PLANNED BEHAVIOR ENTREPRENEURSHIP AND INTENTION TO CREATE A NEW VENTURE AMONG YOUNG GRADUATES

This paper attempts to investigate whether young graduates possess the leadership style that is pre-requisite to become entrepreneur. The paper further examines the role of higher education towards the desire of new venture creation among young graduates in developing economies specially. This study analyzed the response of 225 final-semester students at different universities in Islamabad, Rawalpindi and Lahore. A questionnaire based survey instrument was used. Result of the present study shows that education and new venture creation are positively and significantly correlated. The results further indicate that all variables used in this study are significantly correlated with intention to create a new venture. The limitation of this study is that it includes business and economics discipline students only. Further studies may investigate and examine the possibilities of similar outcomes among students of other disciplines including science, engineering, medicine, agriculture and law etc. The present study will, however, provide insight to future policy makers and planners to consider strategies for optimally utilizing the expertise and potentials of the young graduates. The academicians, educators, and university authorities have rethink what to teach? How to teach? In order to effectively prepare-young generation for the forthcoming challenges.entrepreneurship, leadership style, new venture creation, planned behavior, young graduates.

Entrepreneurship and Higher Education: An Overview of the Iowa State University Alumni Survey

�Entrepreneurship is a hot topic both in academic and policy circles.There is a growing recognition that entrepreneurship is a driving force in economic growth development in both�established and emerging economies. There is also an increasing body of evidence suggesting entrepreneurship that stems from a high level of human capital and creativity is the most likely to produce the goods, services and ultimately the jobs that fuel economic growth development and competitiveness. If human capital and innovation are important for growth entrepreneurship, then higher education should have a significant role to play in fostering entrepreneurship.In this report we present a descriptive overview of the entrepreneurial activities of graduates from Iowa State University – a medium-sized public university in the United States. The data were obtained from a random sample of 25,000 Iowa State University bachelor's degree recipients between 1982 and 2006. The survey requested information on graduates' employment history, further education, income, entrepreneurial activity and community involvement. The on-line survey was conducted in 2008 and produced 5,416 usable responses – a response rate of 21.6 percent. Survey details are presented in Appendix I. �

Entrepreneurial intentions and start-up realities : the case of industrial design students in South Africa

Industrial design is recognised for the value-oriented benefits it offers to businesses. Industrial design ensures that new products are more efficient, usable, convenient and safe to use within the evolving business environment. One of the important factors for the continuous achievement of high product quality and general economic growth and stability in countries such as West Germany, Korea and Japan is their sound industrial design base. Industrial design programmes can be instrumental to ignite an entrepreneurial and innovation spirit to assist in curbing the high unemployment rate and very low levels of entrepreneurial intentions in South Africa. The core of tertiary industrial design students has unique capabilities that can assist the South African economy to stimulate manufacturing, job creation and economic growth. The purpose of this study was to investigate the entrepreneurial intentions among industrial design students enrolled for the programme in Three-Dimensional Design, at Universities of Technology in South Africa. In addition, this study investigates the relationship between entrepreneurial intentions and actual business formation by graduates of the programme. Studies have been carried out in South Africa on entrepreneurial intentions, but not on the formation, occurrence and implementation of entrepreneurial intentions amongst industrial design students, specifically. To test the links between business education and entrepreneurial intentions, a research model based on Ajzen’s (1985) Theory of Planned Behaviour was adopted and tested using quantitative empirical data collected from students in industrial design at two Universities of Technology. Quantitative data were collected from a sample of 161 participants using a validated self-administered questionnaire. IBM SPSS and STATA were used to conduct descriptive statistics, Chi-square tests, factor analysis, reliability and structural equation modelling on the primary quantitative data. The empirical evidence partially supports the effectiveness of the Theory of Planned Behaviour in predicting entrepreneurial intentions. Although perceived social norms and self-efficacy is positively related to entrepreneurial intentions, results failed to reach statistical significance. However, personal attitude was found to mediate the relationship between these variables and entrepreneurial intention. Whilst business education is positively related to self-efficacy, entrepreneurial knowledge is positively related to higher levels of personal attitude and self-efficacy. The transformation of entrepreneurial intentions into actual business start-ups were investigated using qualitative empirical data collected from past graduates of the Three-Dimensional Design programme. Qualitative data were collected from a sample of 22 graduates through structured interviews. ATLAS.ti version 7.5.9 was used to analyse the qualitative data. The researcher provided evidence that there is a relationship between entrepreneurial intentions and the actual start-up of a business, as 45.5 per cent of graduates started businesses. Furthermore, business education positively influenced the actual start-up of businesses. However, graduates experienced many challenges to business start-up, with implications for the teaching of business subjects and for policy makers.Business ManagementD. Com. (Business Management

