Search results

Despite the important role of entrepreneurial implementation intentions for closing the intention-behavior gap, empirical evidence on their drivers and mechanisms is scant and inconclusive. In the case of college students’ technology-driven entrepreneurship, the objective of the present study is to examine whether implementation intentions are contingent on the university environment in which the progression from entrepreneurial intentions to subsequent actions unfolds. The sample for this study is composed of 299 Bulgarian STEM students, who reported technology-based entrepreneurial intentions. A binary logistic regression is applied to examine four specific mechanisms that facilitate or impede the students’ actual implementation intentions. Findings suggest that students enrolled in universities that provide greater concept development support are more likely to have formed specific implementation intentions, while students in more research-intensive universities are less likely to do so. Practitioner implications and recommendations for future research are provided.

Entrepreneurship has been one of the major pillars in our economy around the world. Aside from the aspiring and innovative entrepreneurs looking for like-minded collaborators to start new ventures that disrupt the business world, managers are increasingly looking for entrepreneurial graduates to tackle the ever-changing business landscape. There has been increasing consensus that entrepreneurship is not limited to being an attitude or a certain characteristic that one is born with, but a skill that can be developed through education. This can be seen in the sprung of entrepreneurship programs in various educational institutions, as well as dedicated entrepreneurship degrees in higher education. However, the information that each person is receiving can vary depending on their environment, and how they perceive and process the information can also be different. In addition, propensity to take actions to pursue the identified opportunities can also vary. Thus, how can the governments and universities work together in breeding the next generation of entrepreneurs? To answer our research question, we sampled 191 undergraduate students in a private university in Malaysia. We examined the relationship between entrepreneurial orientation, entrepreneurial self-efficacy, emotional intelligence, and entrepreneurial intention. Our findings contribute to future research with a more refined understanding of the factors affecting entrepreneurial intention, as well as practical implications for governments and higher education institutions on how they form an ecosystem in equipping future generations with entrepreneurialism.

Concepts equip the mind with thought, provide our theories with ideas, and assign variables for testing our hypotheses. Much of contemporary research deals with narrowly circumscribed concepts, termed simple concepts herein, which are the grist for much empirical inquiry in the field. In contrast to simple concepts, which exhibit a kind of unity, complex concepts are structures of simple concepts, and in certain instances unveil meaning going beyond simple concepts or their aggregation. When expressed in hylomorphic structures, complex concepts achieve unique ontological status and serve particular explanatory capabilities. We develop the philosophical foundation for hylomorphic structures and show how they are rooted in dispositions, dispositional causality, and various mind–body trade-offs. Examples are provided for this emerging perspective on “Big concepts” or “Big Ideas.”

Any career is marked by luck, both good and bad, as well as by hard work interspersed by times of uncertainty, fits and starts, and learning from one's mistakes and successes. But beyond these outcomes and actions, I owe an enormous debt to people who have shaped me and made life the challenging and rewarding journey it is. My family of origin and extended family were incredibly supportive in personal and functional ways. So many mentors and teachers influenced what I know and who I am. Many students, colleagues, secretaries, computer and library staff, and group chairs and deans provided the help, inspiration, and friendship guiding my career behind the scenes. My wife, son, and daughter sustained me through times of tears and joy, as did my community of faith. All these relationships were foundational to any contributions I may have made to attitudes, social action, and theory of mind; methodology, statistics, and philosophical foundations of research; sales force, organization, and health behaviors; emotions, ethics, and moral behavior; and marketing and managerial practice. For me, my career contributions are secondary to the relationships within which I was fortunate to engage.

This chapter reviews research on the question–behavior effect, the phenomenon that asking questions influences respondents’ behavior. Two distinct research streams, the self-prophecy effect, concerned with socially normative behaviors, and the mere measurement effect, dealing with purchase behaviors without socially normative significance, are identified. Despite the recent attempt at integration, it is argued that there are fundamental differences between the two effects. Distinctions are also drawn between lab-based and field-based mere measurement effects, and between normatively consistent and implicit attitude-driven, normatively inconsistent self-prophecy effects. Key studies, theoretical explanations, and moderators of each effect are discussed, potential unanswered questions and research opportunities are identified, and significant managerial and policy implications are highlighted.

Searching for a job is an important process that influences short- and long-term career outcomes as well as well-being and psychological health. As such, job search research has grown tremendously over the last two decades. In this chapter, the authors provide an overview of prior research, discuss important trends in current research, and suggest areas for future research. The authors conceptualize the job search as an unfolding process (i.e., a process through which job seekers navigate through stages to achieve their goal of finding and accepting a job) in which job seekers engage in self-regulation behaviors. The authors contrast research that has taken a between-person, static approach with research that has taken a within-person, dynamic approach and highlight the importance of combining between- and within-person designs in order to have a more holistic understanding of the job search process. Finally, authors provide some recommendations for future research. Much remains to be learned about what influences job search self-regulation, and how job self-regulation influences job search and employment outcomes depending on individual, contextual, and environmental factors.

This chapter aims to advance the debate on enterprise risk management (ERM) frameworks within different contexts. We discuss the economic, business and regulatory environments that set the framework for company risk management practices in Lithuania while contrasting ERM features at the company level. ERM practices are examined using two company cases – a private business company and a state-owned enterprise (SOE), and evidence is based on interviews with their management, as well as their documentation. The findings indicate the co-existence of a functional vs systematic approach to risk management. Moreover, evidence supports the notion of the shifting of risk management from a functional risk management approach to a systematic approach within risk portfolio management. We assume that risk management is a conceptualized subject of management and research, with a rather weak connection with enterprise goals and operations.

Action–state orientation (ASO) describes the ability to plan, initiate, and complete intended activities. Action-oriented individuals, compared to state-oriented, are better able to focus their efforts and therefore move toward goals. While Kuhl (1994) posits that affect mediates the relationship between personality traits like ASO and successful self-regulation, ASO scholarship rarely examines the role of affect, and no ASO studies have examined self-regulation over time. We address these limitations by examining students’ academic self-regulation over a semester. HLM analyses show that action- versus state-oriented people exhibit better academic self-regulation as expected. However, we found no support for affect as a mediator.