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The main purpose of the study was to assess the entrepreneurial orientation based on personality and attitude of female aspirant human resources in India.

For collecting primary data, the scale on entrepreneurial attitude orientation developed by Robinson et al. (1991) was used. Statistical tools such as correlations, analysis of variance, means, grand means, standard deviations and percentages were used for the analysis of the primary data gathered from 500 female respondents.

The results showed the highest score of the female respondents on the achievement motivation as compared to other three personality descriptors and lowest but positive score on the self-esteem dimension. Among attitude components, the cognition had emerged as highest. MBAs showed comparatively less entrepreneurial orientation than other categories of female aspirants. Results indicated that lower age, lower educational qualifications and high socioeconomic status supported the entrepreneurship.

The study was limited to only four personality traits and three attitude components. Another limitation of the study was that the data were collected from North India that could have been collected from the wider area.

The study will be helpful to the female aspirant participants to decide whether to choose managerial or entrepreneurial careers. By taking cues from this study, educators can build curriculum and develop programs to encourage and empower future female entrepreneurs.

Inclusion of Indian female aspirants of different backgrounds will definitely add value to the existing knowledge, management theory and practice.

Within the last two decades, entrepreneurship education has become institutionalized in Germany. It is offered as a stand-alone program or as part of a business degree, combining academic knowledge, practical skills, and personal development to enhance the entrepreneurial success of university graduates. While entrepreneurship education has experienced similar growth worldwide, its emergence in Germany is closely tied to the country’s political and economic developments. The significance of entrepreneurship education for a thriving entrepreneurial ecosystem and contemporary economic policy has been instrumental in advancing its academic recognition. This chapter provides a historical analysis of the academization of entrepreneurship in Germany. It explores the recursive and often idiosyncratic processes involving state and financial institutions, companies, and universities that have created, respecified, and mutually reinforced a subdiscipline and field of study. Academic entrepreneurship knowledge successively not only became relevant for starting a business but also for employment within the entrepreneurial infrastructure and beyond. This chapter follows a chronological order, highlighting three key stages in the academization of entrepreneurship education. First, the academic, financial, and political roots (I) of entrepreneurship up until the 1970s. Second, it explores the transformation (II) of entrepreneurship into a viable policy alternative and the challenges faced in establishing complementary research and education in higher education institutions during the 1980s. Finally, it sketches the institutionalization (III) of entrepreneurship as a central driver of government economic policy, allowing for the late bloom of entrepreneurship education and research at universities around the turn of the millennium.

The main objective of this paper is to identify the factors associated with a successful transition through the entrepreneurial ladder for both men and women in a sample of nine Latin American countries.

The authors classify individuals according to five categories of increasing entrepreneurial engagement and estimate separate generalized ordered logit models to account for possible gender differences. Compared to previous literature, this is a more efficient methodology that allows us to identify the factors that have a significant and persistent relationship across stages and those that are only significant to specific engagement levels.

The authors find that factors such as parent business ownership, access to loans and autonomy increase the probability of progressing in the entrepreneurial ladder for both men and women and through all the stages. The authors also find that span of activity and the proxy for income increase the likelihood of moving to the next stages only for men, while higher education and autonomy do so only for women.

To the best of the authors’ knowledge, this is the first study to identify the factors promoting progress through the different stages of the entrepreneurial ladder in Latin America. Separate regressions for women and men provide insight into the differential role of each variable by gender. Results from this study suggest that the gender dimension, currently absent in most policies, should be incorporated or strengthened in the design of entrepreneurship promotion programs in Latin America.

The purpose of this paper is to explore the attitudes and intentions of individuals towards entrepreneurship with the support of theory of planned behaivour (TPB). This research may contribute to the growing body of knowledge that has begun to explore attitudes and intentions of individuals for self-employment in a developing country.

This is an initial part of a longitudinal study in which survey instrument has been adapted for data collection. A random sampling was applied to the students of public and private higher educational institutions of a developing country. For data analysis, Statistical Package for Social Science 20 versions for Windows were used to test the hypotheses through descriptive, Pearson’s correlations and multiple regression analysis techniques.

Results of the study showed that all variables are reliable and valid. However, internal consistency among the variables has been found. By using Pearson’s correlations, entrepreneurship intention was found to be significantly and positively correlated to attitudes towards entrepreneurship. A high correlation was found between entrepreneurship intentions and attitudes towards behaviour and low correlation was between innovation and attitudes towards behaivour. However, all independent variables were found positively and significantly related to dependent variable except personal control.

This study possess limitations such as only quantitative data were obtained for educational institutions. Second limitation is collecting data from small number of samples. Third limitation is use of few variables with direct relationship approach. This study may support the management and practitioners of human resources management and organisational behaviour in assessing and evaluating employee attitudes and behaviours in the organisation.

Based on real facts, this study provides empirical considerable evidence of individuals’ attitudes and intentions towards the entrepreneurship. Results indicate that that TPB theory factors such as attitudes towards the behaviour, subjective norms and perceived behavioural control and personal and social attitudinal characteristic like achievement, self-esteem, and innovation are important for the development of entrepreneurial attitudes and intentions

The purpose of this paper is to test a model of entrepreneurial intentions among secondary students based on their psychological characteristics. Furthermore, this seeks to determine whether teenage students (14-15 years old) possess entrepreneurial characteristics and whether these characteristics correspond to entrepreneurial intentions.

A sample of secondary students was chosen ranging from 14 to 15 years old. Data were collected through a questionnaire and analysed by univarite statistics and structural equations modelling (PLS) to measure the relationship between the psychological characteristics and entrepreneurial intentions.