Entrepreneurship, innovation and the triple helix model: evidence from Oxfordshire and Cambridgeshire

This paper focuses on how regions become entrepreneurial and the extent to which the actors in the triple helix model are dominant at particular stages in development. It uses the case studies of Oxfordshire and Cambridgeshire in the UK to explore this theme. Both can now be described as ‘regional triple helix spaces’ (Etzkowitz 2008), and form two points of the Golden Triangle of Oxford, Cambridge and London universities. As entrepreneurial regions, however, they differ in a number of respects. This is not surprising given their differing geo-historical contexts. However, by comparing the two similar counties but which have their own distinctive features we are able to explore different dynamics which lead to the inception, implementation, consolidation and renewal (Etzkowitz and Klofsten 2005) of regions characterised by very high levels of technology-based entrepreneurship

Entrepreneurship and higher education: an overview of the Iowa State University alumni survey

Entrepreneurship is a hot topic both in academic and policy circles. There is a growing recognition that entrepreneurship is a driving force in economic growth development in both established and emerging economies. There is also an increasing body of evidence suggesting entrepreneurship that stems from a high level of human capital and creativity is the most likely to produce the goods, services and ultimately the jobs that fuel economic growth development and competitiveness. If human capital and innovation are important for growth entrepreneurship, then higher education should have a significant role to play in fostering entrepreneurship. In this report we present a descriptive overview of the entrepreneurial activities of graduates from Iowa State University -- a medium-sized public university in the United States. The data were obtained from a random sample of 25,000 Iowa State University bachelor\u27s degree recipients between 1982 and 2006. The survey requested information on graduates\u27 employment history, further education, income, entrepreneurial activity and community involvement. The on-line survey was conducted in 2008 and produced 5,416 usable responses -- a response rate of 21.6 percent. Survey details are presented in Appendix I

Unbounding entrepreneurial intents of university students: a multidisciplinary perspective

Entrepreneurial activities are seen as key drivers of innovation, job creation, and economic growth. Recent efforts are being pursued by several entities, including governments to promote entrepreneurial skills amongst the youngest. However, to design effective programs, policy makers have to uncover the determinants of entrepreneurship. To avoid that such efforts would be fruitless we argue that a multidisciplinary account of entrepreneurial intents among students is mandatory, circumventing past biased analysis towards business and engineering areas. Thus, in this paper we present the results of a survey to all final year university students of the largest Portuguese university. It encompasses a sample of 2431 students enrolled in 60 different undergraduate courses of 14 schools/faculties. Results evidence that the average entrepreneurial intents reaches a reasonable (by international standards) figure of 27%, with students enrolled in non-traditionally entrepreneurial focused areas – Humanities, Sports, Health and Sciences – and courses - Pharmacy, Veterinary, Law, Languages, History, History of the Arts and Archaeology, Sports, Biology and Chemistry, Dentistry - revealing higher entrepreneurial intents. Based on logit estimations, we further found that psychological factors, such as risk propensity, leadership profile, and creativeness, are the most important (positive) determinants of students’ entrepreneurial intents. Contextual factors (e.g., family background and professional experience) failed to emerge as critical factors in explaining students’ entrepreneurial intents - only business context emerged as important. Despite such results might at a first glance convey the idea that education policy for promoting entrepreneurship has limited application, we argue that it is not the case. What is required is different policy measures targeting students’ attitudes and behaviors in both business and non business areas, avoiding the long-established mistake of confining entrepreneurial education related programs within business schools.Entrepreneurship; Intents; Students; Higher Education; Multidisciplinary; Portugal

Entrepreneurial Impact: The Role of MIT

Presents an analysis of firms founded by Massachusetts Institute of Technology (MIT) alumni -- revenues, employees, spending on marketing and research and development, and type of firm -- by state to quantify MIT's entrepreneurial impact