Entrepreneurship: Intentions, Institutions And Processes, 2015, vol. 11, issue 2
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Pozycja Entrepreneurship Processes and Small Farms Achievements: Empirical Analysis of Linkage(Nowy Sacz School of Business – National-Louis University, 2015) Apata, Temidayo GabrielEntrepreneurship process has been argued as opportunity-driven, creative, and resource-efficient, that could influence income generation of small farmers that adopted entrepreneurial skills and innovation into their farming operations. This study examines entrepreneurship process strategies employed to income increase by small farmers, evidence from southwest of Nigeria. The sampling procedures entail three stages of samples selection of 240 farmers but only 200 data was useful. Descriptive statistical and inferential statistics were used to analyze and describe the data. Respondents’ age ranges from 16 to 65 years old, mean age was 36.16 years. The study found out that 5 % of the samples had modest communication skills that aid adoption of effective entrepreneurial processes and about 83% have a strong belief in one’s self to succeed. Successful farmers had multiple sources of related income generation business ventures. Targeting the entrepreneurs for support could make them even more effective.Pozycja Money cares. Institutional Entrepreneurship in the Finnish Social Services Sector(Nowy Sacz School of Business – National-Louis University, 2015) Merenheimo, PetraIn this article, actions within care marketization are conceptualized as institutional entrepreneurship contesting the present practices of care production. Practices of selling and buying care are described, and the underlying power relations in two care marketization models are analyzed: outsourcing and the so called ‘second wave’, i.e. the customer choice model, in Finland. Drawing from Bourdieu’s concepts of cultural, symbolic, social and economic capital, the article highlights the relevance of capital conversions for understanding institutional entrepreneurship. It is argued that the positions and opportunities to gain a more powerful position are not solely field intern conceptions, but can be related to macro level conceptions. Exploiting such opportunities questions the challenging conception of institutional entrepreneurship, itself. Instead, it is suggested that institutional entrepreneurship can also be conceived as legitimate challenging which points that challenging and conforming may not be necessary to be separated.Pozycja Access to Business Development Support Services and Performance of Youth-Owned Enterprises in Tanzania(Nowy Sacz School of Business – National-Louis University, 2015) Mori, NeemaWe investigated a sample of 3,098 randomly chosen youth-owned enterprises (YOEs) in Tanzania and studied their access to business development support (BDS) services. YOEs are defined as enterprises owned and run by young entrepreneurs, aged between sixteen and thirty-five, according to the Tanzanian definition of youth. We analyzed which BDS services affect the performance of YOEs in terms of (i) number of employees, (ii) whether the enterprise keeps financial records and (iii) the entrepreneurs’ perception of the performance of their enterprises. With the support of the resource- based view, we found that access to expert advice is positively associated with a YOE’s number of employees and their ability to keep financial records. We also found that access to business management training and entrepreneurship training positively influences financial record keeping and enterprises’ perceived performance. Overall, we conclude that the resources that young entrepreneurs obtain through their access to BDS services are crucial for their enterprises.Pozycja The Mediating Effect of Self-Efficacy on the Relationship Between Entrepreneurship Education and Entrepreneurial Intentions of University Students(Nowy Sacz School of Business – National-Louis University, 2015) Oyugi, Jacob L.This paper has been written using data derived from a major study conducted by Oyugi (2011). The study investigated the contribution of entrepreneurship education to the development of entrepreneurial self-efficacy and intentions among university students in Uganda. The paper recognizes the development and the teaching of entrepreneurship courses in most universities in Uganda with the aim of rolling out students sufficiently equipped to become job creators. At a time when efforts are being made to address graduate unemployment through mainstream training in entrepreneurial skills in post-primary and post-secondary education, this paper provides timely guidance on the entrepreneurial curriculum. It proposes a quantitative analysis in which entrepreneurship education and entrepreneurial self-efficacy are key to developing entrepreneurial intentions of students. To investigate this, two hypotheses were formulated. Data was collected by means of a mail survey questionnaire completed by students, randomly selected from a sampling frame of third year students, who had training in entrepreneurship course. The findings revealed that significant relationships exist between entrepreneurship education and entrepreneurial intention, while self-efficacy was found to partially mediate the entrepreneurship education and entrepreneurial intention.Pozycja Interaction of Psychological Factors in Shaping Entrepreneurial Intention Among Computer and Electrical Engineering Students(Nowy Sacz School of Business – National-Louis University, 2015) Liang, Chao-Tung; Lee, Jia-Ling; Liang, ChaoyunNumerous technopreneurs start their ventures at college age, but the entrepreneurship of computer and electrical engineering (CEE) students remains under-studied. This study analysed both the combined and interactive effects of psychological factors on the entrepreneurial intentions of CEE students. In this study, entrepreneurial intention comprised two dimensions, conviction and preparation. Regarding the direct effects, the results indicated that self-efficacy affected entrepreneurial conviction the most, followed by negative emotion, intrinsic motivation, and metacognition. Negative emotion affected entrepreneurial preparation the most, followed by self-efficacy and positive emotion. The results also revealed several crucial interactive effects resulting from psychological factors. An increase in cognitive load increased the entrepreneurial intention of students exhibiting high intrinsic motivation and reduced the intention of students exhibiting low intrinsic motivation. An increase in metacognition increased the entrepreneurial conviction of students exhibiting either high or low intrinsic motivation. An increase in positive emotion reduced the entrepreneurial intention of students exhibiting high negative emotion and increased the intention of students exhibiting low negative emotion. An increase in self-efficacy increased the entrepreneurial intention of students exhibiting either high or low negative emotion.