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Journal articles on the topic 'Entrepreneurial mindset'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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1

Mvunabandi, Jean Damascene, Ferina Marimuthu, and Haruna Maama. "Longitudinal Analysis of Relationship between Entrepreneurial Mindset Skills Training and Entrepreneurial Knowledge Improvement among Adolescent Girls and Young Women in South Africa." Jurnal Maksipreneur: Manajemen, Koperasi, dan Entrepreneurship 12, no. 1 (November 21, 2022): 234. http://dx.doi.org/10.30588/jmp.v12i1.1164.

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Motivated by the lack of empirical research on entrepreneurial mindset knowledge training among adolescent girls and young women (AGYW) in South Africa, this article examined the entrepreneurial knowledge among 3584 adolescent girls and young women from four provinces, i.e. KwaZulu Natal, Mpumalanga, Eastern Cape and Western Cape in South Africa. The article also assessed how entrepreneurial mindset and skills training could drive the development and growth of AGYWs' mindsets towards entrepreneurship and link them with employment entrepreneurship opportunities. This study adopted quantitative and descriptive research approaches via longitudinal data collection. Secondary data collected using a questionnaire survey during entrepreneurial mindset and skills training from July-October 2021 by the large anonymized not-for-profit organization in South Africa was used for data analysis. Robustness analysis was performed using descriptive statistics using SPSS version 27.0. The findings from the empirical part of this research proved that adolescent girls and young women significantly improved their knowledge entrepreneurially throughout the training. This article contributes to the current body of knowledge as it filled in the gap and contributed significantly to the entrepreneurial mindset skill and knowledge improvement among adolescent girls and young women in South Africa.
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Cao, Viet Quoc, and Tien Thanh Thi Ngo. "LINKING ENTREPRENEURIAL INTENTIONS AND MINDSET MODELS: A COMPARATIVE STUDY OF PUBLIC AND PRIVATE UNIVERSITIES IN VIETNAM." Gadjah Mada International Journal of Business 21, no. 2 (August 26, 2019): 115. http://dx.doi.org/10.22146/gamaijb.34753.

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The main purpose of our study is to test the mindset model explored by Mathisen and Arnulf (2013). Based on Ajzen’s theory of planned behavior, the capacity theory, and the need for achievement theory, an extension model on the entrepreneurial intentions involving implementing mindset and elaborating mindset has been proposed. These constructs were confirmed in the proposed research model, including the need for achievement, perceived educational support, perceived structural support, perceived relational support and entrepreneurial intentions. The moderating role of gender, Grade Point Average (GPA) and the type of university were also tested. Research findings prove that the need for achievement has a significant impact on the students’ mindsets and their entrepreneurial intentions. Elaborating the mindset, implementing the mindset and the perceived relational support significantly affect entrepreneurial intentions. The findings have contributed new ideas to the theoretical framework of entrepreneurship. They prove the importance of the need for achievement in the relationship between the mindset and the entrepreneurial intentions of business students.
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Agyapong, Ahmed, Patience Dakora Maaledidong, and Henry Kofi Mensah. "Performance outcome of entrepreneurial behavior of SMEs in a developing economy: the role of international mindset." Journal of Strategy and Management 14, no. 2 (January 11, 2021): 227–45. http://dx.doi.org/10.1108/jsma-07-2020-0173.

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PurposeDespite the burgeoning stream of research on the relationship between entrepreneurial behavior (EB) and performance, the linkage between entrepreneurial behaviour, international mindset and performance is still underexplored. Therefore, this study investigates how the international mindset moderates the relationship between entrepreneurial behavior and performance.Design/methodology/approachThe study's model is tested on a sample of 257 small and medium enterprises (SMEs) in an emerging economy – Ghana – using a three-stage least squares estimator.FindingsResults indicate that an international mindset primarily fosters entrepreneurial behavior in driving performance over and above the unique positive contributions of entrepreneurial behavior and international mindset. Specifically, the study finds that at high levels of international mindset, the positive effects of innovativeness and risk-taking elements of entrepreneurial behavior becomes strengthened. The international mindset's moderating role on the entrepreneurial behavior-performance linkage shows that the international mindset makes SMEs more innovative and open to risk, hence affecting performance positively.Originality/valueThe study demonstrates that, in the SME sector in the emerging economies, the relationship between the individual dimensions of entrepreneurial behavior and performance is contingent upon the role international mindset play in such a relationship. Further, this study explores how international mindset interacts uniquely with the EB (innovativeness, risk-taking and proactiveness) to predict performance.
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Cahyono, Edi, and Sarjita Sarjita. "Peran Entrepreneurial Education dalam Membentuk Entrepreneurial Mindset Mahasiswa." Jurnal Bisnis, Manajemen, dan Akuntansi 9, no. 1 (March 28, 2022): 9. http://dx.doi.org/10.54131/jbma.v9i1.137.

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Abstrak Tujuan penulisan ini adalah untuk menggali peran entrepreneurial education dalam membentuk entrepreneurial mindset mahasiswa. Berdasarkan pembahasan yang telah dilakukan entrepreneurial education memiliki peran yang sangat penting dalam membangun entrepreneurial mindset pada mahasiswa. Mahasiswa yang memiliki entrepreneurial mindset lebih memiliki keberanian dalam bertindak khususnya pada bidang usaha yang dijalankannya. Kemampuan dalam berinovasi dan berani mengambil keputusan juga merupakan salah satu ciri mahasiwa yang telah memiliki entrepreneurial mindset. Terciptanya entrepreneurial mindset tidak lepas dari proses pendidikan kewirausahaan yang telah mahasiswa dapatkan, sehingga dapat disimpulkan bahwa pendidikan kewirausahaan memiliki peran yang strategis dalam proses membangun entrepreneurial mindset pada mahasiwa. Kata kunci: entrepreneurial education, entrepreneurial mindset, kewirausahaan
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Phrakhruopatnontakitti. "Driving an Entrepreneurial Mindset and Intentions Through Entrepreneurial Education in Thailand with the Mediation of Entrepreneurial Inspiration." Journal of Computational and Theoretical Nanoscience 16, no. 11 (November 1, 2019): 4614–21. http://dx.doi.org/10.1166/jctn.2019.8369.

