Journal articles: 'Entrepreneurial thinking'

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Et.al, Armanurah Mohamad. "The Contribution of University Environmental Elements in Nurturing Students’ Entrepreneurial Thinking: A Comparative Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1175–84. http://dx.doi.org/10.17762/turcomat.v12i3.864.

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This study has two objectives, namely (1) to explore the level of entrepreneurial thinking among university students in malaysia and nigeria; and (2) to identify the contribution of university environmental elements in malaysia and nigeria in nurturing students entrepreneurial thinking. This study used a quantitative approach. The sample consists of 162 university students from northern state of malaysia and 92 university students from kaduna state of nigeria. The findings shown that both malaysian and nigerian university students have a moderately high level of entrepreneurial thinking, where the mean score of entrepreneurial thinking of malaysian university students was higher than the mean score of entrepreneurial thinking of nigerian students. All dimensions of entrepreneurial thinking, namely opportunity recognition, risk taking, tolerance of ambiguity and creativity and innovation for both countries were at a moderate level with the same mean ranking. Among the five predictors hypothesized to influence entrepreneurial thinking, four predictors, namely, co-curriculum, lecturers, curriculum and support resources contributed to 55.7% of variation in entrepreneurial thinking among university students in malaysia. The highest environmental elements of malaysian university that significantly contribute to student’s entrepreneurial thinking were co-curriculum, followed by lecturer curriculum and support resources. innigeria only two predictors, lecturers and co-curriculum contributed to 44.3% of variation in entrepreneurial thinking, where lecturers contributed the highest, followed by co-curriculum. Both countries showed that campus did not give a significant contribution to student’s entrepreneurial thinking. The implication of this study showed that both countries need to take entrepreneurial actions in increasing the levels of entrepreneurial thinking among university students the campus for both countries have to be more entrepreneurial to help boosted student entrepreneurial thinking.

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Shepherd, Dean A., Trenton A. Williams, and Holger Patzelt. "Thinking About Entrepreneurial Decision Making." Journal of Management 41, no. 1 (July 14, 2014): 11–46. http://dx.doi.org/10.1177/0149206314541153.

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Taulbert, Clifton L. "Entrepreneurial Thinking and Your Resolve." Leader to Leader 2013, no. 68 (March 2013): 52–56. http://dx.doi.org/10.1002/ltl.20075.

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Et.al, Armanurah Mohamad. "University Environment, Entrepreneurial Interest and Entrepreneurial Networking as Predictors of Entrepreneurial Thinking: A Study of Public Higher Education Institutions in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1272–77. http://dx.doi.org/10.17762/turcomat.v12i3.891.

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The objective of this study isto identify the contribution of university environment, entrepreneurial interest,and entrepreneurial networking among student entrepreneurial thinking. This study used a quantitative approach where data were collected via survey using questionnaire. The sample consisted of 2001 students from 20 Public Higher Learning Institutions (PHEIs) in Malaysia. Multiple regression (stepwise) analyses was used to analyze the data. The results of the study revealed that both entrepreneurial interest and university environment contributed significantly towards entrepreneurial thinking among PHEI in Malaysia. Entrepreneurial networking did not showed significant contribution to entrepreneurial thinking. The implications of this study is thatPHEIs need to equip with relevant entrepreneurial environment and entrepreneurial activities or programs that can boost and enrich students of PHEIs with entrepreneurial thinking. Since this study showed no significance contribution of entrepreneurial networking towards entrepreneurial thinking, efforts have to be taken by PHEIs to build entrepreneurial networking with various entrepreneurial parties and agencies related to entrepreneurship that can give mutual benefit to students, universities and related parties.

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Karim, Mohammed Shamsul. "Counterfactual Thinking and Entrepreneurial Career Intention." Academy of Management Proceedings 2017, no. 1 (August 2017): 15900. http://dx.doi.org/10.5465/ambpp.2017.15900abstract.

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Gilliard, Lukas, Fabian Wenner, Christian W. Lamker, Karel Van den Berghe, and Jannes J. Willems. "Potentials of Entrepreneurial Thinking for Planning." disP - The Planning Review 53, no. 3 (July 3, 2017): 94–100. http://dx.doi.org/10.1080/02513625.2017.1380439.

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Hussain Samo, Altaf, and Norashidah Hashim. "The Impact of Entrepreneurial Alertness on Entrepreneurial Intentions." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 1, no. 6 (2015): 7–11. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.16.3001.

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The emergence of opportunity is based on the intentions which are the result of people’s belief and the way of thinking. Entrepreneurial alertness is considered vital for identifying the opportunity which can have an impact on mindset for exploiting the opportunities. The objective of this study was to analyze the connection between opportunity identification and intentions formation through entrepreneurial alertness based on the theory of planned behavior. The data was collected from the 499 final year business students of nine universities from Sindh, Pakistan using cross-sectional survey. The results of this study revealed that entrepreneurial alertness has positive and significant effect on attitude, subjective norms, perceived behavioral control and entrepreneurial intentions. The findings of this study contributed to the theory of planned behavior by taking entrepreneurial alertness as a predictor of entrepreneurial intentions. The findings also have implication for increasing the supply of entrepreneurial capital into the society.

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Mohamad, Armanurah, Norashidah Hashim, Awanis Ku Ishak, and Syahrina Abdullah. "STUDENT ENTREPRENEURIAL THINKING OF MALAYSIAN PUBLIC INSTITUTION OF HIGHER LEARNING AND ITS RELATIONSHIP WITH STUDENTS STUDY FIELD." International Journal of Education, Psychology and Counseling 5, no. 35 (June 15, 2020): 321–31. http://dx.doi.org/10.35631/ijepc.5350027.

