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Entrepreneurship Education : = Effect of a Treatment in Undergraduate College Courses on Entrepreneurial Intent and Ideation.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Entrepreneurship Education :/
其他題名:	Effect of a Treatment in Undergraduate College Courses on Entrepreneurial Intent and Ideation.
作者:	Mathews, Robert D.
面頁冊數:	1 online resource (180 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Entrepreneurship. -
電子資源:	click for full text (PQDT)
ISBN:	9780355515008

Entrepreneurship Education : = Effect of a Treatment in Undergraduate College Courses on Entrepreneurial Intent and Ideation.
Mathews, Robert D.

Entrepreneurship Education :Effect of a Treatment in Undergraduate College Courses on Entrepreneurial Intent and Ideation. - 1 online resource (180 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Entrepreneurship programming has become a very popular choice among higher education students the past three decades. Entrepreneurial intent is consistently regarded as the greatest predictor of entrepreneurial behavior and success of entrepreneurial education programs, while ideation is viewed as a key skill needed for successful entrepreneurial behavior. Problem solving is also a key skill in both the ideation process and entrepreneurship, and was a unique demographic variable examined in this study. Despite the widespread discussion of entrepreneurial intent in the literature, very few studies have reported the actual impact of entrepreneurship education on entrepreneurial intent, and none have discussed the impact of entrepreneurship programming on openness to ideation or problem solving style effect on entrepreneurial intent. This study examined the impact of a 150-minute divergent activity training session and new venture ideation exercise on openness to ideation and entrepreneurial intent in undergraduate college students enrolled in entrepreneurship courses. The effect of demographic variables on both entrepreneurial intent and openness to ideation were also reported, with an emphasis of problem solving style effect on entrepreneurial intent. These measures come together in this study to help further explain how entrepreneurship program leaders and educators can drive more impactful entrepreneurial behavior in students. In this study, both entrepreneurial intent and openness to ideation significantly increased in students after the brief 150-minute intervention. In addition, this study yielded a number of salient findings with relation to demographic variable effect on entrepreneurial intent. Problem solving style, gender, entrepreneurship education, and entrepreneurship exposure all had a significant effect on both pre- and post-test entrepreneurial intent. This research study infers that entrepreneurial self-efficacy of ideation and opportunity recognition skills are critical to increased entrepreneurial intent in college students, and that exercises such as the ones conducted in this study can positively impact openness to ideation and entrepreneurial intentions among students. Recommendations for future research and practice are provided.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355515008Subjects--Topical Terms:

559908
Entrepreneurship.
Index Terms--Genre/Form:

554714
Electronic books.

Entrepreneurship Education : = Effect of a Treatment in Undergraduate College Courses on Entrepreneurial Intent and Ideation.
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504 $a Includes bibliographical references
520 $a Entrepreneurship programming has become a very popular choice among higher education students the past three decades. Entrepreneurial intent is consistently regarded as the greatest predictor of entrepreneurial behavior and success of entrepreneurial education programs, while ideation is viewed as a key skill needed for successful entrepreneurial behavior. Problem solving is also a key skill in both the ideation process and entrepreneurship, and was a unique demographic variable examined in this study. Despite the widespread discussion of entrepreneurial intent in the literature, very few studies have reported the actual impact of entrepreneurship education on entrepreneurial intent, and none have discussed the impact of entrepreneurship programming on openness to ideation or problem solving style effect on entrepreneurial intent. This study examined the impact of a 150-minute divergent activity training session and new venture ideation exercise on openness to ideation and entrepreneurial intent in undergraduate college students enrolled in entrepreneurship courses. The effect of demographic variables on both entrepreneurial intent and openness to ideation were also reported, with an emphasis of problem solving style effect on entrepreneurial intent. These measures come together in this study to help further explain how entrepreneurship program leaders and educators can drive more impactful entrepreneurial behavior in students. In this study, both entrepreneurial intent and openness to ideation significantly increased in students after the brief 150-minute intervention. In addition, this study yielded a number of salient findings with relation to demographic variable effect on entrepreneurial intent. Problem solving style, gender, entrepreneurship education, and entrepreneurship exposure all had a significant effect on both pre- and post-test entrepreneurial intent. This research study infers that entrepreneurial self-efficacy of ideation and opportunity recognition skills are critical to increased entrepreneurial intent in college students, and that exercises such as the ones conducted in this study can positively impact openness to ideation and entrepreneurial intentions among students. Recommendations for future research and practice are provided.
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