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This study enriches the theory of effectuation by discussing the four independent dimensions of effectuation and their relationships with causation. Additionally, we fill the gap in prior literature by showing how entrepreneurial experience moderates the relationship between effectuation and innovativeness of the venture. Our study of 171 practising entrepreneurs regarding their entrepreneurial decision-making logic yielded multiple findings. The authors find that entrepreneurs rely on causation as well as effectuation in their decision-making; the more experienced entrepreneurs are, the more they actually use causation; and entrepreneurial experience moderates the relationship between effectuation and innovativeness of the venture firm.

This multiple case study research aims to identify the characteristics of scaling up SMEs in Chile for exploring how and why some entrepreneurship in the information technology (IT) sector are able to scale up and develop sustainable strategies, based on three consecutive years. The average sales of the companies during the last period analysed was around US$1,323,579, with an average annual growth rate of 66.7%. Scaling up SMEs may require several attributes to achieve positive revenue and develop effective high growth rates that allow them to succeed over several years.

To discern the phenomenon of entrepreneurship, the methodology of multiple case study research was conducted in three parts. The first was to define and design the research process, in which the study should settle the theory analysis and then show that research propositions and questions. The second part of the research was to prepare, collect and analyse the data through crafting instruments and data collection protocols as a source of evidence to conduct the pilot and multiple case study. In this stage, interviews were scheduled, transcribed, analysed and coded to explore how individual attributes may create a scaling-up entrepreneurial process for maintaining or developing high performance in the IT sector. The last part of the research concludes and validates the research propositions for the identification for potential attributes, which were obtained during the qualitative study.

Attributes were selected when 13 or more SMEs reported the importance of this initiative for the process of scaling up their SMEs. As a result of the data analysis, the empirical findings suggest on the importance of the academic background, budgetary control, negative entrepreneurial experiences, building teams, geographical expansion and first critical experience as key attributes for scaling-up. Additionally, the data propose that constructive entrepreneurial ecosystem and reforms financing markets and programmes are two additional components that could moderate the interaction between the scaling-up process and the achievement of rapid sales results as a key outcome measure.

The first limitation was the lack of consensus on the phenomenon of the scaling up of entrepreneurship. Information in Latin America and emerging countries is scarce, which also represents an opportunity for other researchers to deepen and validate the results reported here. Even though it was an attempt to understand the issue of environmental change, this additional limitation did not allow the evaluation of these adjustments over time that can positively or negatively drive the strategies corresponding to the evolution in each of the moderator variables.

Because of the characteristics of the sample in terms of size of the SMEs, industrial sector, location, culture, socio-economic environment and years of establishment of the company, the study cannot be generalised in terms of other industrial sectors or countries. The results of this research are also limited to SMEs in Chile, and to the extent that it can be applied to emerging countries IT sectors with similar sample characteristics, it must be done so with caution. Yin states that eight cases “are sufficient replications to convince the reader of a general phenomenon”.

Policymakers have the option to identify what skills and knowledge the entrepreneur requires to be trained to scale up their established ventures. In this context, they will also benefit from the empirical contribution of knowing what the restrictions that limit this process are, such as adverse tax systems and public strategies. Additionally, it is of public interest because no national records exist on the presence of theoretical terms.

Even though the literature promotes the present findings, it shows that there is an absence of empirical evidence in emerging economies to better comprehend which factors may affect the development process of scaling up entrepreneurship in the IT sector. Both deliberate and emergent strategic initiatives are necessary for the scaling-up process where six critical factors are the basis of the scaling-up. This empirical contribution for entrepreneurs will support the achievement of rapid and sustained sales results for scaling up their ventures.

Provides a review of the gap between student's entrepreneurial needs and aspirations and the entrepreneurship education offerings within higher education institutions (HEIs) in Leicestershire, UK. Utilises data from three surveys of university fresher students, held in 2001. Uses the findings as the basis to assess the gap between fresher students' entrepreneurial needs and aspirations and the capability of HEIs to meet them. Draws on multiple surveys from universities in Leicestershire and so will be of relevance to other HEIs with similar student demographics. Fulfils a need to take a strategic review of how HEIs can develop the capability to meet the entrepreneurial needs of new students in supporting their future aspirations.