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The objectives of this study were to (1) explore the entrepreneurial thinking of public higher learning institutions (PHLIs) students in Malaysia base on their field of study; (2) identify whether there are significant differences in students’ entrepreneurial thinking based on their field of study at PHLIs. This study uses a quantitative approach. The study sample consisted of 2001 undergraduate students from 20 PHLIs in Malaysia. The sample consisted of students in all fields of study which were classified into seven groups, namely literature and social sciences, technical and engineering, information and communication technology, science, education, business, and others. Descriptive statistical methods and one-way ANOVA tests were used to analyze the study data. The results showed that students from all fields of study had an overall medium-high level of entrepreneurial thinking with a mean score of 3.910 and a standard deviation of 0.473. The field of business studies has the highest mean scores, while technical and engineering studies have the lowest mean scores. In addition, this study found significant differences in entrepreneurial thinking of PHLIs students based on their field of study. The results of the Tukey HSD test found that three groups of studies had significant differences with the business study group, namely literature and social sciences, technical and engineering studies groups, and science groups. Implications from this study show that overall the PHLIs can foster entrepreneurial thinking to a high level among students in all fields of study by introducing entrepreneurship education with an entrepreneurial mindset. These include elements of the ability to identify opportunities, creative and innovative, risk-taking, and tolerance for ambiguity. Nurturing entrepreneurial thinking to PHLIs students can provide and realize their entrepreneurial career aspirations as a career choice or as an alternative career after their graduation. Nurturing entrepreneurial thinking to PHLIs students can give students two career options when they graduate, either realizing their entrepreneurial career aspirations as their preferred career or choosing an entrepreneurial career as an alternative career.

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Saracaloğlu, Asuman Seda, Beste Dinçer, and Ceren Saygı Gerçeker. "The Relationship between Music Teacher Candidates’ Academic and General Procrastination Tendencies and Test Anxiety." Journal of Education and Training Studies 6, no. 9 (August 20, 2018): 174. http://dx.doi.org/10.11114/jets.v6i9.3456.

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Today, entrepreneurship has gained great importance, especially with the transition from industrial society to information society. Therefore, in order to ensure economic and social development of societies, entrepreneurship must comprehensively be supported, encouraged and entrepreneurship education has to be provided. Many similar qualities and skills among individuals having reflective thinking abilities and entrepreneurial individuals arise when reflective thinking, one of the higher-level thinking skills, is defined as the cognitive inquiry that will lead the individual to produce new knowledge and develop alternative ways. The purpose of this research is to identify whether physical education and sports teachers' reflective thinking themes predict entrepreneurial characteristics. Research is designed in accordance with the relational screening model. Semerci (2007), “Reflective Thinking Tendency Scale” and Yilmaz and Sunbul (2009), “Entrepreneurship Scale for University Students” were used as data collection tool. Multilevel regression analysis was benefitted in the analyze of the data. As a result of this research, it is determined that effective and interrogated teaching sub-dimension was the most independent variable contributing to the entrepreneurial characteristics of physical education and sports pre-service teachers and this was followed by continuous and intentional thinking, responsibility of teaching and science and looking professional sub-dimensions. It has also been determined that sub-dimensions such as open-mindedness, foresighted and sincere and researcher do not make a meaningful contribution to the prediction of entrepreneurial characteristics. Based on these results, it can be said that a pre-service teacher with high entrepreneurial characteristics will have higher reflective thinking tendencies. Besides, it is also possible to analyze how thinking skills such as critical thinking, creative thinking, problem solving and supra-cognitive thinking predict entrepreneurial characteristics.

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Adatepe, Sadık, and Murat Kul. "Themes of Reflective Thinking as a Predictor of Physical Education and Sport Pre-Service Teachers’ the Entrepreneurial Characteristics." Journal of Education and Training Studies 6, no. 10 (August 22, 2018): 117. http://dx.doi.org/10.11114/jets.v6i10.3487.

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Today, entrepreneurship has gained great importance, especially with the transition from industrial society to information society. Therefore, in order to ensure economic and social development of societies, entrepreneurship must comprehensively be supported, encouraged and entrepreneurship education has to be provided. Many similar qualities and skills among individuals having reflective thinking abilities and entrepreneurial individuals arise when reflective thinking, one of the higher-level thinking skills, is defined as the cognitive inquiry that will lead the individual to produce new knowledge and develop alternative ways. The purpose of this research is to identify whether physical education and sports teachers' reflective thinking themes predict entrepreneurial characteristics. Research is designed in accordance with the relational screening model. Semerci (2007), “Reflective Thinking Tendency Scale” and Yilmaz and Sunbul (2009), “Entrepreneurship Scale for University Students” were used as data collection tool. Multilevel regression analysis was benefitted in the analyze of the data. As a result of this research, it is determined that effective and interrogated teaching sub-dimension was the most independent variable contributing to the entrepreneurial characteristics of physical education and sports pre-service teachers and this was followed by continuous and intentional thinking, responsibility of teaching and science and looking professional sub-dimensions. It has also been determined that sub-dimensions such as open-mindedness, foresighted and sincere and researcher do not make a meaningful contribution to the prediction of entrepreneurial characteristics. Based on these results, it can be said that a pre-service teacher with high entrepreneurial characteristics will have higher reflective thinking tendencies. Besides, it is also possible to analyze how thinking skills such as critical thinking, creative thinking, problem solving and supra-cognitive thinking predict entrepreneurial characteristics.

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Breugst, Nicola, and Holger Patzelt. "Thinking about Team Decisions in Entrepreneurial Tasks." Academy of Management Proceedings 2014, no. 1 (January 2014): 11828. http://dx.doi.org/10.5465/ambpp.2014.11828abstract.

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Patel, Samir, and Khanjan Mehta. "Systems, Design, and Entrepreneurial Thinking: Comparative Frameworks." Systemic Practice and Action Research 30, no. 5 (November 9, 2016): 515–33. http://dx.doi.org/10.1007/s11213-016-9404-5.

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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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Clausen, Tommy Høyvarde. "Entrepreneurial thinking and action in opportunity development: A conceptual process model." International Small Business Journal: Researching Entrepreneurship 38, no. 1 (September 20, 2019): 21–40. http://dx.doi.org/10.1177/0266242619872883.

