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The purpose of this paper is to explore the impact of common undergraduate entrepreneurship classroom activities on students’ motivational processes related to entrepreneurial careers.

In total, 700 undergraduate students from a variety of majors at a large midwestern university in the USA were invited to take a web-based survey. They were asked to indicate which experiential activities they would participate/were participating in as part of their program.

The findings show that students’ entrepreneurial self-efficacy (ESE) is a driving force in classroom activities enhancing students’ intentions. However, the authors also found that the type of classroom activities that are common in entrepreneurship education negatively impact students’ ESE.

The generalizability is limited to the US region and the link from intention to behavior goes untested, but results strongly supported the adoption of social cognitive career theory to the entrepreneurship domain.

This study lends support to the argument that promoting the learning process in entrepreneurship education should focus on real-world experience, action, and reflective processes to engage students in authentic learning, which should lead to greater entrepreneurial abilities and propensity, and eventually to enhanced entrepreneurial performance, which benefits individuals and societies.

This study suggests that the goals and pedagogical approaches to teaching entrepreneurship are issues that educators may need to revisit and update if the economic benefits of entrepreneurship are to be fully realized.

While the relationship between entrepreneurship education and entrepreneurship activity is well documented in extant literature, this study found that activities that are common in entrepreneurship education may negatively impact students’ ESE and need to be further explored.

Entrepreneurial intention plays a major role in entrepreneurship academia and practice. However, little is known about the intentions of entrepreneurs in the social area of venture creation. This paper aims to formulate a well-organized model of social entrepreneurial intention.

The paper draws on intention models in entrepreneurship literature in general and social entrepreneurship in particular to identify gaps. Based on these findings, a new conceptual model is formulated.

There is no research to be found which uses the social cognitive career theory (SCCT) to explain about an individual’s intention to become a social entrepreneur, although this theory is recently suggested as an inclusive framework for entrepreneurial intention (Doan Winkel et al., 2011). It is also supportive by the empirical research of Segal et al. (2002). Therefore, a conceptual model of entrepreneurial intention in the field of social entrepreneurship is formulated based on adapting and extending the SCCT.

The paper contributes to the social entrepreneurship literature by providing new insights about social entrepreneurial intention. The result has important implications for theory and practice. In theory, it is the first model offering the SCCT as the background of formation for social entrepreneurial intention, with a distinct perspective of social entrepreneurship as a career. It raises a future direction for researchers to test this model. In practice, this framework provides a broad view of factors that could contribute to the success of the would-be a social entrepreneur.

This paper explores community college entrepreneurship education's near-instantaneous transition to online course delivery following the 2020 COVID-19 pandemic.

Primary data were obtained from 92 community college entrepreneurship faculty via online survey in late March of 2020, right at the time faculty were required to transition their courses to an online mode of delivery due to the COVID-19 pandemic. Data were collected in partnership with the National Association for Community College Entrepreneurship and the Entrepreneurship Education Project.

While the majority of community college entrepreneurship educators have taught online previously, many were not familiar with exemplar education technology tools and applications, demonstrating an opportunity for continued professional development. To deliver courses online, educators primarily relied on pre-recorded lectures and using Zoom as the technology platform of choice. Last, there were significant faculty concerns about their ability to effectively create an “experiential” classroom virtually for students to learn and practice entrepreneurship.

This is the first paper investigating how community college entrepreneurship educators responded to one of the most disruptive events to ever impact entrepreneurship education (viz. the COVID-19 pandemic). More broadly, this is also one of very few studies exploring both (1) community college entrepreneurship education and (2) how unexpected crises (e.g. natural disasters, pandemics) impact educational environments.

This study aims to develop insights on how national culture, gender and field of study can influence the impact of entrepreneurship education toward the development of entrepreneurial intention.

The entrepreneurship education project gathered data from over 18,000 undergraduate student responses, spanning over 70 countries and 400 universities. The sample used in this research examined eight countries with significantly different national cultures, while a quantitative analysis of a sample of n = 5,033 responses was performed. Beyond correlation analysis, a hierarchical multiple regression model is implemented for intention along with moderation analysis.

The statistical analysis reveals robust correlations among several entrepreneurial concepts and national cultural indices. As expected, national culture interweaves with all entrepreneurial concepts and more significantly for students of socially oriented disciplines. Gendera and field of the study appear moderators of causal relationships between entrepreneurial constructs. Exerting a strong influence by culture, entrepreneurial identity appears the most significant explanator of intention. Overall, the emergent pattern suggests entrepreneurship is intentional, but in a socially justified and accepted manner closely related to local cultural norms and institutions.

Implications pertain to research for entrepreneurial intention and to educators and educational bodies concerning their goal setting for entrepreneurial programs and appropriate scheduling of effective pedagogies.

