Doan E. Winkel

A new perspective on psychological resources: Unanticipated consequences of impulsivity and emotional intelligence

In this study, we sought to understand why people engage in these two forms of voluntary and discretionary behaviours. Expanding upon key resource theories to include individual abilities, we examined the idea of incongruence between resources and behaviours (i.e., resources that have been traditionally framed with a positive tone lead to negative behaviours and resources that have been traditionally framed with a negative tone lead to positive behaviours). Data from 234 employees revealed that impulsivity positively influenced organizational citizenship behaviours, and that emotional intelligence (EI) significantly contributed to deviant workplace behaviours. Post hoc analysis revealed that the ability to perceive emotions was the most influential branch of EI in predicting deviant behaviours. We thus found a non-compatible view of the individual resources–behaviour relationship, such that ‘positive’ personal resources lead to negative behaviours and ‘negative’ personal resources lead to positive behaviours. Implications for research and practice are discussed.

Entrepreneurship education: a need for reflection, real-world experience and action

Purpose – The purpose of this paper is to explore the impact of common undergraduate entrepreneurship classroom activities on students’ motivational processes related to entrepreneurial careers. Design/methodology/approach – In total, 700 undergraduate students from a variety of majors at a large midwestern university in the USA were invited to take a web-based survey. They were asked to indicate which experiential activities they would participate/were participating in as part of their program. Findings – The findings show that students’ entrepreneurial self-efficacy (ESE) is a driving force in classroom activities enhancing students’ intentions. However, the authors also found that the type of classroom activities that are common in entrepreneurship education negatively impact students’ ESE. Research limitations/implications – The generalizability is limited to the US region and the link from intention to behavior goes untested, but results strongly supported the adoption of social cognitive career theo...

Women entrepreneurs and business venture growth: an examination of the influence of human and social capital resources in an Indian context

Abstract Current understanding of women entrepreneurs, and in particular those within emerging economies, remains limited. This is despite the fact that the prevalence of women entrepreneurs across emerging economies has grown. Consequently, using India as a research context, the purpose of this study was to identify specific human and social capital factors that may contribute to venture growth for women entrepreneurs in emerging economies. Results suggest that both human and social capital factors play a role in determining business growth for Indian women entrepreneurs. Specifically, human capital factors related to industry experience as well as prior entrepreneurial experience were significant contributors, as were social capital factors related to the size of individuals’ business networks and the support received from family members. However, education, parental business ownership, and network composition characteristics relative to kinship ties were not significant predictors of venture growth in an Indian context.

The Changing Face of Entrepreneurship Education

I, for one, am not concerned with answering those questions. But if you are, for one data point of consideration, you’re reading this special issue on the subject. The conversation is going on all around us—academic publications and entire journals focused on the subject are becoming commonplace, popular news outlets and blogs abound with insights, opinions, and research on the topic. For another data point, look around almost any college campus and you’ll find entrepreneurship making glorious waves. The number of institutions offering entrepreneurship-related courses is consistently rising. The variety of courses is growing exponentially. The list of impactful extracurricular activities exposing students to some aspect of entrepreneurship is astounding and inspirational. For a third data point, look at the tremendous amount of research being done by individuals around the world and by collectives producing large, far-reaching projects such as the Panel Study of Entrepreneurial Dynamics, Global Entrepreneurship Monitor, and Entrepreneurship Education Project. It is irrelevant what we think and how long we want to argue over the answer to those two questions—inertia tells us it is a discipline and it is growing with astounding intensity.

Work and School at the Same Time? A Conflict Perspective of the Work–School Interface

Master’s degrees represent resources that often help employees advance in organizations. Tuition reimbursement programs for graduate studies also represent a large training expense for many organizations. Despite this interest in graduate education, and the additional demands it places on the employee, the impact of simultaneous participation in graduate school on important work-related outcomes is an understudied phenomenon. The purpose of this study is to develop and test a graduate school and work dual-role conflict model. The mediation model is tested using two samples of students who are enrolled in MBA programs. Results suggest that involvement in school can lead to higher levels of school–work conflict, which in turn can lead to lower levels of supervisor-reported job performance. Implications of the findings and suggestions for future research are discussed.

