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In Morocco, due to the high rate of failure in generational transfers, many family businesses are threatened with disappearance. This paper aims to focus on entrepreneurship and seeks to understand how the family business maintains its entrepreneurial orientation through the family’s entrepreneurial socialisation of the next generation, which aims to prepare them for the role of family entrepreneur. The study aims both to describe the socialisation process and to understand the context necessary to place the young community in an entrepreneurial dynamic.

Using an exploratory approach, this paper favours the single case study; data were collected from five participants from both generations, then this study matches the interviews from the founding generation with those from the next generation; in addition to a triad at the employee level.

The analysis shows that the early participation alongside the founding generation in entrepreneurial processes, initiates a sense of entrepreneurship in the next generation and the confidence gradually builds up through the achievements of the latter; which, in turn, increases the possibility to set up innovative projects by giving the necessary autonomy to carry them out.

The document underlines the importance of establishing a culture of transmission to promote entrepreneurship amongst the young community to engage it in exploring and seeking new opportunities for development and innovation.

Studying the transmission of the entrepreneurial spirit through the prism of socialisation provides an understanding of the context necessary to place the next generation in an entrepreneurial dynamic.

Existing studies mostly rely on the static characteristics of team members, and there is still a lack of empirical investigation on how entrepreneurial team members make decisions through dynamic team process and how team members’ cognition influences team decision-making. The purpose of this study is to validate how entrepreneurial team heterogeneity affects team decision-making performance from the perspective of dynamic team process.

Drawing on the theory of input-process-output model, this study proposed and examined the mediating role of team interaction as well as the moderating role of proactive socialization tactics in the relationship between entrepreneurial team heterogeneity and decision-making performance. Based on a sample of 162 entrepreneurial teams that include pairing superiors and subordinates, hierarchical regressions and moderated mediation tests were used to test the hypotheses.

The research results show that the heterogeneity of entrepreneurial teams is positively correlated with both team interaction and decision-making performance. Team interaction plays a mediating role between entrepreneurial team heterogeneity and decision-making performance; information seeking of proactive socialization tactics moderates the impact of entrepreneurial team heterogeneity on team interaction.

Contributing to the literature on entrepreneurial team decision-making performance, this study identifies that proactive socialization tactics with a high level of information seeking can help entrepreneurial team members respond to environmental and organizational changes more effectively during team development and increase the effectiveness of team interaction. This finding helps us better understand the mechanism and context under which entrepreneurial heterogeneity may enhance the team’s decision-making performance.

Considerable evidence suggests that although they overlap, entrepreneurial and employee stressors have different causal antecedents and outcomes. However, limited empirical data explain how entrepreneurial traits, work and life drive entrepreneurial stressors and create entrepreneurial strain (commonly called entrepreneurial stress). Drawing on the challenge-hindrance framework (CHF), this paper hypothesises the causal effect of hindrance stressors on entrepreneurial strain. Furthermore, the study posits that entrepreneurial stressors and the resultant strain affect entrepreneurial behaviour.

The study adopts an SEM-based machine-learning approach. Cross-lagged path models using SEM are used to analyse the data and train the machine-learning algorithm for cross-validation and generalisation. The sample consists of 415 entrepreneurs from three countries: India, Oman and United Arab Emirates. The entrepreneurs completed two self-report surveys over 12 months.

The results show that hindrances to personal and professional goal achievement, demand-capability gap and contradictions between aspiration and reality, primarily due to unique resource constraints, characterise entrepreneurial stressors leading to entrepreneurial strain. The study further asserts that entrepreneurial strain is a significant predictor of entrepreneurial behaviour, significantly affecting innovativeness behaviour. Finally, the finding suggests that psychological capital moderates the adverse impact of stressors on entrepreneurial strain over time.

This study contributes to the CHF by demonstrating the value of hindrance stressors in studying entrepreneurial strain and providing new insights into entrepreneurial coping. It argues that entrepreneurs cope effectively against hindrance stressors by utilising psychological capital. Furthermore, the study provides more evidence about the causal, reversed and reciprocal relationships between stressors and entrepreneurial strain through a cross-lagged analysis. This study is one of the first to evaluate the impact of entrepreneurial strain on entrepreneurial behaviour. Using a machine-learning approach is a new possibility for using machine learning for SEM and entrepreneurial strain.