The purpose of this study was to investigate whether the four major factors known to contribute to self-efficacy in general (enactive mastery, vicarious experience, physiological arousal and verbal persuasion) can help account for observed differences in the entrepreneurial self-efficacy (ESE) of young women and men, in particular.

The authors adopted a two-stage design, which included collecting data from 222 university students via an online survey followed by a quasi-experiment involving an opportunity evaluation task.

The findings demonstrate that the significantly lower ESE of the young women in the sample was attributable to their lower level of prior entrepreneurial experience, their lower level of positive and negative affect towards entrepreneurship and their higher likelihood of receiving failure feedback due to their actual performance on an opportunity evaluation task.

Given the importance of understanding why females continue to be under-represented in entrepreneurial activity the world over, these findings provide additional insight into why young women tend to feel less efficacious than young men about their ability to successfully undertake an entrepreneurial career.

This paper offers a comprehensive and unified theoretical framework, derived from social learning theory, for furthering the understanding of the factors that contribute to gender differences in ESE. The authors also offer a novel quasi-experimental design involving an opportunity evaluation task that others might find useful, particularly for empirical research adopting a cognitive and/or affective lens on entrepreneurship.

This paper aims to examine the entrepreneurial attitudes of undergraduate students enrolled in the Small Business Institute^® (SBI) program at multiple universities in the USA. Research has encouraged a continuous study and refinement of the entrepreneurial profile, particularly for young adults. Past studies have linked certain personality constructs and entrepreneurship, and shown a connection between entrepreneurial intentions and past business experience.

A total of 216 students completed the entrepreneurial attitudes orientation (EAO) survey. The EAO provides a composite score based on four attitude subscales: achievement in business; innovation in business; perceived personal control of business outcomes; and perceived self‐esteem in business. In addition, participants were asked to provide demographic information and past entrepreneurial experience.

Results indicated that the majority of students possessed entrepreneurial attitudes. Furthermore, both student characteristics and entrepreneurial experience were found to be associated with certain entrepreneurial attitudes. Specifically, male students scored higher on both personal control and innovation, and students with family business experience had more developed entrepreneurial attitudes.

The SBI and other similar training/education programs provide the opportunity for direct entrepreneurial exposure. Their ability to impact attitudes toward entrepreneurship provides a venue for career opportunities. Further discussion centers on the relationship between entrepreneurial attitudes and degree of past experience.

The paper provides an examination of entrepreneurial attitudes that focuses on both demographics and past experiences for a unique educational program that helps promote entrepreneurship as a viable career option.

The purpose of this paper is to theorize on the mechanisms underlying the development of entrepreneurial expertise. While prior studies have identified differences between the behavior of novice and expert entrepreneurs, the mechanisms that cause these differences have not received sufficient attention.

This paper systematically reviews the extant literature on entrepreneurial expertise and builds the conceptual framework by employing an action-control belief framework to propose mechanisms underlying the development of expert behavior.

This paper argues that differences in behavior between novice and expert entrepreneurs stem from self-perceptions of their ability to act. More specifically, stronger action-control beliefs encourage entrepreneurs to create new interpretations of the world over time; develop and use strategies that allow them to rely on perceived control over means and ends, their perceived capacity, and their agency; and hence behave more like experts.

This paper suggests that strategy, capacity, and control beliefs are key in individuals’ decisions of whether to engage in entrepreneurial action and that expert entrepreneurs hold stronger beliefs than novices. Positive experiences, particularly those associated with deliberate practice, contribute to developing these beliefs and, more broadly, to entrepreneurial expertise.

This paper proposes that the mechanism of transformation from novice to expert behavior can be attributed to positive changes in deeply held beliefs about strategy (i.e. possible means-ends frameworks), capacity (i.e. access to means), and control (i.e. perceived efficacy). Each of the beliefs can develop separately from others and at different pace. In other words, this work explains why novice and expert entrepreneurs behave differently.

