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1 – 10 of 53Chun Sing Maxwell Ho, Ori Eyal and Thomas Wing Yan Man
Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by…
Abstract
Purpose
Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by examining the multifaceted entrepreneurial dimension of teacher leadership. It specifically focuses on providing a comprehensive profile of these leaders and assessing their perceived influence on teachers’ outcome, which are important for improving school performance.
Design/methodology/approach
A two-step clustering procedure was utilized to discern profiles of teacher leaders’ entrepreneurial behaviours, sampling 586 participants in a teacher leader training program. To assess mean differences in relation to perceived influence on teacher outcomes (i.e. job satisfaction, intrateam trust and innovative teaching practices) among these clusters, two-way contingency table analysis and MANOVA were conducted.
Findings
We identified three teacher-leader profiles: congenial facilitators, champion-leaders and executors. Our findings reveal the unique strengths and weaknesses of each profile and their contributions to job satisfaction, intrateam trust and innovative teaching practices.
Originality/value
This study is innovative in its detailed examination of teacher leadership through the lens of Teacher Entrepreneurial Behaviour (TEB), providing new perspectives on the intricate relationships between teacher leaders' TEB and their perceived influences. This deeper insight emphasizes the important role of entrepreneurial behaviours within teacher leadership, suggesting new directions for further research and development in educational leadership practices.
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Chun Sing Maxwell Ho, Thomas Wing Yan Man and Ming Ming Chiu
Framed by social cognition theory, this study examines the impact of environmental factors (e.g. social norms) on students’ entrepreneurial self-efficacy (ES) and entrepreneurial…
Abstract
Purpose
Framed by social cognition theory, this study examines the impact of environmental factors (e.g. social norms) on students’ entrepreneurial self-efficacy (ES) and entrepreneurial intention (EI).
Design/methodology/approach
We obtained responses to a survey from 811 senior secondary students in Hong Kong. We then employed structural equation modeling (SEM) to test the proposed hypothesis. We removed non-significant parameters in testing the model and obtained the final SEM.
Findings
Among these students, those who were male or spoke English at home showed stronger social norms of entrepreneurship and greater entrepreneurial SE, which was linked to greater EI. Among students perceiving stronger social norms of entrepreneurship, those who lived in private housing or spoke English at school showed greater entrepreneurial intention.
Originality/value
The study provides a new social cognitive perspective for examining EI that emphasizes learning and development through the interaction of environmental and cognitive factors. It supplements previous research by demonstrating the significant influence of social norms and the conditional role of parental influence, adding complexity to our understanding of how these factors' interplay.
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Thomas Wing Yan Man, Ron Berger and Matti Rachamim
Using the social constructivist perspective of learning, this study aims to examine the patterns and the key areas of entrepreneurial learning based on a case study of 16…
Abstract
Purpose
Using the social constructivist perspective of learning, this study aims to examine the patterns and the key areas of entrepreneurial learning based on a case study of 16 participants who were the incubatees of two technology-based business incubators in China. The key research question is: how do novice entrepreneurs, focusing on technology-based business incubators, learn from a social constructivist perspective?
Design/methodology/approach
The researchers applied a qualitative methodology in this study as they wanted to understand better the complexity of the learning process that is hard to achieve quantitatively. The qualitative data was collected through in-depth interviews with the incubatees, who were the managers and owners of their businesses. The interviews with the entrepreneurs were mainly focused on the learning patterns and the factors influencing learning through the use of the critical incident technique.
Findings
This will allow incubator managers to better evaluate the extent of effective entrepreneurial learning within the incubator's eco-system. The results show that the participants learn through socially constructivist systems that are structured around the support provided by the incubators. Learning in this context takes place in an extended spectrum, and participants are more interested in learning from networking with experienced entrepreneurs rather than from other incubatees or formal courses. Findings of this study help incubator managers and novice entrepreneurs to better shape learning and teamwork in an effort to improve the learning process. Policy makers should consider introducing schemes that encourage novice entrepreneurs to exhibit the creativity and innovation behaviour reported by experienced entrepreneurs.
Research limitations/implications
The focus of this study is primarily on incubators as the context of learning, whereas the macro-environmental factors, such as the socio-cultural and regulatory environments in China, were considered as playing a subtle role and would affect the incubatees' learning indirectly. The paper is based on a relatively small sample size and is geographically located in Ningbo, China. As such, the authors call for further research for comparative studies with a larger sample size so that a possible theory of entrepreneurial learning in the context of incubators might emerge in the future.
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Chun Sing Maxwell Ho and Thomas Wing Yan Man
This study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to…
Abstract
Purpose
This study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions.