The entrepreneur is often conceptualised as an individualistic hero (Essers & Benschop, 2007; Gill, 2017). Although this portrayal has been criticised as highly romanticised (Acs & Audretsch, 2003) it is still influential in the contemporary entrepreneurship literature (Down, 2010). Consequently, prevailing social discourses around entrepreneurship may restrict and even prevent an individual to develop their own entrepreneurial identity (Down & Giazitzoglu, 2014; Gill, 2017). In order to explore this issue, this chapter presents insights into the entrepreneurial experience of student entrepreneurs by exploring the role of entrepreneurial and non-entrepreneurial identities in new venture creation. In-depth interviews were carried out with 11 student entrepreneurs who had, individually or in partnership with others, started a venture whilst they were enrolled in higher education courses.

These findings challenge the taken-for-granted assumptions entrenched in the characterisation of the homogenous entrepreneur (Jones, 2014) and suggest that individuals can arrive at entrepreneurship in different ways. In order to demonstrate the diversity of entrepreneurial identities, the chapter highlights those that fit the orthodox depiction of entrepreneurs through vignettes from Nicole and Georgie. This is then contrasted with alternative depictions through vignettes from Joanna, Christa, Darcie and Paige. The experience of the latter demonstrates how entrepreneurial identities are formed through role enactment and socialisation into entrepreneurial communities. The findings propose universities can support student entrepreneurship through both formal and informal activities. The broader conceptions of entrepreneurial identities with respect to the role of universities and enterprise education are considered.

The purpose of this paper is to advance the conceptualisation of entrepreneurial preparedness (EP), and study how EP occurs in new venture creation and management.

The paper primarily draws evidence from an exploratory case study of two Chinese high-tech private enterprises operating in the healthcare industry in Beijing, following a two-stage sampling process: informal, purposive sampling; and formal, theoretical sampling. Qualitative data collected from multiple semi-structured interviews within each firm were analysed using a thematic analytical framework.

The paper advances the conceptualisation of EP as a cumulative, social and purposeful learning process. Accordingly, the paper highlights the roles of experiential learning, social learning and entrepreneurial goals (both performance and learning goals) as mechanisms that enable EP in entrepreneurial management.

The findings reveal idiosyncrasies of EP in a particular context. Future research may investigate different types of entrepreneurs or entrepreneurial firms. Furthermore, this study uses triangulation of retrospective interview data with concurrent interview and secondary data. Future research may pursue concurrent longitudinal case study data to unpack real-time events in entrepreneurial management.

The findings have practical implications for entrepreneurs and “would-be” entrepreneurs to better understand their learning needs and how they can prepare themselves for entrepreneurial challenges.

EP as an emerging concept within the entrepreneurial learning (EL) literature requires conceptual and empirical development. The paper advances the conceptualisation of EP, supported with empirical evidence. By articulating the cumulative, social and purposeful nature of EP, the paper contributes to the understanding of the human and social dynamics of EL.

Recent research acknowledges entrepreneurial passion’s outcomes, but far less is known about how entrepreneurial passion comes about. In this study, the authors are interested in the emergence of entrepreneurial passion, and how competences and social network are associated with entrepreneurial passion. The paper aims to discuss these issues.

The authors investigate whether entrepreneurial passion emerges out of socialisation, entrepreneurial experience or various combinations thereof. The authors tested the hypotheses on a data set of entrepreneurs who started their businesses with government financial support (n=1150).

The findings show that within a social environment, perceived emotional support is positively associated with entrepreneurial passion. Moreover, entrepreneurs’ task-related competence moderates this relationship positively. By investigating the emergence of entrepreneurial passion, the authors contribute to prior passion literature, which has mainly focused on its consequences.

The findings demonstrate both how entrepreneurial passion is associated with and how perceived emotional support can stem from unexpected sources, such as from a government-based start-up grant. For entrepreneurs, an increased awareness of passion’s emergence could better encourage them in their entrepreneurial endeavours. To people who are engaged in promoting entrepreneurship, our findings emphasise the symbolic and emotional aspects of instruments intended to support entrepreneurship.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

The purpose of this paper is to examine the role of protean-related traits and attitudes in the development of international mobility (expatriation) and entrepreneurial intentions among early career professionals. Career mobility is of increasing relevance to achieving career success in the era of protean and boundaryless careers, and in the present day highly globalized labor market. International mobility provides opportunities for work in organizations (corporate expatriation) as well as in entrepreneurship (expat entrepreneurship).

This paper reports two studies examining the role of “protean career personality,” conceptualized as consisting of personal initiative and flexibility on entrepreneurial and expatriation intention, looking at career orientation attitude as the mediating mechanism. In study 1, the impact of personal initiative and flexibility on the two career mobility paths is explored using a sample of 442 German undergraduate students. Study 2 replicates these relationships among a sample of 100 early career professionals who graduated with a diploma in psychology.

