimensionality with its dimensions exhibiting moderate-to-high correlations and with acceptable discriminant validity.

The study’s findings imply that EO and its respective indicators confirmed in western contexts are not necessarily a perfect reflection and applicable in the hospitality industry in emerging economies like Tanzania. Hospitality firms must be vigilant with contextual characteristics – economically, socially and culturally shaping entrepreneurial opportunities.

This study identifies and validates indicators of EO in the hospitality industry in emerging economies. Moreover, the study adds to the body of knowledge that EO in this context is also multidimensional in nature.

The purpose of this paper is to introduce an entrepreneurial learning approach to the study of sport education in order to inform future research directions.

Sport education needs to focus on how it can overcome existing barriers to bring a more interdisciplinary approach. This paper uses entrepreneurship education theory to explore the changes required in sport education provision to create a more relevant and conducive teaching environment.

The findings of this paper suggest that by bringing sport students into contact with entrepreneurship education, aids in the development of improved employability and social skills.

Introducing entrepreneurship education into sport will help the students develop learning initiatives that advance the scholarship of sport education within the university sector.

The benefits of including entrepreneurship education in sport studies could be of interest to the directors of education wanting to increase student enrollments and interest in their courses.

The study suggests ways to offer more interdisciplinary courses and activities linking entrepreneurship education to sport. This needs to be taken into consideration as it will enable the development of sport entrepreneurship education that improves links between academic research with policy and business initiatives.

The purpose of this study is to capture the variation in entrepreneurs' understandings and experiences through which they contextualise cultural factors within a national setting to articulate how they use their knowledge and social capabilities to advance their activity.

This study adopts an interpretivist approach through which culture is investigated at the individual level. Phenomenography is used as a methodology to capture the variation in the entrepreneurs own understanding and experiences of the cultural factors.

The findings introduce four different understandings and eight experiences to explore how entrepreneurs contextualise culture in their environment. The findings present a change in the role of culture in influencing entrepreneurial social capabilities and confidence; and a change in the local culture from collectivism to individualism. Furthermore, the findings show how entrepreneurs use their knowledge, experience and understanding to achieve socially driven acts to pursue economic value, integration and acceptance.

We encourage further research in the Middle-East region to examine the model and identify other factors that affect entrepreneurial behaviour, including the important developments with regard to women entrepreneurs. While Jordan has embarked on introducing policy level changes to support entrepreneurship, the findings report that the culture of collectivism is changing. This requires a longitudinal research to capture the change and its implication on entrepreneurial activity in Jordan and its impact on unemployment and economic value.

In terms of practical contribution, the study introduces a policy level contribution by answering the question presented by the GEM report (2014) pointing out the high entrepreneurial opportunity identification in Jordan, yet the country has the lowest entrepreneurial activity in the region. Although the report pointed out issues in policy and institutional support the role of culture was not addressed. The study recommendation is to celebrate and entrepreneurial activity and introduce entrepreneurial studies at schools to influence a positive change.

We addressed some of the several calls to further investigate and understand the role of culture, how entrepreneurs contextualise it (Foss and Klein, 2012; Garud et al., 2016; Zahra et al., 2014; Welter et al., 2019). Our research provides a fertile ground for further enquiries that pose questions such as “What other factors do entrepreneurs contextualise in their environment?” and “how these factors are contextualised?” The use of phenomenography as an interpretive methodology might therefore assist in revealing further shared understandings of the variation in entrepreneurs' behaviours. Further research on capturing “understanding” presents the complex forms of interactions and mechanism in the cognitive world of the entrepreneurs (Barandiaran et al., 2009; Brannback and Carsrud, 2016).

In this study, phenomenography has enabled new insights into the multiplicity and idiosyncratic role of culture within a national setting and introduces a model of social capability and integration which capture the contextualisation of cultural factors. The study contributes to entrepreneurship literature as follows: first, the implicit assumption in this research is that culture is an active construct that entrepreneurs understand, experience and also influence; second, the variation in entrepreneurs' outcomes is based on their subjective and personal understandings which form the ways of contextualisation. Third, the variation in understanding and experiences captures the different ways entrepreneurs use their social capabilities to achieve integration and economic value.

The aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.

The paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.

The paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.

This paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.

The framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.

The value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.

The importance of contextualizing theory development in entrepreneurship education has recently been raised. Nevertheless, efforts often lead to rather decontextualized concepts and generic theories that are unable to bring together the complexities of applying entrepreneurship education to particular institutional logics and local pedagogical understandings. Based on a narrow and selective literature review, this study aims to identify and reconstruct how entrepreneurship education can adjust to the disciplines in which it unfolds. To contribute to transcending this dilemma, this article raises the following question: How can entrepreneurship education be understood in a differentiated manner and contextually reconstructed to the many disciplines and professions in which it unfolds?

The study follows the general idea of an integrative literature review, meaning that a few references, in particular Jones' work on a signature pedagogy for entrepreneurship education, led to a deeper search of the older background literature from Shulman on the idea of a signature pedagogy for professions.

The authors identify three existing notions (MK-0, MK-1 and MK-2) of signature pedagogy within entrepreneurship education and propose a fourth notion that combines the established understandings into a signature pedagogy, MK-3, in which entrepreneurship education should be adjusted to the disciplines in which it unfolds, by integrating and balancing general, disciplinary/professional and entrepreneurial purposes of education.

Accepting that context matters to entrepreneurship education creates a need for understanding the contextual influence on pedagogies. The paper contributes by establishing a theory-based framework that can help educators formulate and balance general, professional and entrepreneurial purposes of education, depending on the particular context of their educational activities. Furthermore, the paper is a call to action for additional scholarship that identifies avenues for future research.