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This article develops a conceptual process model of how founders develop entrepreneurial ideas into opportunities. Drawing on translation theory, I conceptualise opportunity development as a process of translation between three interlinked but distinct entities over time: ostensive ideas (abstract entrepreneurial ideas), performative ideas (context-specific entrepreneurial ideas) and venture offerings. Whereas ostensive and performative ideas reside in the realm of conceptual and entrepreneurial thinking, venture offerings reside in actual business worlds and entrepreneurial action. The model identifies learning about the abstract nature of the entrepreneurial idea itself (ostensive) through lateral translation and abstraction and separates this from developing a concrete manifestation of the idea in time and space (performative) through vertical translation and concretisation. This is different from the venture offering, which is a specific empirical translation of the performative idea. Entrepreneurs receive feedback about the viability of the venture offering from social interaction that influence further opportunity development. The model portrays opportunity development as a triple-looped process driven by distinct types of translation, lateral, vertical and empirical. It clarifies the relationship between entrepreneurial ideas and entrepreneurial opportunities and maps the role of thinking and action in this regard.

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Ghorbel, Faiez, Wafik Hachicha, Younes Boujelbene, and Awad M. Aljuaid. "Linking Entrepreneurial Innovation to Effectual Logic." Sustainability 13, no. 5 (March 1, 2021): 2626. http://dx.doi.org/10.3390/su13052626.

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The terms “innovation” and “effectuation” are frequently used but not in the same thought. In this order, publications linking innovation to effectuation are presented and discussed through a methodology based on the publish and perish tool. In the last two decades, effectuation has become an active criterion in entrepreneurship research. However, previous studies do not interconnect effectuation to the different innovation approaches. In order to overcome this gap, this paper focuses on studying innovation in an effectual context and linking different innovation approaches to effectual logic. Indeed, effectuation is a way of thinking that serves entrepreneurs in the processes of opportunity identification and new venture creation. Effectuation includes a set of decision-making principles expert entrepreneurs are observed to employ in situations of uncertainty (as defined in Society for Effectual Action). This article outlines the four most-studied innovation approaches from the date of their apparitions until January 2021: frugal innovation, disruptive innovation, lean start-up, and design thinking. In this context, effectuation as the essence of innovation must be clarified as a method that has similarities and differences with frugal and disruptive innovation, lean start-up, and design thinking. To validate the proposed theorical model, a bibliometrics tool, named “Harzing publish” or “perish”, is used. The main finding of this research affirms that the two most linked innovation approaches to effectuation are “lean start-up” and “design thinking”, compared to “frugal innovation” and “disruptive innovation”. In an entrepreneurial innovation context, design thinking and lean start-up are flexible tools that can stimulate and validate the effectual cycle.

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Wenhong, Zhao, and Fan Liuying. "The impact of entrepreneurial thinking system on risk‐taking propensity and entrepreneurial behavior." Journal of Chinese Entrepreneurship 2, no. 2 (June 8, 2010): 165–74. http://dx.doi.org/10.1108/17561391011051144.

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Müller, Susan, Georg Berger, and Eveline Gutzwiller-Helfenfinger. "Establishing Entrepreneurial Thinking and Acting in Swiss Vocational Colleges." Discourse and Communication for Sustainable Education 11, no. 2 (December 1, 2020): 121–36. http://dx.doi.org/10.2478/dcse-2020-0022.

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Abstract Switzerland has one of the best ecosystems for entrepreneurship. However, there is a blind spot with regard to vocational colleges: A systematic integration of the topic is currently missing. The initiative “Entrepreneurial Thinking and Acting in Swiss Vocational Colleges – Economic, Social and Ethical Dimensions” aims to address this blind spot. The vision of the initiative is to ensure that all 75,000 young people entering vocational colleges each year in Switzerland are given the opportunity to acquire entrepreneurial skills to enable them to play an active role in positively shaping the economy and society of the future. In the article, we focus on three key aspects of the initiative: (1) the pedagogical approach of the entrepreneurship program that allows students to develop personal initiative, entrepreneurial competences, and an awareness of sustainability; (2) the continuous evaluation of the program and the teacher training; and (3) the parallel bottom-up and top-down approach chosen to integrate entrepreneurial thinking and acting in the vocational education and training system.

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Gates, Ann, Fernando Naveda, Fanny Klett, Miguel Alonso, Rodrigo Romero, and Dina Grewal. "Cultivating Entrepreneurial Thinking through IEEE-CS Student Chapters." Computer 44, no. 4 (April 2011): 48–55. http://dx.doi.org/10.1109/mc.2011.69.

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Nadali, Iman Zohoorian, and Chiara Cannavale. "How cultures facilitate the entrepreneurial 'thinking-doing' link." International Journal of Globalisation and Small Business 11, no. 2 (2020): 163. http://dx.doi.org/10.1504/ijgsb.2020.10031238.

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Cannavale, Chiara, and Iman Zohoorian Nadali. "How cultures facilitate the entrepreneurial 'thinking-doing' link." International Journal of Globalisation and Small Business 11, no. 2 (2020): 163. http://dx.doi.org/10.1504/ijgsb.2020.109155.

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Bazzy, Joshua D., Adam R. Smith, and Teresa Harrison. "The impact of abstract thinking on entrepreneurial intentions." International Journal of Entrepreneurial Behavior & Research 25, no. 2 (February 21, 2019): 323–37. http://dx.doi.org/10.1108/ijebr-03-2018-0128.

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Purpose The purpose of this paper is to test a theoretical model examining the potential impact of abstract thinking on entrepreneurial intentions (EI). The impact of perceived desirability of entrepreneurship on the relationship between abstraction and intentions was also examined. Design/methodology/approach A total of 155 participants completed measures of abstraction, self-efficacy, desirability and EI. Hierarchical regression was used. A bootstrapping approach was utilized to test for mediation. Findings High levels of abstraction were positively related to EI, while also interacting with self-efficacy. High levels of abstraction counteracted otherwise low levels of self-efficacy, resulting in subsequently higher intentions. The perceived desirability of entrepreneurship mediated the relationship between abstraction and EI. Research limitations/implications The scope of analysis and student population sample may limit generalizability. Practical implications The results identify a cognitive process that may help individuals overcome feasibility concerns. Entrepreneurial training programs might choose to instruct individuals that, when encountering a roadblock, they should focus on their ideals and the bigger picture rather than being discouraged by the challenges of the process. Originality/value The results provide insight into the psychological processes that lead individuals to become entrepreneurs. The study helps in explaining the mechanism by which a tendency toward abstract thinking leads to stronger EI and identifies an additional antecedent to individuals’ perceptions of desirability toward entrepreneurship.