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This research was intended to examine the influence of “EE” (Entrepreneurial Education) on learners’ “EM” (Entrepreneurial Mindsets) in higher-education in Thailand. Utilizing a mediating model, the present study focuses “Entrepreneurial Mindset” as a new effect of entrepreneurial learning or education and states the lack of study on the association among entrepreneurship education and entrepreneurial mindsets. Relied on 267 respondents from various campuses in Thailand, this paper demonstrated that the effect of entrepreneurship education on entrepreneurial mindsets is significant. Entrepreneurial education considerably enriched the entrepreneurial inspiration of students, which in-turn, supported the creation of learners’ entrepreneurial mindset. At a significant level, entrepreneurial inspiration as well as mediated the effect of entrepreneurship education on EM. The involvement and intention of students’ in EE create a significant effect on their EM which favors the role of learning experience in the EE and EE connection. This paper results also contribute to theories of EE and EM and mainly to the comprehension of not just either, though as well as how EE impacts EM in the settings of higher educational institutions. The consequences of the current paper can support to notify the forthcoming assessment and design of the programs of EE.
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Bosman, Lisa, and Stephanie Fernhaber. "Applying Authentic Learning through Cultivation of the Entrepreneurial Mindset in the Engineering Classroom." Education Sciences 9, no. 1 (December 31, 2018): 7. http://dx.doi.org/10.3390/educsci9010007.

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Higher education provides plenty of opportunity for theory and in many cases, even the ability to apply theory in a laboratory setting. Yet, there remains limited opportunity for students to learn by doing through participation in authentic learning experiences. The purpose of this paper is to provide one potential solution for integrating authentic learning into the engineering classroom by cultivating the entrepreneurial mindset. As entrepreneurship serves as an integral part of the economy, developing an entrepreneurial mindset through authentic learning experiences is essential for engineers. While online discussion prompts represent a useful way for educators to facilitate student learning, less is known about how to facilitate online discussions in a way that truly cultivates an entrepreneurial mindset for engineering students. In this paper, the key intentions of entrepreneurially-minded learning are reviewed, and a guide for creating online discussions applicable to any engineering course is presented. Example online discussion prompts incorporating the entrepreneurial mindset are then shared from an Introduction to Engineering course. Results from a mixed methods survey instrument suggests positive impacts towards student perceptions of online discussions and development of the entrepreneurial mindset. Recommendations for effectively and efficiently facilitating online discussions for entrepreneurially-minded learning in the engineering classroom are offered.
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7

Fain, N., and N. Vukašinović. "ENTREPRENEURIAL MINDSET DEVELOPMENT IN BUSINESS AND ENGINEERING EDUCATION – AN EXPERIMENT." Proceedings of the Design Society: DESIGN Conference 1 (May 2020): 1707–14. http://dx.doi.org/10.1017/dsd.2020.71.

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AbstractThis paper presents an experimental comparative study into the entrepreneurial mindset of engineering and business students at a Canadian University. The study wants to test if the discipline has an effect on students perceptions of their entrepreneurial mindsets, when engaged in a similar educational approach. Key findings show that entrepreneurship can be taught and that there are differences in mindset change related to the discipline.
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Atto, Aplonia, and Ariyon Stefen Ndun. "Financial mindset, entrepreneurial mindset, and personal finance of university students." BISMA (Bisnis dan Manajemen) 12, no. 1 (October 17, 2019): 29. http://dx.doi.org/10.26740/bisma.v12n1.p29-42.

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The purpose of the research is identifying the influence of financial mindset and entrepreneurial mindset to personal finance. This is a quantitative research with descriptive analysis and simple linear regression analysis. The research’s respondents are eighty one (81) students of Faculty of Economics, Universitas Persatuan Guru 1945 NTT. The sampling technique is random sampling with questionnaire as data collection method. The research instrument for financial mindset is adopted from “OTM The Knew Rules of Building Wealth (CNBC)’ by Rhodes (2010) and the entrepreneurship mindset’s instrument is adopted from ‘Building E-Businesses series and Personal finance’ by Spinela, Yang & Laster (2007). The results imply that both financial mindset and entrepreneurial mindset have significant and simultaneous influence to personal finance.
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Matheson, Sandra A. "Cultivating an Entrepreneurial Mindset." Canadian Journal of Dietetic Practice and Research 74, no. 3 (September 2013): 146–49. http://dx.doi.org/10.3148/74.3.2013.146.

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10

Mitchell, Graham R. "Instill the Entrepreneurial Mindset." Research-Technology Management 50, no. 6 (November 2007): 11–13. http://dx.doi.org/10.1080/08956308.2007.11657467.

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11

Saraswati, Thusy Tiara, Aniek Indrawati, and Ludi Wishnu Wardana. "Do Entrepreneurial Mindset and Perceived Behavioural Control Matter Entrepreneurial Intention?" Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 9, no. 2 (October 19, 2021): 131–45. http://dx.doi.org/10.21009/jpeb.009.2.5.

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Entrepreneurial Intention is a component that can explain the mindset and have a substantial impact on individual behavior. This fact indicates how hard a person's mindset is in trying and how much effort is put in so that the desired behavior can be carried out. This study examines the direct and indirect effects of an entrepreneurial mindset, perceived behavioral control, and entrepreneurial self-efficacy on entrepreneurial intention. A total of 354 students in Malang took part in this research. We used descriptive statistical analysis, multiple linear regression analysis, and path analysis. The study results found that the entrepreneurial mindset and perceived behavioral control affected entrepreneurial self-efficacy—similarly, entrepreneurial self-efficacy, entrepreneurial mindset, and perceived behavioral control on entrepreneurial intention. Our results also found that entrepreneurial self-efficacy failed to mediate the effect of the entrepreneurial mindset on entrepreneurial intention.
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Lee, Ahram, and Eunju Jung. "The Mediating Role of Entrepreneurial Mindset between Intolerance of Uncertainty and Career Adaptability." Sustainability 13, no. 13 (June 24, 2021): 7099. http://dx.doi.org/10.3390/su13137099.

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Entrepreneurship education has been employed broadly in higher education, and one of the most popularly targeted outcomes is enhancing entrepreneurial mindset. However, the role of entrepreneurial mindset has not been examined in relation to career adaptability, which has been acknowledged as an important resource for adjustment, especially with the increased uncertainty caused by COVID-19. The current study investigated the relations among intolerance of uncertainty—specifically its sub-factors, prospective anxiety and inhibitory anxiety—career adaptability, and entrepreneurial mindset in 274 Korean college students facing school-to-work transition during COVID-19. The study conducted path analysis and evaluated the mediating effect of entrepreneurial mindset, using a 95% bootstrapping confidence interval, to better understand the role of entrepreneurial mindset in general career development in the context of uncertainty. The results found that inhibitory anxiety had an inverse association with career adaptability and entrepreneurial mindset, while prospective anxiety had a positive relation with career adaptability and entrepreneurial mindset. Entrepreneurial mindset and career adaptability showed a significantly positive relation, and the mediating role of entrepreneurial mindset between intolerance of uncertainty and career adaptability was also supported. Discussions on the role of entrepreneurial mindset are initiated and practical implications for entrepreneurship education are proposed along with the limitations of the study.
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Perkasa, Didin Hikmah, and Ferryal Abadi. "MODEL HUBUNGAN ENTREPRENEURIAL LEADERSHIP, ENTREPRENEURIAL CULTURE DAN ENTREPRENEURIAL MIND-SET TERHADAP ORGANIZATIONAL PERFORMANCE MELALUI INNOVATION SEBAGAI VARIABEL MEDIASI." Jurnal Riset Manajemen dan Bisnis (JRMB) Fakultas Ekonomi UNIAT 5, no. 2 (April 27, 2020): 15–28. http://dx.doi.org/10.36226/jrmb.v5i2.358.