The study exploits a large data set from eight countries (Brazil, Colombia, Germany, Lithuania, Malaysia, Mexico, Spain and USA) which permits systematic quantitative search for the influence of culture on the impact of entrepreneurship education. Cross-national studies of entrepreneurship education and the effect of national culture have been scant in literature – a research gap the study responds to. The inclusion of both developing and developed countries contributes in a novel way to a unique understanding of the influence of culture on entrepreneurial concepts through education.

We offer a theoretical account of how two types of bricolage influence the entrepreneurial process. The first type involves social relationships or physical or functional assets, and thus pertains to an entrepreneurʼs external resources used in the instantiation of operations of a new venture. The second type pertains to an entrepreneurʼs internal resources‐experiences, credentials, knowledge, and certifications‐which the entrepreneur appropriates, assembles, modifies and deploys in the presentation of a narrative about the entrepreneurial process. We argue that both types of bricolage are essential to the success of a venturing attempt.

The purpose of this study was to investigate the personal and contextual factors that influence entrepreneurial intention between two student populations from the United States and Portugal.

The data were obtained through the Entrepreneurship Education Project, a large study that collected over 17,000 responses from students in 70 countries. A subset of this data resulted in 3,008 responses from students in the United States and 1,026 respondents in Portugal. The model predicted that entrepreneurial intention would be influenced by entrepreneurial capital and entrepreneurial self-efficacy (ESE), and that the model results would be stronger in the US than in Portugal.

The main effect hypotheses were supported while moderating effect hypotheses were not, although post hoc analysis revealed some interesting culturally relevant anecdotes.

This study contributes to the generalizability of previously established antecedents of entrepreneurial intention to two highly different cultural contexts – the United States and individuals from Portugal. The cross-sectional, correlational nature of the survey limits the findings to one point in time.

Findings suggest that having the opportunity to start a business as part of entrepreneurship education may provide useful in not only enhancing ESE but also in entrepreneurial intentions. Programs might consider including starting a business, either a new venture, or as part of a corporate program as part of the degree requirement. It may be that starting a business will provide critical experience students need to choose entrepreneurship as a career.

This research explored the similarities and differences in characteristics between students from a highly individualistic nation with low uncertainty avoidance (United States) and one that is more collectivist and less uncertainty avoidant (Portugal). Findings highlight the importance of entrepreneurial capital, ESE and the role that culture plays in students' entrepreneurial intentions.

The purpose of this study is to analyze the entrepreneurial intentions of higher education students in a private higher education institution (HEI), enrolled in the following courses: Business Management, Hospitality Management, Tourism and Business Relations.

A quantitative methodology was used through the application of a questionnaire in a private HEI located in the northern region of Portugal and 228 valid responses were collected.

We have found out that (1) the elder the students are, the higher is the probability that they will consider entrepreneurship as the first option to enter the job market; (2) the courses of Business Management and Hotel Management are those that influence the entrepreneurial intentions most positively; (3) the more prepared a student feels in order to start a business, the more likely he will become an entrepreneur; (4) to consider entrepreneurship as the first option to enter the job market is positively influenced by the dimensions of the Attitude Toward Enterprise (ATE), namely, leadership, creativity, achievement and personal control; (5) to have a business idea could be motivated by the course in which the students are enrolled in, if they feel they are prepared to start a business, and by the dimensions of ATE.

HEIs and/or regional governments may have an entrepreneurship support office, where students can get assistance in the process of creating their companies and develop innovative entrepreneurial models adapted to older students. The creation of “senior entrepreneurial ecosystems” can be an interesting path to be explored. HEIs can make extracurricular activities available to students. Policymakers must introduce entrepreneurship to primary and secondary education.

This study increases the understanding of the individual characteristics of the students in a private HEI, as well as the courses that positively influence entrepreneurial intentions.

Unnatural working postures usually cause musculoskeletal problems for workers in work field, especially in traditional industry. Many analysis and survey methodologies have been developed to identify unnatural postures and disorder risks in workplaces. The Ovako Working Posture Analyzing System (OWAS) and Nordic Musculoskeletal Questionnaire (NMQ) are the representative methods and applied widely. This study applied the both tools to investigate the work field of a manufacturing factory of the water heater’s case. We divided the manufacturing process into nine workshops, took the pictures of working motions by DV camera and analyzed the postures on OWAS. From the OWAS results, we could identify the risks level of musculoskeletal symptoms as four Action Categories (AC). And from the comparison of OWAS and NMQ results, we could provide the suggestions to improve the working methods and environment. From the results of OWAS, we found that the operators) head/neck and back were above AC3 in some workshops. If the situation continued in long period, the operators might have the risk to get musculoskeletal symptoms. From the investigation of NMQ, we also found that the percentage of aches on neck, shoulders and lower back were higher than other parts of body. The correlation between aches and jobs was more than 75 per cent. So we provided some suggestions to improve: work rotation and adjustment of work surface/height to fit in with Ergonomics. Then the risks of musculoskeletal symptoms would be reduced.