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Retnowati, Linda, Sugianto Sugianto, and Siti Alimah. "The Development of Integrated Biology-Entrepreneurship Learning Design Based STEAM." Journal of Innovative Science Education 9, no. 3 (August 2, 2021): 124–29. http://dx.doi.org/10.15294/jise.v9i3.40833.

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Biology learning design development is an important matter for teachers to be prepared. It is for the sake of realizing the 21st education for the learners. Learning biology also involves the technology role and its implications to obtain innovative and beneficial products for broader people. This research aims to examine the validity and effectiveness of the development of integrated biology-entrepreneurship based on STEAM learning design on a material about the environmental changes to improve critical thinking skills and the entrepreneurial interest of the learners. The applied development procedures were ADDIE model. The developed learning design consisted of syllabus, lesson plan, learning source, worksheet, critical thinking test, and entrepreneurial interest. The findings showed that (1) the validity of the learning was deemed valid and practical by the expert judgment; (2) the effectiveness of the learning design was proven able to improve the learners’ critical thinking skills with a percentage of 84%, with a sufficient N-Gain category and high category of entrepreneurial interest average improvement with a score of 77. The paired sample t-Test shows that tcount > ttable. Thus, it could be concluded that there was a significant difference between the critical thinking skills and the entrepreneurial interest. Based on the findings, it could be concluded that the biology learning with a material about the environmental changes integrated by entrepreneurship based on STEAM had highly met the validity criteria. It could improve the critical thinking skill and the entrepreneurial interest of the learners.

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Shepherd, Dean A., and Norris F. Krueger. "An Intentions–Based Model of Entrepreneurial Teams’ Social Cognition*." Entrepreneurship Theory and Practice 27, no. 2 (April 2002): 167–85. http://dx.doi.org/10.1111/1540-8520.00005.

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Research has identified crucial antecedents of corporate entrepreneurship. Research has also identified crucial antecedents of entrepreneurial thinking. This article uses lessons from social cognition to explicitly link these two issues. We adapt an intentions–based model of how to promote entrepreneurial thinking from its original domain of individual entrepreneurship and translate that model to the domain of corporate entrepreneurship. From our intentions–based model of the social cognition of entrepreneurial teams, we emphasize the importance of perceptions of desirability and feasibility and that these perceptions are from the team as well as the individual perspective. This leads to three propositions about entrepreneurial teams and an outline of the opportunities for future research.

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Aboluwodi, Akinjide. "Deploying Creative Thinking to Strengthen Entrepreneurial Capability Among University Students in Nigeria." Journal of Education and Research 8, no. 2 (December 31, 2018): 93–108. http://dx.doi.org/10.3126/jer.v8i2.27381.

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Most of the students studying entrepreneurship in Nigerian universities lack entrepreneurial capability- that is, they lack the freedom to pursue and achieve entrepreneurial opportunity. Freedom is seen here in terms of those conditions that must be in place for students to be able to carry out their entrepreneurship studies. These are conditions that support the well-being of the students and may be seen as having good shelter, being well nourished, being healthy, being able to do their normal studies among others. The paper examined why the presence of these conditions is likely to assist students to improve their creative thinking and strengthen their entrepreneurial capability. It explored Amartya Sen’s Capability Approach, focusing on freedom, opportunities, and functionings to explain the required favourable conditions that make learning worthwhile for students, and how it accounts for students’ ability to strengthen their entrepreneurial capability. The paper argued for the deployment of creative thinking to strengthen entrepreneurial capability among students of entrepreneurship in universities in Nigeria. It concluded by urging universities in Nigeria to adopt relevant curriculum in addition to providing students with a decent learning environment to enable them to develop creative thinking that could be used in entrepreneurship education.

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Choi, Jong-in, and Stephen Markham. "Creating a Corporate Entrepreneurial Ecosystem: The Case of Entrepreneurship Education in the RTP, USA." Journal of Open Innovation: Technology, Market, and Complexity 5, no. 3 (August 23, 2019): 62. http://dx.doi.org/10.3390/joitmc5030062.

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Today’s dynamic and complex environment means that companies are trying to develop entrepreneurial thinking as a competitive advantage. Universities around the world are simultaneously increasing entrepreneurial training across a broad array of majors. However, the entrepreneurial training is not heavily connected to industry needs. This paper focuses on how industry and universities can cooperate to prepare students for corporate entrepreneurial thinking. The research is based on extensive literature, reports, and in-depth interviews with 28 people from various parts of the RTP (Research Triangle Park), including companies, government agencies, and numerous programs at multiple universities. The major finding from this study is that the strength of entrepreneurial education in the regional innovation system reinforces the companies’ open innovation capacity and their performance. To be successful at launching campus-wide entrepreneurship education to increase understanding of corporate entrepreneurship, Corporate Entrepreneurship Education (CEE) must include (1) entrepreneurial leadership; (2) faculty champions; (3) student-focused policies; (4) engagement with the community; and (5) a decentralized, autonomous structure of entrepreneurship programs.

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Fachrunnisa, Rifka, Hadi Suwono, and Safitri Indah Putri Anisa. "DOES CREATIVE THINKING INFUSION LEARNING FRAMEWORK ENHANCE STUDENTS ENTREPRENEURIAL SKILLS?" Jurnal Pendidikan Biologi 12, no. 2 (June 24, 2021): 120. http://dx.doi.org/10.17977/um052v12i2p120-128.