Results indicate that for the sample of undergraduate students, flexibility and career orientation were positively related to expatriation intention. However, the mediation path was non-significant. On the other hand, personal initiative and career orientation were essential for entrepreneurial intentions, with a significant mediation path. For the early career professionals in contrast, only flexibility turned out to be resourceful for both expatriation and entrepreneurial intentions.

Suggestions for supporting early career professionals to develop interest in working abroad or in entrepreneurship are provided. Particularly, the results indicate that protean traits affect mobility intentions differently. To strengthen intentions for expatriation work, attention should be paid enhancing the ability for staying flexible when it comes to career choices. This applies to both undergraduate students and early career professionals. However, a strong career orientation is also essential to the development of expatriation intention among current students. On the other hand, enhancing proactivity could strengthen entrepreneurial intention among undergraduate students.

This study applies protean-related traits and attitudes; and how they work together in the development of mobility intentions among undergraduate students and early career professionals. The study reveals differential roles of these traits and attitudes among these groups, with regard to expatriation and entrepreneurship. This is important for career guidance.

There have been few investigations regarding the relationship of gender and role models with students’ entrepreneurial intention (EI). The purpose of this study is to apply a conceptual framework to explain the relationship of gender and role models with the theory of planned behaviour (TPB) constructs: attitudes towards behaviour (ATB), subjective norms (SN), perceived behaviour control (PBC) and intentions.

The study is based on data collected from a questionnaire survey completed by 1,496 freshman Saudi students enrolled during the 2016-2017 academic year in business, finance and economics undergraduate programmes. To analyse the data and test the proposed hypotheses, a confirmatory factor analysis and structural equation modelling (SEM) are applied.

The results show that the TPB constructs are validated in the specific Saudi context. In fact, these constructs were significantly related to EI. Only the SN and PBC constructs mediate the relationship between role models and EI. Furthermore, gender moderates the relationships of role models with EI, PBC with EI and role models with the SN. More precisely, this study reveals that gender differences in SN and PBC, and women’s EI are more likely to be influenced by the SN and PBC than men’s EI. However, PBC is a relevant determinant for both male and female students. These results differ from those of previous studies on gender influences. These results could be explained by two main reasons, such as women’s socialization and institutional processes.

The main limitation is that it was not possible to claim generalization of findings. Theoretical and managerial implications are proposed to add new evidence in the field. These results could help all stakeholders engaged in promoting entrepreneurship in Saudi Arabia and stimulate appropriate and customized entrepreneurial initiatives, curriculum and policies for both men and women.

This study is one of the first to conduct such investigations in Saudi Arabia and in institutions of higher education. This study removes the stereotypes about the entrepreneurial potential of women.

The purpose of this paper is to investigate how autonomy, moderated by employment status, impacts the relationship between entrepreneurial mentoring (EM) and entrepreneurial intentions (EI) among three countries (Germany, Kenya, and Uganda); as informed by both theory of planned behavior and self-determination theory.

A convenient sample of 1,509 youth from Germany, Kenya, and Uganda consisting of final-year university students, wage-employed, and unemployed was identified and studied. A multi-group analysis was conducted to test for differences in the impact of EM and autonomy on EI.

The findings indicate that mentoring and autonomy are positively correlated with EI. EM and intentions were lower among German participants than for the East African countries. The moderated moderation results revealed that EM is related to higher EI among students and the unemployed, and when individuals have higher levels of autonomy. Country-level analysis showed the effects of EM and autonomy are highest in Germany and lowest in Uganda.

Mentoring and self-determination play an important role in the development of EI. Entrepreneurship mentors should specifically support their protégées to develop the ability to act autonomously as an important entrepreneurial competence. The results further indicate that effectiveness of EM varies according to employment status and among countries. This is particularly important for targeting and designing of EM interventions. EM resources should be applied to youth with high autonomy, who are in either in insecure wage employment or who have no jobs. Protégés with low levels of autonomy should be supported to appreciate autonomy and develop the ability for autonomous action. Future EI research should also examine the impact of the availability of attractive positions in wage employment; and the effects of the availability of social safety nets on the need for autonomy.

A major challenge in EI research is the predominant focus on student populations. Using a multi-group analysis, the present paper tested for differences in the impact of EM and autonomy on EI. EM and EI were lower in German participants that in Kenyan and Ugandan participants. Whereas EM was generally positively correlated to EI, the moderated results showed that EM is related to higher EI among students and the unemployed, and when participants have higher autonomy. The study implies that EM and EI are highly correlated when participants need to work but have not or cannot find work or whey they do not need salaried employment to survive.