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Purpose-The main objective of this research is to study and analyze entrepreneurial leadership, entrepreneurial culture and entrepreneurial mindset on organizational performance with innovation as mediation using quantitative descriptive. Design/methodology/approach-Data were obtained from 280 respondents who are furniture entrepreneurs in DKI Jakarta. Data analysis in this study uses an alternative method of structural equation modeling (SEM)partial least square (PLS). Findings-The results show that entrepreneurial leadership and entrepreneurial mindset have a significant effect on organizational performance, but not for entrepreneurial culture. Innovation is proven to mediate the relationship between entrepreneurial culture and entrepreneurial mindset to organizational performance. Implications-Efforts to improve organizational performance can be implemented by encouraging entrepreneurial leadership and entrepreneurial mindset through a series of ongoing training. Keywords: entrepreneurial leadership, entrepreneurial culture, entrepreneurial mindset, innovation and organizational performance
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Cahyani, Utari Evy, Siswanto Masruri, and Syafiq Mahmadah Hanafi. "DOES ENTREPRENEURSHIP EDUCATION MATTER FOR ISLAMIC HIGHER EDUCATION STUDENTS’ ENTREPRENEURIAL READINESS?" Jurnal Ekonomi Bisnis dan Kewirausahaan 11, no. 2 (August 31, 2022): 258. http://dx.doi.org/10.26418/jebik.v11i2.55092.

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This research examines the empirical linkages among entrepreneurship education, entrepreneurial mindset, entrepreneurial skill, and entrepreneurial readiness of Islamic higher education students in Indonesia. This research also highlights the intervening role of an entrepreneurial mindset and entrepreneurial skills in the linkages between entrepreneurship education and entrepreneurial readiness. This study is based on social cognitive theory. The article is a quantitative research using a survey method. Data were collected using an online questionnaire with a sample of 310 Islamic college students in Indonesia. The data were analyzed using PLS-SEM to identify hypotheses. The results indicate that entrepreneurship education improves the entrepreneurial mindset and entrepreneurial skills. Surprisingly, entrepreneurship education has no direct effect on entrepreneurial readiness. Although entrepreneurship education indirectly affects entrepreneurial readiness, intervened by an entrepreneurial mindset and entrepreneurship skills. The results showed that the entrepreneurial mindset and entrepreneurship skills determine entrepreneurial readiness. The findings of this study are essential for Islamic higher education to provide entrepreneurship education that aims to develop an entrepreneurial mindset and improve entrepreneurship skills.
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Bela, Lena Ria, Asri Laksmi Riani, and Mientasih Indriayu. "The Role of Gender Moderates the Effect of Entrepreneurial Mindsets on Student Intention." Dinamika Pendidikan 16, no. 2 (December 24, 2021): 134–42. http://dx.doi.org/10.15294/dp.v16i2.30317.

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The purpose of this research was to explain how gender roles in moderating the entrepreneurial mindset affect one's intentions. Is it through the entrepreneurial mindset that a man will be able to increase his intentions or is it greater than women? The method used in this article was Moderating Regression Analysis (MRA) and Process macro Hayes version 3.5.3. This study had a population of 5170 students and 371 students were used as samples. The results of the analysis indicated if the entrepreneurial mindset had a positive and significant effect on intentions. There was no effect of gender moderation on the effect of entrepreneurial mindset and intention. An entrepreneur needs to own an entrepreneurial mindset in him to cultivate intentions. This improvement can be done by designing and creating a program that can develop and grow the entrepreneurial mindset of students without the need to pay attention to gender-related characteristics (both men and women have the same opportunities). The uniqueness of this research was to test the effect of an entrepreneurial mindset on intention, moderated by gender. The contribution to this research was the effect of gender moderating the effect of entrepreneurial mindset on student intentions.
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Dewi, Muharika, Erna Susanti, Rina Susanti, Zefri Yenni, and Eliza Eliza. "THE EFFECT OF MINDSET PERSONAL ON BEHAVIOR OF INTERNET ENTREPRENEURSHIP STUDENTS OF UNIVERSITAS PUTRA INDONESIA YPTK PADANG." Sosiohumaniora 22, no. 1 (March 4, 2020): 1. http://dx.doi.org/10.24198/sosiohumaniora.v22i1.25625.

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The importance of understanding mindsets to direct behavior in internet-based entrepreneurship is the effort in bringing entrepreneurial learning processes close to changes in entrepreneurial behavior. This study aims to determine the grouping of students’ mind sets in two growth and fixed categories, knowing the description of mind set content and internet entrepreneurial behavior in students, knowing the differences in internet entrepreneurial behavior based on student mindsets, knowing the correlation between mind set and internet entrepreneurial behavior, then know the contribution of mindset to internet entrepreneurial behavior. This research method with a quantitative approach, using a likert scale questionnaire instrument, the sample is students registered at UPI YPTK Padang in 2018/2019 academic year totaling 148 people, sampling from the population is done by purposive sampling technique, data analysis with percentage techniques in describing data, independent test sample t test for different tests, pearson correlation product moment analysis for testing the relationship of variables and the square of r for testing the contribution. The results of the analysis state that 45% of students with a fixed mind set and 55% with a growth mind set, students with a growth mind set have better internet entrepreneurial behavior with an average of 86.82%. Hypothesis testing states that there are differences in student internet entrepreneurial behavior based on personal mindsets, there is a fairly strong correlation between mind set with internet entrepreneurial behavior, with a contribution of 20.4%. It is proven that students with growth mindsets have higher behavior in internet entrepreneurial activities, therefore to increase the ability and interest of students in entrepreneurship must start from the approach to the correct mindset about entrepreneurship.
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Moore, Curt, Nancy H. McIntyre, Stephen E. Lanivich, and Ludvig Levasseur. "ADHD and the Entrepreneurial Mindset." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 11086. http://dx.doi.org/10.5465/ambpp.2019.11086abstract.