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Abstrak. Artikel ini menyoroti strategi baru untuk menumbuhkan keterampilan kewirausahaan siswa dengan menerapkan pembelajaran infusi berpikir kreatif sebagai kerangka pembelajaran di kelas biologi. Pembelajaran infusi berpikir kreatif diartikan sebagai usaha membawa atau menunjukkan tahapan berpikir kreatif pemecahan masalah pemikiran siswa di dalam kelas. Untuk membantu siswa terlibat dengan infusi di kelas, kami menggunakan diagram berpikir kreatif untuk menghasilkan ide-ide kewirausahaan yang menerapkan konsep Biologi dalam memecahkan masalah. Keterampilan kewirausahaan siswa diukur dengan enam indikator kewirausahaan kreatif. Untuk mengetahui indikator-indikator tersebut, artikel ini menggunakan rancangan one group pre-test post-test design dan pendekatan metode campuran dengan menggunakan diagram thinking, angket, esai reflektif, dan wawancara. Hasil analisis tidak menunjukkan adanya pengaruh yang signifikan dari pembelajaran infusi berpikir kreatif terhadap keterampilan kewirausahaan. Hasil ini ditunjukkan dengan tidak terlihatnya perbedaan signifikansi pada keenam indikator.Abstract. This paper sheds a new light on the strategies to foster student’s entrepreneurial skills by administering creative thinking infusion learning as the learning framework in a biology classroom. Creative thinking infusion learning is construed as bringing or showing the stages of creative problem solving’s thinking of student thinking in the classroom. To assist student engaging with the infusion in the classroom, we utilised creative thinking diagram to generate entrepreneurial ideas that apply the concept of Biology in solving a problem. Student’s entrepreneurial skills were gauged by six creative entrepreneurship indicators. To investigate those indicators, this paper administrated one group pre-test post-test design and mixed-method approach by using diagram thinking, questionnaires, reflective essays, and interview. The analysis did not show any significant impact of the creative thinking infusion learning towards entrepreneurial skills. This result was demonstrated by no significance differences were seen in the sixth indicators.

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Istkomah, Usvah, and Kartika Chrysti Suryandari. "Analysis of Student’s Ability in Creative Thinking on Entrepreneurship Learning at Class IV SDN 3 Krakal." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 413. http://dx.doi.org/10.20961/shes.v2i1.38441.

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<em>This study aims to analyze the ability of students in creative thinking in entrepreneurial learning class IV Krakal 3 Elementary School 2019/2020. The design of this research is simple descriptive. The object of research is the ability to think creatively in entrepreneurial learning with indicators of fluency thinking, flexible thinking, original thinking and elaborative thinking. The research subjects were grade IV students with 20 students. Data analysis was performed using descriptive techniques and existing data in the form of qualitative data from observation sheets and student questionnaires which were then described. The results showed that overall creative abilities included thinking fluency that was already good with a percentage of 78.75%, flexible thinking also showed quite good results with a percentage of 64.37%, Original Thinking was categorized quite well with a percentage of 68.12%, and Thinking Elaborative categorized quite well with a percentage of 70.62%. This shows that students are able to think creatively in entrepreneurship learning.</em>

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Boyd, Nancy G., and George S. Vozikis. "The Influence of Self-Efficacy on the Development of Entrepreneurial Intentions and Actions." Entrepreneurship Theory and Practice 18, no. 4 (July 1994): 63–77. http://dx.doi.org/10.1177/104225879401800404.

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The contextual factors of entrepreneurship consist of social, political, and economic variables such as displacement, changes in markets, and government deregulation (Bird, 1988). Entrepreneurial intentions are further structured by both rational/analytic thinking (goal-directed behavior) and intuitive/holistic thinking (vision). These thought processes underlie the creation of formal business plans, opportunity analysis, and other goal-directed behavior. This paper further develops Bird's model of entrepreneurial intentionality by suggesting that individual self-efficacy, which has been defined as a person's belief in his or her capability to perform a task, influences the development of both entrepreneurial intentions and actions or behaviors.

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Burnell, Devin, Emily Neubert, Regan M. Stevenson, Jeffery S. McMullen, Dimo P. Dimov, Greg Fisher, Matthew Grimes, Richard Hunt, and Matthew Steven Wood. "Adaptive Entrepreneurial Action: Current Thinking and Future Research Directions." Academy of Management Proceedings 2020, no. 1 (August 2020): 17975. http://dx.doi.org/10.5465/ambpp.2020.17975symposium.

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Ali, Ishrat, and Saras D. Sarasvathy. "Re-Thinking Entrepreneurial Performance from a Human Development Perspective." Academy of Management Proceedings 2013, no. 1 (January 2013): 11693. http://dx.doi.org/10.5465/ambpp.2013.11693abstract.

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Gilinsky, Armand, Robert Eyler, Sandra Newton, and James A. Downing. "Environmental perceptions on entrepreneurial thinking in the wine industry." Small Enterprise Research 26, no. 1 (January 2, 2019): 105–16. http://dx.doi.org/10.1080/13215906.2019.1570319.

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Von Kortzfleisch, Harald F. O., Dorothée Zerwas, and Ilias Mokanis. "Potentials of Entrepreneurial Design Thinking® for Entrepreneurship Education." Procedia - Social and Behavioral Sciences 106 (December 2013): 2080–92. http://dx.doi.org/10.1016/j.sbspro.2013.12.237.

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Rowe, J. "Turning darkness into light: strategic thinking for entrepreneurial managers." Engineering Management 16, no. 4 (August 1, 2006): 42–45. http://dx.doi.org/10.1049/em:20060412.

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Krueger, Norris F. "What Lies Beneath? The Experiential Essence of Entrepreneurial Thinking." Entrepreneurship Theory and Practice 31, no. 1 (January 2007): 123–38. http://dx.doi.org/10.1111/j.1540-6520.2007.00166.x.

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Alhnaity, Haitham, Armanurah Bint Mohamad, and Awaniskuishak Awaniskuishak. "Entrepreneurial Thinking and Small Business performance: The Case of Beneficiary Companies of Jordanian Erada Program." Journal of Management and Sustainability 6, no. 3 (August 30, 2016): 68. http://dx.doi.org/10.5539/jms.v6n3p68.