The results demonstrate there is a relationship between (some) psychological characteristics and entrepreneurial intentions. The propensity to risk negatively influences entrepreneurial intentions, meanwhile self-confidence and the need for achievement positively influence the construct. The relationship between tolerance and ambiguity, locus of control and innovativeness with entrepreneurial intentions reported no statistical significance.

The results reinforce the idea that psychological characteristics (trait approach) influence entrepreneurial intentions. However, the model needs further development through the incorporation of behavioural characteristics. This would allow for the understanding of whether behaviour and trait theories oppose or complement each other.

The paper provides important evidence for improving entrepreneurship education for young students. First, it is important to incite and develop some psychological characteristics in order to promote entrepreneurial intentions. Second, entrepreneurship curricula should jointly develop both entrepreneurial characteristics and the awareness among students about the viability of an entrepreneurial career. This may be achieved not only by presenting entrepreneurs as role models, promoting an entrepreneurial culture but also by developing entrepreneurial skills that improve self-confidence.

This paper aims to identify the profile of the potential entrepreneur student in what concerns the personal attributes and motivations for start‐ups' creation.

A review of literature related to the entrepreneur profile is made in order to justify the importance of the theme. Through some studies it was possible to identify a diversity of works and authors that present some aspects which contribute to the characterisation of entrepreneur individuals. The present research uses primary data obtained by means of a questionnaire, involving a sample of students, which were currently engaged in a graduation course at the University of Beira Interior. The questionnaire was administrated by interviews conducted in the classrooms of the University's faculties. The collected data were submitted to a multivariate statistical analysis.

Research findings include the existence of a typology of two distinct groups of students, respectively designated by “The accommodated independents” and “The confidents”, according to the most outstanding characteristics related with several attributes and motivations presented by each of them.

The identification of the entrepreneurs' characteristics and the knowledge of the potential business creator students' profile may be important for the development of an adequate educational programme directed to the entrepreneurship education and start‐up processes.

The paper identifies some important characteristics that are common in entrepreneurs. The findings could be used both to promote entrepreneurship in our education systems and to identify the best practices.

The aim of this article is to investigate the relationship between Chinese university students' higher educational background and their entrepreneurial intentions.

The TPB model was adopted and tested for the formation of Chinese university students' entrepreneurial intentions using structural equation modeling. Data were collected from students of Tongji University in Shanghai, China.

The main results of this empirical research suggest that diversity of educational background offers plausible explanations on the difference of entrepreneurial intentions of Chinese university students. Higher educational institutions should develop more flexible approaches with focus on different groups of students in accordance with their various educational backgrounds.

In response to the change of graduate labour market and the quest for sustainable competitive advantage in China, higher educational institutions have to integrate the change of mindset, skills and abilities about entrepreneurship in their general academic education in order to nurture university students' entrepreneurial intentions in China.

The paper provides comprehensive empirical evidence about the impact of higher education on entrepreneurial intentions of university students in mainland China and thus fills an important gap in the entrepreneurship literature.

Nowadays, entrepreneurship is regarded as an indispensable means for economic development. In this regard, promoting entrepreneurship is a necessity for every economy. The purpose of this paper is to identify factors that may influence students’ entrepreneurial intentions.

The conceptual framework underlying this study is the theory of planned behavior, and the study proposes a descriptive methodology in which cross-sectional data are randomly collected from the different public sector universities of Pakistan. A survey questionnaire was used as a means for data collection. The respondents were bachelor’s as well as master’s degree students who are pursuing degrees in entrepreneurship or education. After cleaning the data, 385 usable answers were analyzed. The response rate was 60 percent. Statistical Package for Social Sciences version 21.0 was used for data analysis.

The results of Pearson’s correlation and multiple regression analysis showed that attitudes toward behavior and subjective norms have a positive and significant relationship with entrepreneurial intention. On the other hand, perceived behavioral control has no significant relationship with entrepreneurial intention.

Such a study may provide useful insights into the state of entrepreneurship education for policy makers and planners in universities as well as in government, regarding the younger generation, particularly, to reduce the burden of graduate unemployment.

The field of entrepreneurship is dotted across different paradigms. Measuring entrepreneurial intention automatically needs to incorporate insights from the psychological approach and behavioural approach. The purpose of this study was to develop and test a comprehensive structural equation model which combines both psychological and behavioural perspectives aiming to identify what variables have influence on entrepreneurial intention of secondary students.

This research was developed involving a sample of secondary students. The method of data collection was a survey by self‐administered questionnaire, to two secondary student classes, with several groups of questions related to demographic characteristics, behavioural and psychological constructs and entrepreneurial intention. Data was analysed using structural equation modelling (SEM).

The results show that need for achievement, self‐confidence, and personal attitude positively affect entrepreneurial intention. Furthermore, subjective norms and personal attitude affect perceived behavioural control. These findings could have a significant impact on knowledge of the contributions of behavioural and psychological theories to the entrepreneurial intention.

Understanding of the ways in which several psychological and behavioural characteristics influence the entrepreneurial intention could help to advance our knowledge of the entrepreneurial process. Educational systems need to be oriented to emphasize and value entrepreneurship in order to promote an enterprise culture. Methods to teach entrepreneurship should also be explored further.

This is one of the first studies to provide evidences of the entrepreneurial intention explained by several constructs related to psychological and behavioural characteristics in a 14‐15‐year‐old student population. Additionally, most studies of the entrepreneurial intention associated to these approaches have been mostly conceptual, and the few empirical studies have not used structural equation modelling. The use of these statistical tests helps to overcome the limitations evident in conceptual studies and provide evidence of the relationships between behavioural and psychological traits simultaneously.