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Shinghal, Kshitij, and Amit Saxena. "DEVELOPING ENTREPRENEURIAL MINDSET IN ENGINEERS." International Journal of Scientific Research and Management Studies 04, no. 02 (September 15, 2017): 56–59. http://dx.doi.org/10.7323/ijsrms.2017.v04i02.003.

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Putta, Santhosh Samuel. "Entrepreneurial mindset crisis in Enterprises." Journal of Commerce and Management Thought 5, no. 1 (2014): 70. http://dx.doi.org/10.5958/j.0976-478x.5.1.006.

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Bernardus, Denny, Fulgentius Danardana Murwani, Imanuel Deny Krisna Aji, Wirawan E. D. Radianto, Liestya Padmawidjaja, Stefan Yudana Jatiperwira, Imanuel Hitipeuw, and Gabriel Henry Jacob. "Do Entrepreneurial Characteristics Moderate the Relationship between Experiential Learning and Entrepreneurial Mindset?" Journal of Educational and Social Research 13, no. 1 (January 5, 2023): 106. http://dx.doi.org/10.36941/jesr-2023-0010.

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This study aims not only to verify ‘the experiential learning–entrepreneurial mindset relationship’, but also to test which entrepreneurial characteristics (i.e., innovativeness, risk-taking propensity, need for achievement, and proactiveness) moderate ‘the experiential learning–entrepreneurial mindset relationship’. The data were collected from 313 undergraduate students who have already taken the entrepreneurship course and analyzed using confirmatory factor analysis and hierarchical regression analysis. The results showed the positive relationships between experiential learning and elaboration mindset, and between experiential learning and implementing mindset. However, need for achievement and proactiveness were found to moderate ‘the experiential learning–entrepreneurial mindset relationship’, whereas innovativeness and risk-taking propensity did not moderate that relationship. This study provides theoretical implications in extending the literature of experiential learning theory, Dweck’s implicit theory of intelligence, and entrepreneurial characteristics. This study also has practical implications for entrepreneurship educators. Received: 16 September 2022 / Accepted: 25 December 2022 / Published: 5 January 2023
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Rosmiati, Rosmiati, Nasyariah Siregar, and Nel Efni. "Pola Pikir Kewirausahaan." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 4 (June 25, 2022): 5668–73. http://dx.doi.org/10.31004/edukatif.v4i4.3152.

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Latar belakang penelitian yaitu untuk mengetahui pola pikir kewirausahaan. Tujuan dari penulisan yaitu untuk mendeskripsikan definisi Entrepreneurial Mindset, mendeskripsikan bagaimana mengembangkan entrepreneurial Mindset. Metode penelitian ini adalah penelitian studi literatur. Hasil dan Pembahasan penelitian yaitu bahwa Ada empat komponen utama Entrepreneurial Mindset, yaitu: 1) Gaya intuitif kognitif; 2) Entrepreneur Alertness; 3)Metakognisi; 4)Resource. Ada tiga cara mengembangkan Entrepreneurial Mindset, yaitu: 1)Develop Self-Leadership Habits; 2) Develop Habits of Creativity; 3) Develop of Habits of Improvisation.
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Aima, M. Havidz, Suta Achmad Wijaya, Lenny Carawangsa, and Ma Ying. "EFFECT OF GLOBAL MINDSET AND ENTREPRENEURIAL MOTIVATION TO ENTREPRENEURIAL SELF-EFFICACY AND IMPLICATION TO ENTREPRENEURIAL INTENTION." Dinasti International Journal of Digital Business Management 1, no. 2 (February 19, 2020): 302–14. http://dx.doi.org/10.31933/dijdbm.v1i2.160.

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The research method used a quantitative approach, which the sample of in this study were 100 Stdents of Faculty of Economics of Mercu Buana University (MBU), Jakarta, academic year 2019/2019 as the representative of the population of Faculty of Economics at the same year. Data collection techniques using interview and questionnaire. The questionnaire survey instrument was delivered to the respondents. Data were analyzed by using structural equation model (SEM) with the Smart PLS3.0 software program. This study reveals that the global mindset significantly influence to entrepreneur self-efficacy and to Entrepreneur Intention. Otherwise, entrepreneur moti-vation has no significant effect to entrepreneur self-efficacy and to entrepreneur intention. Self-Efficacy significantly mediate Globbal Mindset to Entreprepr-eneurial Intention, but it does not significantly mediate Entrepreneurial Motivation to Entrepreneurial Intention. Other finding, Global Mindset and Entrepreneurial Motivation are simultaneously and significantly influence Self-Efficacy; and three of proposed variable are simultaneuosly and significantly influence Entrepreneurial Intention. Refers to the research finding, the main factor to anyone to become as an Entrepreneur is mindset. Thus, one should have been involve with Entrepreneurship activity trough first hand experience from a young age
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Chang, Angel, Dian-Fu Chang, and Tien-Li Chen. "Detecting Female Students Transforming Entrepreneurial Competency, Mindset, and Intention into Sustainable Entrepreneurship." Sustainability 14, no. 20 (October 11, 2022): 12970. http://dx.doi.org/10.3390/su142012970.

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Entrepreneurship has been viewed as an opportunity for economic development and changing economic scenario in global markets. Women are viewed as a reservoir of entrepreneurial talents, so they can be growth engines in novel markets. Previous studies have considered entrepreneurship as the most effective way towards the economic empowerment of women. Female students engaged in entrepreneurial education have been addressed persistently, while what transforms them in an education process is still unclear. Considering the transforming global economy and its influence on higher education, this study aims to detect female students transforming entrepreneurial competency, mindset, and intention into sustainable entrepreneurship. Using a self-compiled survey, we targeted 752 female students to investigate their entrepreneurial competency, mindset, and intention. SPSS and AMOS were used to transform the data for interpretation. We assumed that the impact of female student’s entrepreneurial competency could be modified by an entrepreneurial mindset and result in entrepreneurial intention. To detect this causal relationship, this study employed reliability, factor, structural equation modeling (SEM), and bootstrapping analyses to verify the evidence. The result of the SEM confirms that the female students’ entrepreneurial competency will, through their entrepreneurial mindset, impact entrepreneurial intention. With bootstrapping, 5000 samples were collected, and it was demonstrated that the measure constructs were still reliable in the model. This study found that there is a mediation effect between entrepreneurial competency and entrepreneurial intention. The entrepreneurial mindset plays a crucial role in the transformation process. Without an entrepreneurial mindset, entrepreneurial competency cannot exert a significant effect on entrepreneurial intention. The findings can help reinvent related entrepreneurial education in higher education.
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Gorlewicz, Jenna L., and Sanjay Jayaram. "Instilling Curiosity, Connections, and Creating Value in Entrepreneurial Minded Engineering: Concepts for a Course Sequence in Dynamics and Controls." Entrepreneurship Education and Pedagogy 3, no. 1 (November 4, 2019): 60–85. http://dx.doi.org/10.1177/2515127419879469.