Design/methodology/approach
Using a multi-case study approach, in-depth interviews were conducted with participants in three schools highlighting similarities and differences in their conditions of empowering entrepreneurial teachers to discover opportunities.
Findings
The results indicate that four school conditions facilitate entrepreneurial teachers to discover opportunities, namely, a rigorous working environment, a trusting and opened culture, extensive communication networks and rewarding work conditions.
Originality/value
These findings further underscore the use of discovery theory in educational contexts showing that entrepreneurial teachers are in an active mode of searching for opportunities. Specific ways through which teachers can better recognize opportunities for school improvement are included.
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This chapter begins with a reflection on the call for investigating how entrepreneurial competencies are developed (Bird, 1995) in the context of university-based entrepreneurship…
Abstract
This chapter begins with a reflection on the call for investigating how entrepreneurial competencies are developed (Bird, 1995) in the context of university-based entrepreneurship centers. Through clarifying the nature of entrepreneurial competencies and applying a social constructivist perspective of learning, it is proposed that effective nurturing of entrepreneurial competencies for university students through entrepreneurship centers shall be based on five key characteristics; namely, active experimentation, authenticity, social interaction, sense of ownership, and scaffolding support. The chapter contributes to the literature through establishing a link between entrepreneurship education and entrepreneurial competencies in the context of university-based entrepreneurship centers, which have become an increasingly popular way for promoting entrepreneurial development. The practical implications on nurturing entrepreneurs through entrepreneurship centers are discussed, together with the directions for further research. This chapter is designed as a refection upon Bird’s original article articulating the concept of entrepreneurial competencies. In this chapter, the author outlines how entrepreneurial competencies can be developed through education programs, specifically via entrepreneurship centers.
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The purpose of this study is to empirically explore the behavioural patterns involved in entrepreneurial learning through a conceptualization of entrepreneurial learning as a…
Abstract
Purpose
The purpose of this study is to empirically explore the behavioural patterns involved in entrepreneurial learning through a conceptualization of entrepreneurial learning as a “competency”.
Design/methodology/approach
Semi‐structured interviews to 12 entrepreneurs were conducted with a focus on the critical incidents in which significant learning has occurred prior to and during the development of their businesses, based on a competency framework of entrepreneurial learning. The learning behaviours in which these entrepreneurs exhibited during the incidents were coded.
Findings
The findings suggested that there are six behavioural patterns of entrepreneurial learning, including: actively seeking learning opportunities; learning selectively and purposely; learning in depth; learning continuously; improving and reflecting upon experience; and successfully transferring prior experience into current practices.
Research limitations/implications
Entrepreneurial learning is more than acquiring experience, skills and knowledge or possessing attributes related to learning. Rather, a competent entrepreneur needs to demonstrate a set of behavioural patterns of effective learning. Moreover, these behavioural patterns are identifiable for the purpose of measurement.
Practical implications
The education and training for the entrepreneur can be considered from a behavioural perspective, with an emphasis on behavioural modification of the entrepreneur's learning patterns rather than skill or knowledge acquisition only. Also, this should be grounded upon the provision of appropriate contexts that provide or simulate the experiences of which the entrepreneur will likely come across, so that the learning behaviours can be stimulated.
Originality/value
Studying entrepreneurial learning under a competency framework allows us to explore the behavioural patterns and other factors involved in effective entrepreneurial learning with a closer connection to entrepreneurial success.
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Michael Mustafa, Hazel Melanie Ramos and Thomas Wing Yan Man
The purpose of this paper is to examine the impact of psychological ownership (both job and organisational based) on extra-role behaviours among family and non-family employees in…
Abstract
Purpose
The purpose of this paper is to examine the impact of psychological ownership (both job and organisational based) on extra-role behaviours among family and non-family employees in small overseas Chinese family businesses.
Design/methodology/approach
Empirical evidence was drawn from a survey of 80 family owners/managers and non-family employees from 40 small overseas Chinese family businesses from the transport industry in Malaysia. All proposed hypothesis were tested using hierarchical moderated regression analyses.
Findings
Job-based psychological ownership was found to significantly predict both types of extra-role behaviours. Organisational-based psychological ownership, however, was only a significant predictor of voice extra-role behaviour. Interestingly enough, no significant moderating effects on the relationships between the two dimensions of psychological ownership and two types of extra-role behaviour were found.
Originality/value
Having a dedicated workforce of both family and non-family employees who are willing to display extra-role behaviours may be considered as an essential component of business success and long-term continuity for many family firms around the world. This particular paper represents one of the few empirical efforts to examine the extra-role behaviours of employees in family firms from emerging economies.