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<p class="Default">This paper focused on the relationship between the four main dimensions of entrepreneurial thinking and the performance of 384 Jordanian companies. A survey of 384 small companies exposed the presence of a direct and positive relationship between the four dimensions of entrepreneurial thinking, namely identification of opportunity, risk-taking, tolerance ambiguity and creative and innovative, and performance. The findings highlighted the idea that the more the Jordanian companies identify their opportunities, accept the risk of success or failure, accept tolerance ambiguity and encourage the innovation, the more they will improve their performance. Furthermore, the outcome of the four relationships; innovation-performance, risk taking-performance, tolerance ambiguity-performance and opportunity identification-performance is enormous and statistically significant. This study offered references for enterprises of how their entrepreneurial thinking positively influences their performance.</p>

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Guo, Jing, and Xiaolin Sun. "Research on the Project Selection Path of Counseling Graduate Students' Entrepreneurship Plan Driven by TRIZ Resource Analysis." Frontiers in Business, Economics and Management 2, no. 1 (August 24, 2021): 16–20. http://dx.doi.org/10.54097/fbem.v2i1.150.

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Taking the entrepreneurship plan project as the carrier to cultivate college students' innovative and entrepreneurial thinking and ability is core content of college’ entrepreneurship education in China. Facing the background of the dynamic development of policy, economy, society and technology, there is an urgent need to break the discipline limitations and scientific methods to identify the entrepreneurial opportunities. Although the existing entrepreneurial management theory provides a basis for the source of entrepreneurial opportunities, the counseling practice shows that college students still have difficulties to break through the thinking constraints and innovation bottlenecks in the selection process of entrepreneurial plan project. Based on the perspective of effectual logic, this study introduces TRIZ "9 windows" resource analysis tool, combines it with PEST model, designs the selection path of entrepreneurship plan project, and applies it to the process of tutoring college students' Entrepreneurship plan project. Through the counseling practice of College Students' innovation and Entrepreneurship Program in 2021, the effectiveness of the design path of this study is tested.

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Saputra, Indra Kurniawan, Sakinah Vinda Putri Kinasih, Nurul Alfi'ah, Claresia Tsany Kusmayadi, Eliza Fitri Kamaliya, and Mohammad Ridho Dwi Maryadi. "REKA BENTUK GENETIC POP UP BOOK SEBAGAI MEDIA PEMBELAJARAN YANG MENINGKATKAN DAYA INGAT SISWA SMA." Jurnal Pendidikan Biologi 12, no. 2 (June 24, 2021): 114. http://dx.doi.org/10.17977/um052v12i2p114-119.

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Abstrak. Tujuan penelitian ini untuk mengetahui efektifitas rancangan media Genetic Pop Up Book sebagai media pembelajaran yang meningkatkan daya ingat siswa terhadap materi genetika. Metode penelitian yang digunakan dalam penelitian ini adalah systematic review kualitatif dengan 6 langkah, yaitu 1) memformulasikan pertanyaan penelitian. 2) melakukan pencarian literatur systematic review. 3) melakukan skrining dan seleksi artikel penelitian yang cocok. 4) melakukan analisis dan sintesis temuan-temuan kualitatif. 5) memberlakukan kendali mutu. 6) menyusun artikel narrative. Rancangan Genetic Pop Up Book merupakan rancangan media pembelajaran yang menggunakan 3 dimensi dan interaktif dalam setiap halamannya. Materi genetika yang dimuat yaitu sub bab centraldogma yang terdiri atas pengertian genetika, penemu struktur double helix DNA, sejarah penemuan struktur double helix, DNA, RNA, replikasi, transkripsi, translasi serta latihan soal. Rancangan Genetic Pop Up Book dapat meningkatkan daya ingat siswa terhadap materi genetika melalui pengalaman belajar khusus dengan menggeser, membuka, dan melipat bagian buku pop up.Abstract. This paper sheds a new light on the strategies to foster student’s entrepreneurial skills by administering creative thinking infusion learning as the learning framework in a biology classroom. Creative thinking infusion learning is construed as bringing or showing the stages of creative problem solving’s thinking of student thinking in the classroom. To assist student engaging with the infusion in the classroom, we utilised creative thinking diagram to generate entrepreneurial ideas that apply the concept of Biology in solving a problem. Student’s entrepreneurial skills were gauged by six creative entrepreneurship indicators. To investigate those indicators, this paper administrated one group pre-test post-test design and mixed-method approach by using diagram thinking, questionnaires, reflective essays, and interview. The analysis did not show any significant impact of the creative thinking infusion learning towards entrepreneurial skills. This result was demonstrated by no significance differences were seen in the sixth indicators.

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Ahmad, Jamilah, and Nyet Moi Siew. "DEVELOPMENT OF A CHILDREN ENTREPRENEURIAL SCIENCE THINKING TEST FOR STEM EDUCATION." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 528–45. http://dx.doi.org/10.33225/jbse/21.20.528.

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There are limited research studies about the development of test instrument to assess the level of entrepreneurial thinking among children in STEM education. The purpose of this research was to develop an Entrepreneurial Science Thinking Test (ESTT) for primary school children in STEM Education and evaluate its validity and reliability. The ESTT was developed using experiential learning theory which comprised of five constructs, namely Observation, New Ideas, Innovation, Creativity, and Value. The ESTT consisted of ten open-ended question items that require children to answer questions in statements and draw sketches of ideas. The evaluation was conducted to determine the reliability and validity of ESTT which involved five subject matter experts and 166 11-year-old fifth graders from five urban schools in Sabah, Malaysia. The data obtained from fifth graders were computed using WINSTEPS software version 3.73 and analysed using the Rasch measurement model. The results indicated a high acceptable content validity and construct validity, high internal consistency, and excellent item reliability and item separation. Through item fit analysis, all items were retained. The finding established the reliability and validity of the ESTT and would therefore represent a valid and highly reliable instrument for measuring entrepreneurial science thinking among fifth graders in STEM Education. Keywords: experiential learning theory, science entrepreneurial thinking, validity and reliability, STEM education

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Bosanac, Maja, and Radovan Grandić. "Educational implications of 'six thinking hats'." Zbornik radova Pedagoskog fakulteta, Uzice, no. 22 (2020): 11–24. http://dx.doi.org/10.5937/zrpfu2022011b.