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Extant literature illustrates that complementary efforts, such as Entrepreneurially Minded Learning, add an important dimension to the training of the next generation of engineers and innovators, providing them with multiple perspectives and a pathway for linking technical concepts to societal challenges. Nationwide initiatives, such as the Kern Entrepreneurial Engineering Network (KEEN), have focused specifically on infusing Entrepreneurially Minded Learning into curriculum content and delivery, training both faculty and students to have the know-why in addition to the know-how of engineering topics. KEEN has established a framework that supplements engineering skills already taught in classrooms with outcomes that support the development of an entrepreneurial mindset. The framework is rooted in fostering the 3Cs of entrepreneurial mindset: Curiosity, Connections, and Creating Value. In this study, we contribute a series of concepts infusing KEEN-inspired modules into a three-course sequence in Dynamics and Controls. We provide an overview on each of the modules, highlighting the KEEN framework objectives. We present postcourse student questionnaire responses illustrating student perception of entrepreneurial mindset and the 3Cs as it relates to engineering and addressing technological challenges. We provide lessons learned and sufficient detail of all modules for replication in other Dynamics and Controls course sequences as well as supporting student data.
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Jemal, Sultan. "EFFECT OF ENTREPRENEURIAL MINDSET AND ENTREPRENEURIAL COMPETENCE ON PERFORMANCE OF SMALL AND MEDIUM ENTERPRISE, EVIDENCE FROM LITRATURE REVIEW." International Journal of Management & Entrepreneurship Research 2, no. 7 (January 7, 2021): 476–91. http://dx.doi.org/10.51594/ijmer.v2i7.197.

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This study was undertaken to review the literature of the impact of entrepreneurial mindset and entrepreneurial competence on performance of small and medium enterprises (SMEs). The review employed systematic review and was able to identify several components that contribute for enhancing the firms’ performance. Most significant entrepreneurial competence components positively and significantly affecting the performance include: opportunity and innovation competence, relational, conceptual, commitment, strategic, organizing, capability of managing resources. Entrepreneurial mindset affects positively and significantly the performance of SMEs and parameters includes: seeking opportunity, creativity, innovation, risk taking, pro-activeness, and alertness to take action. The new development is the established relationship between entrepreneurial mindset and entrepreneurial competence that contribute to business success based on this the review developed conceptual modelThe implication includes in order enhancing the performance, entrepreneurs’ in SMEs with entrepreneurial mindset, they should acquire knowledge and skill through education and participating in entrepreneurship program offered by government and non-government organization. The government should give priority for people engaged in running the entrepreneurial venture and should strive to offer the entrepreneurial essential skills that enable the individual/people to become an entrepreneur/s as a result helps to enhance their performance of firms.Keywords: Small and Medium Enterprises; Entrepreneurial Competence; Entrepreneurial Mindset, SMEs Performance, Impact
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Yodchai, Natthawut, Pham Thi Minh Ly, and Lobel Trong Thuy Tran. "How the creative mindset affects entrepreneurial success in the tourism sector: the mediating role of innovation capability." International Journal of Contemporary Hospitality Management 34, no. 1 (November 3, 2021): 279–98. http://dx.doi.org/10.1108/ijchm-06-2021-0695.

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Purpose This study aims to adopt implicit theory (IPT) to develop a creative mindset model and drive entrepreneurial success through innovation capability (IC). Design/methodology/approach Expert interviews were conducted using a questionnaire protocol. This study investigated the effect of the creative mindset on entrepreneurial success through IC, using a partial least squares analytical technique and by interviewing 176 Thai business owners. Findings The creative mindset drove entrepreneurial success through IC. Entrepreneurs possessing a growth mindset reflected and drove success directly or through IC. Although, those with a strong, fixed mindset did not significantly affect entrepreneurial success, they could drive success through IC. Research limitations/implications This study provides further insight into the probable causation of how the creative mindset and IC affect tourism entrepreneurs’ success. Accordingly, this study contributes a framework to help entrepreneurs’ creativity and performance in achieving their business goals. Originality/value Drawing from IPT, this study empirically tests and substantiates the mediating role of IC in the relationship between the creative mindset and entrepreneurial success in the tourism industry. This study can help entrepreneurs increase their managerial effectiveness.
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Nadelson, Louis S., and Stacey Loyless. "Leading Outside the Box: Principal Engagement in Entrepreneurial Mindset in Their Leadership." Education, Language and Sociology Research 2, no. 1 (February 27, 2021): p119. http://dx.doi.org/10.22158/elsr.v2n1p119.

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School principals commonly face a range of decision making that require creative or novel thinking, and these innovative thought processes align with a strong entrepreneurial mindset. We considered entrepreneurial mindset on a spectrum ranging from weak to strong as we empirically documented the entrepreneurial mindset of K-12 school principals. Using a survey, we gathered a combination of qualitative and quantitative data from 374 K-12 principals working in the south-central United States. We found those principals held a modest entrepreneurial mindset, and the mindset was predicted by age, the number of memberships to professional organizations, size of the school, and the academic performance of the school. Our findings have implications for K-12 principal preparation and practice.
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Mathisen, John Erik, and Jan Ketil Arnulf. "Entrepreneurial Mindsets: Theoretical Foundations and Empirical Properties of a Mindset Scale." Academy of Management Proceedings 2012, no. 1 (July 2012): 13739. http://dx.doi.org/10.5465/ambpp.2012.13739abstract.

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Maqboo, Saira. "Fostering Entrepreneurial Mindset through Entrepreneurial Education: A Qualitative Study." Journal of Development and Social Sciences 2, no. IV (December 31, 2021): 679–91. http://dx.doi.org/10.47205/jdss.2021(2-iv)55.

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Krueger, Norris, and Fiona Sussan. "Person-level entrepreneurial orientation: clues to the 'entrepreneurial mindset'?" International Journal of Business and Globalisation 18, no. 3 (2017): 382. http://dx.doi.org/10.1504/ijbg.2017.083216.

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Krueger, Norris, and Fiona Sussan. "Person-level entrepreneurial orientation: clues to the 'entrepreneurial mindset'?" International Journal of Business and Globalisation 18, no. 3 (2017): 382. http://dx.doi.org/10.1504/ijbg.2017.10003130.