Varieties of Bricolage and the Process of Entrepreneurship

We offer a theoretical account of how two types of bricolage influence the entrepreneurial process. The first type involves social relationships or physical or functional assets, and thus pertains to an entrepreneurʼs external resources used in the instantiation of operations of a new venture. The second type pertains to an entrepreneurʼs internal resources‐experiences, credentials, knowledge, and certifications‐which the entrepreneur appropriates, assembles, modifies and deploys in the presentation of a narrative about the entrepreneurial process. We argue that both types of bricolage are essential to the success of a venturing attempt.

EXPLORING ENTREPRENEURIAL FULFILLMENT FOR WOMEN IN INDIA: AN EMPIRICAL STUDY

Drawing on social feminist theory, Indian cultural precepts, and previous research, we explore factors which may influence entrepreneurial fulfillment for women entrepreneurs in India. Results of a hierarchical regression analysis suggest that numerous network characteristics, as well as perceptions of family support, each contribute to a sense of entrepreneurial fulfillment for Indian women entrepreneurs. These factors furthermore each contributed to entrepreneurial fulfillment beyond the influence of the financial performance of the venture. Implications for understanding women entrepreneurs in emerging economies are discussed, as are practical implications for both women entrepreneurs and policy makers. We additionally present directions for future research.

The invisible hand in entrepreneurial process: bricolage in emerging economies

The entrepreneurial process in emerging economies is receiving more interests but the critical role of bricolage is still in dearth. Entrepreneurs in these highly uncertain and dynamic environments discover, develop, and exploit opportunities with limited and idiosyncratic resources. They also navigate the entrepreneurial process within restrictive and unsupportive institutional environments. In this dynamic and often restrictive setting, entrepreneurs wanting to capitalise on opportunities must be able to manage with novel combinations of existing resources. Bricolage is therefore a relevant process in this entrepreneurial environment. This article argues that bricolage is a key mechanism to explore and explain entrepreneurship in emerging economies.

The Entrepreneurship Education Imperative: Introducing EE&P

The year 2018 marks the start of the 71st year of entrepreneurship education (EE) in higher education, a field that continues to experience unprecedented levels of scholarly and practitioner attention. Beginning with one course at Harvard University in 1947 (Katz, 2003), EE is now taught at more than 3,000 institutions across the globe (Morris & Liguori, 2016). Given the importance of entrepreneurship to economic prosperity, demand has driven a rapid growth of EE, but this has come at a cost: we grew so fast we outpaced our own understanding of what to teach, how to teach it, and how entrepreneurial learning is best measured (Morris & Liguori, 2016). Although this plagues EE, the last decade has ushered in a surge of EE scholarship, with each new article contributing incrementally to our understanding of how EE can impact our students’ entrepreneurial learning and development. We are still struggling as a discipline to define what EE actually is and for what purpose. For instance, are we emphasizing the development of an entrepreneurial mindset, or are we focusing on venture creation in our educational approaches? Or perhaps both? We are part of an exploding field in critical need Entrepreneurship Education and Pedagogy 2018, Vol. 1(1) 5–7 ! The Author(s) 2017 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/2515127417737290 journals.sagepub.com/home/eex

Who Can Help Working Students? The Impact of Graduate School Involvement and Social Support on School-Work Facilitation.

A significant number of employees attend graduate school, and the impact of the student role may be substantial and valuable to the work-life literature. In this study the authors examine whether psychological involvement in graduate school increases school-work facilitation. Further, they suggest that employers and graduate schools can provide social support resources that will strengthen the relationship between psychological involvement and school-work facilitation, thereby creating a win-win situation for both student and employer. The study results suggest that the interaction between psychological school involvement and social support in the school and work domains produce stronger levels of school-work facilitation. Specifically, co-worker support, classmate support and supervisor support strengthened the relationship between involvement and facilitation.