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Modern education is increasingly linked to market principles. On the one hand, proponents of this approach emphasize the need to develop an entrepreneurial mindset, while critics point out that this approach neglects the humanistic dimension of education. The goal of the paper is to set up a "six thinking hats" learning model as a way to encourage the development of creative thinking. Although its primary use is in non-formal education (creative training and interactive workshops), this model also has its application within the academic community. Within formal education, the authors advocate the possibility to widespread the application of this model, technique, or role-playing game as it is called by different authors, which points to the pluralism of approaches. Also, the analysis of the studied literature revealed the application of the model at different levels of education. In conclusion, it is stated that although it is not a conventional and widely accepted model, it can be a good way to foster creative and entrepreneurial thinking. The application of this model is recommended for teachers who find the traditional approach to teaching rigid and who are ready for changes that involve a more active pupil/student role.

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Boyle, Thomas J. "A New Model of Entrepreneurship Education: Implications for Central and Eastern European Universities." Industry and Higher Education 21, no. 1 (February 2007): 9–19. http://dx.doi.org/10.5367/000000007780222688.

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This paper explains a new model of entrepreneurship education at university level. The early development of potential entrepreneurs through education, experience and nurturing may be one of the most important initiatives that business and other academic schools can pursue, because the role of entrepreneurship in creating new businesses (as well as in innovating within existing companies) can have a profound effect on the national economy. The entrepreneurial ingredients of a university business education include, among other things, a culture of learning in the classroom that fosters entrepreneurial thinking; experience in new business start-ups; and exposure to entrepreneurs through entrepreneurial retreats that ignite the spirit of entrepreneurship. The attributes at the heart of entrepreneurship include creativity, persistence and innovation – attributes that need to be identified, nurtured and freely expressed in the classroom. In order to realize this goal, the professor must be both educator and mentor. A focus on innovation is the most salient feature of an entrepreneurial classroom, wherein the professor's role shifts from the mere delivery of information to the true facilitation of learning. The curriculum and individual courses must be well designed and implemented, and a balance between analytical and creative approaches to instruction must be carefully crafted to tap the inner resources of the mind for creative thought. By leading the efforts for change, universities in Central and Eastern Europe have a great opportunity to capitalize on the market economy. With the advances in innovation, new product development and new management thinking by companies in the global economy, business educators should create new entrepreneurship programmes that are capable of preparing and educating students for a new world. The proposed model includes entrepreneurial retreats for the development of entrepreneurial thinking, since this type of thinking often requires larger doses of educational medicine. Other parts of this integrated model include new curricula and individualized entrepreneurial prescriptions, apprenticeships and opportunity centres.

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Rehman, Khaliq Ur, Farhan Aslam, Mário Nuno Mata, José Moleiro Martins, António Abreu, António Morão Lourenço, and Sabita Mariam. "Impact of Entrepreneurial Leadership on Product Innovation Performance: Intervening Effect of Absorptive Capacity, Intra-Firm Networks, and Design Thinking." Sustainability 13, no. 13 (June 23, 2021): 7054. http://dx.doi.org/10.3390/su13137054.

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The main objective of this research is to investigate the nexus between entrepreneurial leadership and product innovation performance. In addition, the mediating mechanism of absorptive capacity, intra-firm networks, and design thinking through which entrepreneurial leaders influence product innovation performanceis also studied. The researcher contacted three hundred (300) plus firms; 157 firms showed a willingness to participate, and 96 firms provided the data with a response rate of 61.15%. Out of those 96 firms, the data from 71 firms were used for the final analysis, yielding an effective response rate of 45.22%. Only middle and top-level employees from the marketing and research & development departments from Pakistani firms were selected as respondents because these two departments are directly related to product innovation performance. To test the hypothesis, the Smart PLS-SEM technique wasused. The empirical analysis revealed that entrepreneurial leadership impacted product innovation performance through the mediating mechanism of design thinking, intra-firm networks, and absorptive capacity. The current research contributes to entrepreneurial leadership theory by proposing and empirically testing how entrepreneurial leaders affect product innovation performance.

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Lyons, Thomas S., John S. Lyons, and G. Jason Jolley. "Entrepreneurial skill-building in rural ecosystems." Journal of Entrepreneurship and Public Policy 9, no. 1 (December 23, 2019): 112–36. http://dx.doi.org/10.1108/jepp-09-2019-0075.

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Purpose The purpose of this paper is to argue that defining, measuring and developing skills are crucial to successful entrepreneurship and that being able to do so can help to build strong rural entrepreneurial ecosystems. Design/methodology/approach The literature on entrepreneurship success and entrepreneurial skills is reviewed, and this knowledge is used to create and describe the Entrepreneurship Skill-building Framework (ESBF), which provides a scaffold for thinking about the identification, measurement and development of essential entrepreneurship skills. The same literature is used to develop a tool for effectuating the ESBF, called the Readiness Inventory for Successful Entrepreneurship (RISE), which assesses entrepreneurship skills using the communimetrics theory of measurement. Findings Both the ESBF and the RISE are detailed, and they are applied to the successful development and maintenance of rural entrepreneurial ecosystems, with an example from practice. Specific implications for rural entrepreneurship-focused economic development are also discussed. Originality/value The ESBF represents a new way of framing entrepreneurship skills and their development. The RISE is a skills assessment tool that is clinical, not predictive, utilizing an innovative theory of measurement. Together, they offer a fresh approach to thinking about the purpose and effective implementation of entrepreneurial ecosystems.

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Gundogdu, Mehmet Cagrı. "RE-THINKING ENTREPRENEURSHIP, INTRAPRENEURSHIP, AND INNOVATION: A MULTI-CONCEPT PERSPECTIVE." EMAJ: Emerging Markets Journal 2, no. 1 (January 29, 2012): 61–69. http://dx.doi.org/10.5195/emaj.2012.20.