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Caplan, Jeremy, Rachele Kanigel, and Betty Tsakarestou. "Entrepreneurial Journalism: Teaching Innovation and Nurturing an Entrepreneurial Mindset." Journalism & Mass Communication Educator 75, no. 1 (February 25, 2020): 27–32. http://dx.doi.org/10.1177/1077695820904987.

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Entrepreneurial journalism has its genesis in the disruption shaking up the media landscape. As news organizations struggle to adapt to their evolving ecosystem, they look to new generations of journalists to drive progress. As educators, we have a responsibility to help prepare students to thrive in the evolving journalism ecosystem.
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Somjai, Sudawan, Luedech Girdwichai, and Thaniya Pongsiri. "Promoting New Venture Creation in Thailand Through Entrepreneurship Education: Role of Entrepreneurial Awareness, Mindset and Skill Development." Journal of Computational and Theoretical Nanoscience 16, no. 11 (November 1, 2019): 4630–37. http://dx.doi.org/10.1166/jctn.2019.8371.

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The purpose of this paper was to analyze the impact of entrepreneurial education on venture creation along with the mediating roles of entrepreneurial awareness, entrepreneurial mindset, and entrepreneurial skill development. Entrepreneurial Education plays a key role in offering the prospects for graduates to take in the attitude, approach, entrepreneurial mindset and skill development required for the creation of a new venture. For the current paper, the researcher selected the method of quantitative. The researcher of this paper collected data from the Thai students of a few universities. The researcher collected data from those students who were convenient to take part in the study. The findings of this research paper demonstrate that entrepreneurial education is very crucial for students to start a new venture. In this paper, the writer of the paper conducted a quantitative study and collected data from the students of the universities of Thailand. The results of the study depict that all the four hypotheses of this paper were accepted, the universities should provide educational training and education to their students so as to make them aware and develop their mindsets which will assist them in the creation of the venture.
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Indriyani, Ratih, Regina Cindy Darmawan, and Ayoub Gougui. "Entrepreneurial Spirit Among University Students in Indonesia." SHS Web of Conferences 76 (2020): 01042. http://dx.doi.org/10.1051/shsconf/20207601042.

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The current era of globalization is driving a lot of competition. Competition is increasing, but it is not balanced with available job openings and causes educated unemployment to increase. Educated unemployment is increasing and encouraging people to try professions to become entrepreneurs. Based on previous research, entrepreneurial creativity has an effect on entrepreneurial spirit and entrepreneurial mindset on entrepreneurial spirit. The entrepreneurial creativity has an effect on entrepreneurial spirit, on the other side entrepreneurial mindset has an effect on entrepreneurial spirit. Research conducted emphasizes the impact of entrepreneurial creativity and entrepreneurial mindset on entrepreneurial spirit among undergraduate students in Surabaya. This research takes data. This data is taken from a private university in surabaya with management study program A accreditation with a total of seven private universities. Data obtained from distributed questionnaires 149 and returned 130 respondend with Statistical Product and Service Solutions (SPSS). The results showed that entrepreneurial creativity had a positive and significant effect on entrepreneurial spirit and entrepreneurial mindset had a positive and significant effect on entrepreneurial spirit. This research can be developed by adding entrepreneurial education, innovation, and career choice variables. This research can be applied to undergraduate student in Indonesia that have management study programs.
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Bacq, Sophie, Frank Janssen, and Jill R. Kickul. "In pursuit of blended value in social entrepreneurial ventures: an empirical investigation." Journal of Small Business and Enterprise Development 23, no. 2 (May 16, 2016): 316–32. http://dx.doi.org/10.1108/jsbed-04-2015-0047.

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Purpose – The purpose of this paper is to contribute to the understanding of the factors that influence social entrepreneurial ventures’ (SEVs) pursuit of a blended value approach. This paper predicts and examines that the mindset of SEV senior decision-makers leads them to perceive organisational goals differently. Design/methodology/approach – This paper tests the hypotheses on an original data set of 171 SEVs by means of discriminant analysis. Findings – The results suggest that social entrepreneurs who display an agency-oriented mindset tend to perceive organisational goals as being single: either social or financial. Conversely, social entrepreneurs who have a stewardship-oriented mindset tend to perceive organisational goals as blending both. The findings also underline that senior decision-makers’ mindsets in terms of governance are far from being uniform in SEVs. Research limitations/implications – The findings empirically contribute to the argument that agency principles do apply to broader contexts than profit-oriented organisations (Wiseman et al., 2012) and frame SEVs as a promising context that redefines principal-agent relationships. It follows that the expected association between non-economic goals and stewardship put forward in the literature needs to be nuanced: only a blended value approach of social and financial objectives is associated with stewardship, whereas single social goals are best perceived by agency-oriented senior decision-makers. The results are limited to a single survey, using cross-sectional data. Practical implications – The findings have a bearing on goal setting in social entrepreneurship. The results suggest that practitioners who display a stewardship mindset are more likely to perceive a double bottom line than those displaying an agency mindset. Originality/value – A novel feature of the model is the incorporation of senior decision-makers’ heterogeneous “governance mindsets” (agency and stewardship) and one of the first empirical tests of blended value in social entrepreneurship.
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Wibowo, Agus, Sri Umi Mintarti Widjaja, Sugeng Hadi Utomo, Djoko Dwi Kusumojanto, Cipto Wardoyo, Bagus Shandy Narmaditya, and Ludi Wishnu Wardana. "The role of entrepreneurial education and Islamic values matter." International Journal of Evaluation and Research in Education (IJERE) 11, no. 3 (September 1, 2022): 1607. http://dx.doi.org/10.11591/ijere.v11i3.22264.

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<span lang="EN-US">This paper traces how the Islamic values drive entrepreneurship education and intention for entrepreneurship, as well as examines the moderating role of the entrepreneurial mindset. We adopted structural equation modeling-partial least squares (SEM-PLS) to gain detailed information on how the connectivity among variables. This study involved 381 students in several Islamic boarding schools who incorporated entrepreneurial practices. The findings indicated that Islamic values are highly incorporated with entrepreneurial intention, entrepreneurial education and entrepreneurial mindset of Islamic boarding schools. This study also confirmed that there is a rigorously significant between entrepreneurship education, mindset, and students’ entrepreneurial intentions. Lastly, this paper notes that the mindset of entrepreneurship plays a pivotal role in mediating Islamic value and entrepreneurship education with regard to students’ entrepreneurial intention. This work offers Islamic values as a contextual factor that greatly influences the enhancement of Islamic boarding school students’ intentions.</span>
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Nadelson, Louis S., Aparna D. ~Nageswaran Palmer, Tom Benton, Ram Basnet, Meghan Bissonnette, Laureen Cantwell, Georgann Jouflas, Eric Elliott, Megan Fromm, and Sarah Lanci. "Developing Next Generation of Innovators: Teaching Entrepreneurial Mindset Elements across Disciplines." International Journal of Higher Education 7, no. 5 (September 27, 2018): 114. http://dx.doi.org/10.5430/ijhe.v7n5p114.