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Thomas Wing Yan Man and Maris Farquharson
– The purpose of this study is to explore psychological ownership (PO) during team-based projects as part of entrepreneurship education.
Abstract
Purpose
The purpose of this study is to explore psychological ownership (PO) during team-based projects as part of entrepreneurship education.
Design/methodology/approach
The critical incident technique using semi-structured interviews was adopted on a sample of 20 participants involved in team-based entrepreneurship education activities. From reported critical incidents interpretation of the participants’ perceived ownership behaviour centred on: “what” participants perceived they owned; “when” PO occurred; and “how” they perceived that ownership.
Findings
Different forms of collective and individual levels PO exist as an important element in the context of team-based entrepreneurship education activities. The form of PO changes at junctures during different stages of team-based entrepreneurship education activity. Moreover, PO is heavily influenced by a range of individual and group-based factors, specifically the social interaction at the start of such projects and self-reflection towards the end.
Research limitations/implications
Further investigations might be made on the measures of PO, and on the relationship between PO and learning outcomes in entrepreneurship education. The impact of group dynamics and culture on the formation of PO should be addressed.
Practical implications
As an important element for effective entrepreneurship education, PO should be promoted through team oriented, authentic and experiential activities allowing nurturing and encouraging contacts with various stakeholders. Such activities should also be reflective, allowing rotation of team roles, and extending over a longer time horizon.
Originality/value
This study is an attempt to empirically examine the role of PO in entrepreneurship project teams. It also contributes to our understanding of the dynamic nature of PO through social interaction and reflection.
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Thomas Wing Yan Man and Christina Wai Mui Yu
The purpose of this study is to investigate the impact of social interaction on participants' learning experience in enterprise education.
Abstract
Purpose
The purpose of this study is to investigate the impact of social interaction on participants' learning experience in enterprise education.
Design/methodology/approach
On a sample of 420 high school students who participated in an enterprise activity in Hong Kong, two questionnaires surveys were conducted to collect data on them at the beginning of and after the enterprise activity. Hypotheses were tested on the impacts of two particular aspects of interactive learning – interaction with facilitator and interaction with team members in the enterprise activity.
Findings
The results support the hypotheses that both types of social interaction are positively correlated to students' affection on the enterprise activity and the change in their perceived level of personal competencies before and after the activity.
Research limitations/implications
Although two types of interaction are identified in this study, it is possible to extend the scope of interactive learning toward a broader range of social interaction. Also, the impacts of social interaction on other learning outcomes may be considered in further studies.
Practical implications
It is necessary to maximise social interaction and develop participants' interpersonal skills for achieving effective enterprise education. More guidance and supervision on social interaction should also be provided in enterprise programmes and activities.
Originality/value
The studies help to address the importance of the social interaction aspect in enterprise education, as the majority of the focus has been centred on the uses of experiential learning approaches.
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The main purpose of this study is to develop an empirically grounded model of entrepreneurial learning that focuses on learning behaviours.
Abstract
Purpose
The main purpose of this study is to develop an empirically grounded model of entrepreneurial learning that focuses on learning behaviours.
Design/methodology/approach
Based on the competency approach of understanding entrepreneurial learning, a qualitative study was conducted on a sample of 12 successful entrepreneurs. The data were collected using semi‐structured interviews based on the critical incident approach. A two‐stage approach was adopted in the data analysis.
Findings
Six patterns of entrepreneurial learning behaviours emerged from the analysis, and they were exerted in three transformative processes, namely accumulating experience through carrying out entrepreneurial tasks, consolidating learning outcomes from experience, and applying or transferring one's own and others' learning outcomes when carrying out the tasks. Also, the processes were under the influence of the learning contexts and the learning behaviours were reinforced throughout the process. Based on the analysis, a model of entrepreneurial learning centred upon the learning behaviours was constructed empirically.
Research limitations/implications
Entrepreneurial learning can be seen as an open, generative, iterative and self‐reinforcing process. Further investigation can be conducted on the intensity of entrepreneurial learning, its effectiveness, and its relationships with entrepreneurs' tasks, experience, learning outcomes, and learning contexts.
Practical implications
Education and training for entrepreneurs should be situated within the actual workplace or simulated contexts that provide them with opportunities to apply what they have learned while taking action, to accumulate their first‐hand experience and to reflect upon experience.
Originality/value
Entrepreneurial learning is considered and examined as an observable and measurable construct with a focus on the learning behaviours exhibited by entrepreneurs.
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