Search results

Despite growing interest in the difficulties encountered by ethnic entrepreneurs, very little research has yet been done on the subject. This article attempts to fill the gap. A total of 715 Chinese, Italian, Indian/Sikh, Jewish, and Vietnamese entrepreneurs from Montreal, Toronto, and Vancouver were surveyed for the research. The results show that ethnic businesses tend to face the same problems as other businesses, which consequently does not appear to justify the development of support programs specifically for ethnic entrepreneurs. However, this study of established businesses does not consider failed or nascent businesses, which may have experienced additional problems. Further research is required to examine these issues. Also, given the unique social and business dynamics that exist within the ethnic communities studied, support programs should be directed through the networks of these communities.

This article examines entrepreneurship courses offered by engineering faculties in Canada. The venturing rate of engineering students, whether the venturing rate increases if students have taken a course in entrepreneurship, and the type of ventures created are also explored. A recent census and an empirical study of two groups of engineering graduates from a Canadian university were utilized. Findings have implications for educators and administrators and for policy-makers interested in encouraging economic growth.

Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career