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The purpose of our project was to explore the explicit or implicit engagement of faculty members across the curriculum in teaching the entrepreneurial mindset. We begin by defining entrepreneurship on a spectrum, recognizing the contextual nature and psychological development associated with entrepreneurial thinking. We developed a self-report survey containing a combination of quantitative and qualitative items to determine faculty member knowledge of entrepreneurship and their engagement in teaching elements of the entrepreneurial mindset. We surveyed the faculty at a primarily teaching university in the western United States. Sixty-four faculty members (~20%) with representation from across the disciplines completed our survey. We found constrained knowledge of entrepreneurship, indications of teaching elements of the entrepreneurial mindset, and approaches to assignments that were limited in scope for fostering entrepreneurial thinking. The implications of our research are a need for professional development to enhance faculty members’ knowledge of entrepreneurial thinking and support for instructional and content choices that could enhance student development of an entrepreneurial mindset.
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Supriyanto, Achmad Sani, Pardiman Pardiman, and M. Khoirul ABS. "Entrepreneurial Readiness: What Are The Roles Of Entrepreneurial Education, Environment And Student’s Mindset?" Technium Social Sciences Journal 11 (August 19, 2020): 339–54. http://dx.doi.org/10.47577/tssj.v11i1.1483.

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The objective of this study is to analyze students’ entrepreneurial readiness after taking Entrepreneurship course, which is a part of the educational curriculum, at their campuses. The data were obtained from questionnaires and processed in WarpPLS 5.0. The sample of this study is 323 students who have taken Entrepreneurial Education course. This study finds that Entrepreneurial Education will be more effective in affecting entrepreneurial readiness if the students’ mindset regarding entrepreneurship has been established. Furthermore, the mindset is affected by the entrepreneurship course and their environment. Therefore, this study suggests the necessity of shaping a more positive mindset towards entrepreneurship in students before they take entrepreneurship course.
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Moore, Curt B., Nancy H. McIntyre, and Stephen E. Lanivich. "ADHD-Related Neurodiversity and the Entrepreneurial Mindset." Entrepreneurship Theory and Practice 45, no. 1 (December 6, 2019): 64–91. http://dx.doi.org/10.1177/1042258719890986.

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To better understand how neurodiversity (i.e., neurobiological/brain-related differences) is related to entrepreneurial cognition, this study draws on prior research from entrepreneurship and neuroscience to empirically examine the relationship between attention-deficit/hyperactivity disorder (ADHD) and the entrepreneurial mindset. We examine differences between entrepreneurs with and without ADHD in cognitive style, entrepreneurial alertness, metacognition, and resource-induced coping heuristic (RICH). Our results suggest neurodiversity from ADHD is meaningfully related to aspects of an entrepreneurial mindset. Our results suggest entrepreneurs with ADHD employ a more intuitive cognitive style and demonstrate higher levels of entrepreneurial alertness and RICH, while no significant differences in metacognition were found.
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Cui, Jun, and Robin Bell. "Behavioural entrepreneurial mindset: How entrepreneurial education activity impacts entrepreneurial intention and behaviour." International Journal of Management Education 20, no. 2 (July 2022): 100639. http://dx.doi.org/10.1016/j.ijme.2022.100639.

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Loboda, Viktoriya, Ihor Ostrovskyi, and Ihor Katernyak. "Developing Entrepreneurial Mindset in University Undergraduates." E-methodology 5, no. 5 (April 23, 2019): 114–31. http://dx.doi.org/10.15503/emet.v5i5.525.

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Aim. The aim of the research is to discuss how to design entrepreneurial mindsets in undergraduate students within the academic culture of a classical university.. Methods. In order to become aware of the international perspective regarding entrepreneurship education, global innovation index, entrepreneurship education delivery models, global forums and entrepreneurship community platforms as well as the entrepreneurship barometer were taken into consideration. Results. A survey regarding the appropriateness of entrepreneurship education at IFNUL has been conducted. In total, 125 bachelor’s (55.2%) and master’s degree (44,8%) students from different Departments of IFNUL completed the questionnaire based on the Entrepreneurship Barometer. Thus, theverage rating (1 (low) – 5 (high)) of the likelihood that students will ever run their own business is 3.67. Based on the obtained results the course in Entrepreneurship and Innovation has been elaborated as a part of the curriculum for students of the Department of Pedagogical Education at IFNUL. Conclusions. Findings of this paper suggest that, in general, universities should promote entrepreneurship as a career option and provide entrepreneurship experiences to undergraduate and Master’s degree students. The change in the academic culture is the common challenge, which includes the introduction of entrepreneurial thinking and acting as alternatives to traditional teaching approaches and opening up the universities to the surrounding society and industrial ecosystem. The use of ICT and in particular eLearning in delivering entrepreneurial education might be an additional option for expanding the outreach of the course. Key words: entrepreneurial mindset, entrepreneurial learning, entrepreneurship program, entrepreneurship and innovation, undergraduate students.
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42

Naumann, Christiane. "Entrepreneurial Mindset: A Synthetic Literature Review." Entrepreneurial Business and Economics Review 5, no. 3 (2017): 149–72. http://dx.doi.org/10.15678/eber.2017.050308.

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43

Benchrifa, Hanaâ, Amina Asli, and Jaouad Zerrad. "Promoting student’s entrepreneurial mindset: Moroccan case." Transnational Corporations Review 9, no. 1 (January 2, 2017): 31–40. http://dx.doi.org/10.1080/19186444.2017.1290922.

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Dewi, Mutia Sari, and Zuhrinal M. Nawawi. "Factors Affecting the Mindset in Cultivating Management Major’s Students’ Entrepreneurship Spirit." Indonesian Journal of Multidisciplinary Science 1, no. 4 (January 28, 2022): 374–79. http://dx.doi.org/10.55324/ijoms.v1i4.70.

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The mindset of an entrepreneur is influenced by several factors such as environmental factors, association with the community, education, and experience. This study aims to determine what factors influence the entrepreneurial mindset to foster an entrepreneurial spirit in the Management Study Program students at the State Islamic University of North Sumatera. This research model uses a qualitative approach with survey and interview methods and involves 56 people. The results of this study indicate that the factors that influence the entrepreneurial mindset of Management Study Program students at the State Islamic University of North Sumatera are environmental factors, association with the community, education, and experience. The way to develop an entrepreneurial mindset in the Management Study Program students at the State Islamic University of North Sumatra is by developing a positive mindset and avoiding negative thinking patterns.
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45

Rodriguez, Sophia, and Hannah Lieber. "Relationship Between Entrepreneurship Education, Entrepreneurial Mindset, and Career Readiness in Secondary Students." Journal of Experiential Education 43, no. 3 (May 27, 2020): 277–98. http://dx.doi.org/10.1177/1053825920919462.