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This paper aims to show an understanding of the vague issues on the relations among the concepts of entrepreneurship, intrapreneurship and innovation. Some of the greatest intellectual challenges of our time are emerging from the huge study of business management and organization. Through these issues; creating and applying smart ideas that form the practice of business and management, namely entrepreneurial activities, have been noticeably stepping forward for more than three decades. An updated entrepreneurial view in business and management is crucial for reaching the aim of innovation; besides, as it’s mentioned above, this perspective deserves to be scrutinized deeply in order to obtain a full understanding of the key concepts of entrepreneurship, intrapreneurship, and innovation also to provide a lean conclusion, which is mainly based on the dual and multi-relations of the related terms. The approach taken in the literature, generally construes entrepreneurship as the main concept regarding entrepreneurial thought; intrapreneurship as its sub-concept; and considers innovation as redundant to include in some of the entrepreneurial definitions; though it’s not totally been ignored. However, the new economical framework has proven that a fresh insight is required from now on, in order to explain how to survive in this rapidly changing environment. From this perspective, the main questions of this paper are: Can the concepts of entrepreneurship, intrapreneurship and innovation be appraised in an integrative approach, contemporarily? In other words, can these concepts be united under the umbrella of a valid single term different from these? If yes, how should the new concept be discussed and what are the attributes of the new character emerging from this concept?

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Karabey, Canan Nur. "Understanding Entrepreneurial Cognition through Thinking Style, Entrepreneurial Alertness and Risk Preference: Do Entrepreneurs differ from others?" Procedia - Social and Behavioral Sciences 58 (October 2012): 861–70. http://dx.doi.org/10.1016/j.sbspro.2012.09.1064.

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Kucera, Dusan. "Religious Roots of Innovative Thinking." International Journal of Management Science and Business Administration 1, no. 12 (2015): 7–16. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.112.1001.

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The study is based on the identifying religious (spiritual) factors important for innovative thinking in entrepreneurship and management. The author uses the Weber´s inspiring perspective analyzing the capitalism through the innovative religious concepts. It means that besides philosophical, sociological and psychological aspects there are very important and powerful religious roots which have a major impact on the emergence, development, and maintenance of the economic environment, business and management. These “self-transcendent” factors are described as fundamental roots used till today in the general spiritual concepts creating the needed frame and support of innovative thinking in entrepreneurial and managerial activities looking for any “new spirit of capitalism”. Identified spiritual character of business potentials is distinguished by positive and negative spiritual (religious) factors based on world’s religions. General religious (spiritual) factors are reflected on the background of basic selected religious systems Judaism, Christianity (Protestantism, Roman Catholicism and Eastern Orthodoxy) Islam, Hinduism, Buddhism and other Asian directions. The study culminates in the discovery of religiosity of the capitalism itself. All the above-mentioned points are important contribution for better understanding of current multi-cultural and multi-religious growing trends.

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Elbeshausen, Hans, Agnete Lunddahl Jensen, and Ragnhild Riis. "Fra kollegial supervision til fællesfaglig udvikling - et eksperiment med entreprenørskabsundervisning i faget kulturformidling." Dansk Universitetspædagogisk Tidsskrift 8, no. 14 (March 1, 2013): 76–85. http://dx.doi.org/10.7146/dut.v8i14.7488.

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AbstractArtiklen handler om at tilegne sig viden om entreprenørskab som undervisningsform gennem en eksperimentel praksis. Vi beskriver udfordringer, dilemmaer, erfaringer og vendepunkter i forløbet og forklarer, hvordan fokus i den kollegiale supervision flyttede til at udvikle faglighed i fællesskab. Forløbets eksplorative og fleksible form blev ledsaget af dialog på flere niveauer og inddrog både de studerende og alle undervisere. Målene kunne præciseres og ændres, og institutionens faglighed udvides. Med metaforen ’tvillinger’ blev kolleger indbudt til særligt at følge underviserne i eksperimentet. Deres involvering viste sig i dialogiske interventioner i undervisningens form og indhold. This article presents an explorative journey carried out by a team of teachers. The aim was to develop their teaching methods in master courses in communication by integrating entrepreneurial thinking. The focus of the teacher-to-teacher supervision changed through the teamwork process. An initial concern about individual teaching skills was transformed into a joint concern about how to strengthen the academic argument for entrepreneurial thinking in academic education. The added value of working as a team in developing academic teaching is that a general reluctance towards entrepreneurial thinking has been transformed into a mutual interest and willingness to accept that certain entrepreneurial elements can improve academic standards.

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Rao, Srinivasa. "Nurturing entrepreneurial women." Journal of Entrepreneurship in Emerging Economies 6, no. 3 (August 26, 2014): 268–97. http://dx.doi.org/10.1108/jeee-04-2014-0014.

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Purpose – This paper aims to focus on micro-level women entrepreneurs from a developing country, India (n = 180), their educational and developmental needs and impact on their business performances and growth. Design/methodology/approach – Thirty participants (1:10 ratio) were selected from each cohort/location based on prescribed eligibility criteria covering various backgrounds and industry profiles from six cohorts across India. Findings – It was found that entrepreneurship education and development programs resulted in revenue growth and also employment generation, thereby impacting society at large. This study also demonstrated improvement of self-confidence levels and strategic thinking by the women entrepreneurs, which benefited their business performances and growth. Social implications – Because this study is first of its kind from a developing country like India, it also contributes to entrepreneurship literature by examining and confirming employment generation and thereby impacting society at large (multiplier effects). This study is also unique in the context of the developing world in explicating the impact of education programs and its impact on revenue growth and profitability, which is considered as a major factor for economic development. Originality/value – This is purely an original study carried out in India.

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Lee-Ross, Darren. "Entrepreneurial Thinking: A Study of Cognitive Styles in Small Businesses." International Journal of Design Management and Professional Practice 8, no. 2 (2014): 1–16. http://dx.doi.org/10.18848/2325-162x/cgp/v08i02/38620.

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Bazzy, Joshua. "The Role of Abstract Thinking in Entrepreneurial Intentions and Actions." Academy of Management Proceedings 2016, no. 1 (January 2016): 14683. http://dx.doi.org/10.5465/ambpp.2016.14683abstract.

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Shepherd, Dean A., Trenton A. Williams, and Holger Patzelt. ""Thinking About Entrepreneurial Decision Making: Review, Integration, and Research Agenda"." Academy of Management Proceedings 2014, no. 1 (January 2014): 10205. http://dx.doi.org/10.5465/ambpp.2014.10205abstract.

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Journal articles on the topic 'Entrepreneurial thinking'

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