Entrepreneurial orientation (EO) and entrepreneurial intentions (EI) both are prominent factors in the entrepreneurship domain to predict entrepreneurial behavior. Despite the fact, association between the EO sub-aspects and EI, as well as the indirect influence of the personality characteristic (Openness), has not been extensively investigated. The focus of this research study is to examine the association between sub-dimensions of EO, proactiveness, risk-taking, and innovativeness, and EI incorporating personality trait openness to experience (OTE) as mediating variable. Data is gathered from 164 professional course students. For the data analysis purpose, mediation analysis, multiple regression and confirmatory factor analysis (CFA) have been performed. Findings imply that all the sub-aspects of EO are significantly correlated with EI and personality trait OTE acted as mediating construct in link amidst EO and EI. Practical and theoretical contribution have been discussed in this study.

Many countries around the world have now introduced entrepreneurship into their curricula and educational practices, starting at the elementary school level. However, recent studies show the relative (un)effectiveness of K-12 enterprise education on diverse learning outcomes. The purpose of this paper is to report on a research aimed at assessing the impacts of enterprise education on students’ entrepreneurial attitudes.

The authors conducted a quasi-experiment between May and June 2017 to assess the entrepreneurial potential of students at Elementary Cycle 3 (10–12 years) in Quebec, Canada. Relying on attitude theory, the authors used Athayde’s Attitudes toward Enterprise for Young People test, which assesses students’ entrepreneurial potential through four entrepreneurial attitudes (leadership, creativity, achievement and personal control). The experimental group consisted of 11 classes which had conducted an entrepreneurial project during the 2016–2017 school year (n = 208 students), while the 7 classes of the control group had not (n=151 students).

At first glance, data showed no difference between the two groups. Further investigation showed that private and Freinet (public) schools’ students, both from the control group, show significantly higher leadership scores than those of the experimental group. In-depth analyses also show that increasing the number of entrepreneurial projects significantly impacted three of the four attitudes assessed, although negligibly.

Taken together, those results question the relevance of single entrepreneurial activities in developing students’ entrepreneurial attitudes. They also suggest the positive impact of a progressive, constructivist pedagogy in developing such entrepreneurial attitudes. Moreover, the paper raises several factors likely to impact students’ entrepreneurial attitudes for further research.

K-12 enterprise education remains an understudied context, largely crossed by unproven statements. This research contributes to understand and give direction to educational initiatives targeting the development of young students’ entrepreneurial attitudes.

This paper aims to analyze how different experts in entrepreneurship perceive their surrounding environment and business opportunities. The authors suggest that people act the way they do not only because of different interpretations of the environment but also because of the relative importance they give to the context and themselves in their mental scripts.

A Mann–Whitney U non-parametric test and principal component analysis were conducted to examine the national expert survey from the global entrepreneurship monitor database of Chilean exports.

When experts in entrepreneurship are compared, entrepreneurs and non-entrepreneurs differ in their use of certain cognitive resources about past or current events, but they map out future situations similarly, suggesting that their mental simulations may converge into similar patterns.

This study provides useful insights regarding the impact that mental representation has on experts’ perception, by discussing how experts who are entrepreneurs perceive the entrepreneurial ecosystem and current opportunities differently than experts who are not entrepreneurs. The specific context plays a key role in the way entrepreneurs and non-entrepreneurs analyze their surrounding environment but not necessarily opportunities.

The purpose of this study is to answer the following questions. What kind of entrepreneurial identities do students have that motivate them to choose either of the entrepreneurship course and university-based incubator? How do students involve in the entrepreneurship ecosystem at university based on their entrepreneurial identity?

For this study, the author began to gather information using previous knowledge and any aspect of a work, namely, from the literature review to represent interpretive syntheses of the meaning-making literature review addressing the research question.

This study suggests what happens to entrepreneur students from academia and the reason that they end up in one of the two aforementioned paradigms. This paper aims to underpin the issue of how various entrepreneurial identities of students cause substantial contributing factors in forming such entrepreneurial activities at university and throughout the entire innovation ecosystem.

Almost all of the content of the entrepreneurship education (EE) courses and incubator training is oriented towards consensual entrepreneurship methods, in accordance with entrepreneurship education. Although the core contents of the EE courses and university-based incubators’ training are the same, the outcomes are quite different.

This study considers the students’ entrepreneurial identities with a focus on their point of view that led them to end up in one of the two common entrepreneurship resources at universities: the EE course and entrepreneurial activities related to university-based incubators.