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Background: Career-focused education programs in the United States increasingly emphasize 21st century workplace readiness. These programs use project-based learning to develop a holistic, noncognitive skillset linked to an entrepreneurial mindset. Purpose: This study assesses the relationship between entrepreneurial mindset development and students in entrepreneurship education programs compared with other career-focused academies. Methodology/Approach: Using a quasi-experimental design, entrepreneurial mindset was measured in two matched groups of students from underserved communities at the beginning and end of the school year. Additional analyses were conducted to assess the impact of career-focused education on student outlook of career readiness. Findings/Conclusions: Students in entrepreneurship education showed an overall statistically significant increase in entrepreneurial mindset, specifically in communication and collaboration, opportunity recognition, and critical thinking and problem-solving. Moreover, there was a positive association between entrepreneurial mindset gains and perceptions of future career success. Implications: This study paves the way for more rigorous research on linkages between career-focused education and noncognitive skills and suggests that entrepreneurship education may be effective in developing noncognitive skills linked to career success.
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Udayanganie, W. M. I., Mazuki Jusoh, and Karuthan Chinna. "The Role of the Cognitive Variables on Intention to Entrepreneurial Behavior of Engineering Undergraduates in Sri Lanka." Journal of Entrepreneurship and Business Innovation 6, no. 1 (June 22, 2019): 1. http://dx.doi.org/10.5296/jebi.v6i1.14927.

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The purpose of this research is to assess the role of cognitive variables on intention to entrepreneurial behaviour of engineering undergraduates in engineering undergraduates in Sri Lanka. Entrepreneurship is one of the key drivers of an economy. Individuals with entrepreneurial mind create wealth and majority of jobs in the economy. Entrepreneurship for engineers is not new to the world. Recent changes in the world and engineering present both challenges and opportunities to engineering education. Engineering education is changing to meet these challenges. Instilling an entrepreneurial mindset in undergraduate engineers is essential if we want the bright young talent to innovate and then productize those innovations to better mankind. A study was conducted with the sample of 202 final year undergraduates in engineering faculties in Sri Lanka. Exploratory Factor Analysis, Multiple Regression and Structural Equation Modeling were applied with use of SPSS and AMOS to analyze the relationships of these variables. The results reveal that Entrepreneurial Cognition have significant positive associations with entrepreneurial mindset of engineering undergraduates and there are significant associations between Arrangement, Willingness and Ability with the entrepreneurial Mindset and Entrepreneurial mindset with Intention to entrepreneurial behaviour.
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Lindberg, Erik, Håkan Bohman, Peter Hulten, and Timothy Wilson. "Enhancing students’ entrepreneurial mindset: a Swedish experience." Education + Training 59, no. 7/8 (August 14, 2017): 768–79. http://dx.doi.org/10.1108/et-09-2016-0140.

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Purpose The purpose of this paper is to report on the test of a pedagogical intervention to enhance students’ entrepreneurial mindset on a university course. Design/methodology/approach The course where the authors tested the new course design is a mandatory one in the business school’s undergraduate business program. Pre- and post-evaluations of the students’ opportunity recognition (OR) and individual entrepreneurial orientation (IEO) were carried out to measure the effects of an intervention aimed at enhancing these capabilities. Findings The results from paired-samples t-tests indicate significant positive changes (enhancements) of the students’ OR and IEO. The positive effects of the intervention methods are accounted for as evidence of the benefits of applying pedagogical methods that fit the learning style of young adults. Practical implications The findings suggest that students’ mindsets can be positively affected by an intervention tailored to enhance their OR and IEO capabilities. The findings have implications for curriculum development because the strengthening of these capabilities is a precondition for further development of the participants’ innovative and creative thinking, as well as their entrepreneurial orientation. Since innovative and entrepreneurial activities have a positive impact on economies worldwide, the authors encourage the adaption of the intervention methods applied in this study in other settings. Originality/value This paper reports the results of a pedagogical intervention aimed at enhancing students’ entrepreneurial mindset. The findings from the study demonstrate that the applied intervention method supports the development of functional skills, which complement the conceptual knowledge gained from other courses in the undergraduate program.
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Laalo, Hanna, and Jarna Heinonen. "Governing the entrepreneurial mindset: Business students’ constructions of entrepreneurial subjectivity." European Educational Research Journal 15, no. 6 (August 20, 2016): 696–713. http://dx.doi.org/10.1177/1474904116662288.

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Shaver, Kelly G., Jan Wegelin, and Immanuel Commarmond. "Assessing Entrepreneurial Mindset: Results for a New Measure." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 13–21. http://dx.doi.org/10.2478/dcse-2019-0014.

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Abstract This research describes the results of a national survey of entrepreneurial mindset conducted with 3,194 randomly selected individuals in a representative national sample. Several other measures of entrepreneurial personal characteristics appear in the literature. These include the Entrepreneurial Attitude Orientation measure (cf. EAO, Robinson, Stimpson, Huefner, & Hunt, 1991), the General Enterprising Tendency (cf. GET2, Caird, 1990), the test of Entrepreneurial Self-efficacy (cf. Chen, Greene, & Crick, 1998), and the Entrepreneurial Mindset Profile (cf. EMP, Davis, Hall, & Mayer, 2016). Valuable as these measures are, each has important limitations. This comprehensive study successfully addressed nearly all of those limitations.
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Secundo, Giustina, Valentina Ndou, and Pasquale Del Vecchio. "Challenges for Instilling Entrepreneurial Mindset in Scientists and Engineers: What Works in European Universities?" International Journal of Innovation and Technology Management 13, no. 05 (September 21, 2016): 1640012. http://dx.doi.org/10.1142/s0219877016400125.

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The development of entrepreneurial mindsets in graduated students with science and engineering backgrounds represents an emerging priority for the higher education systems. However, this dimension is still in infancy, especially in Europe. Aimed to contribute at this debate, the study provides evidences on how European universities are approaching this goal. Based on a cross-case analysis of 22 post-graduated programs, the study explores the emerging trends and the “invariance” traits adopted to develop high qualified human capital with an entrepreneurial mindset. Implications for theory and practice include the most pressing challenges for universities involved in their transitions towards an entrepreneurial configuration.
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