1 / 13

Policy Self-efficacy and entrepreneurial intent Survey and results Conclusions

Comparative analysis of the predictors of entrepreneurial intent and self-efficacy of UK engineering undergraduates Evidence from the CMI Education for High Growth Innovation (EHGI) Research Group Evidence Based Policies and Indicator Systems Conference. Policy

hume
Download Presentation

Policy Self-efficacy and entrepreneurial intent Survey and results Conclusions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Comparative analysis of the predictors of entrepreneurial intent and self-efficacy of UK engineering undergraduates Evidence from the CMI Education for High Growth Innovation (EHGI) Research Group Evidence Based Policies and Indicator Systems Conference

  2. Policy • Self-efficacy and entrepreneurial intent • Survey and results • Conclusions

  3. Policy • UK Government has funded several programmes for enhancement of entrepreneurship and enterprise • HEIF, CMI, SEC • HE Sector has responded by increasing number and variety of activities in this area • Environment changing • Economic changes • Technological change • Issue – how to measure effectiveness and guide policy?

  4. Self-efficacy and entrepreneurial intent • Self-efficacy is concerned with confidence • Entrepreneurial intent indicates future ambitions and plans • In general, people with self-efficacy are successful in a variety of areas • A ‘virtuous spiral’ • Make positive choices • Attempt tasks • Innovation, opportunity recognition, and entrepreneurship linked to self-efficacy

  5. Self-efficacy and entrepreneurial intent • Factors that increase self-efficacy • Actual performance of the task • Learning by failure • Observing others • Self-efficacy for entrepreneurship can be enhanced though • Teaching • Guest lectures • Projects • Work experience

  6. Survey and results • Education for High Growth Innovation • Cambridge, Edinburgh, Lancaster, Sheffield, Strathclyde, York, MIT • Spring 2004 – pilot work • Autumn 2004 – initial survey • 2711 replies • 492 engineering undergraduates • Assessed impact of the 3rd year

  7. Survey and results • Outcome metrics • Self-efficacy items • Know the steps you would take to place a financial value on a new business venture • Work with a supplier to get better prices that help a new venture become successful • Pick the right marketing approach for the introduction of a new kind of service • Recruit the right employees for a new project or venture • Estimate accurately the costs of running a new project • Recognize when an idea is good enough to support a major business venture

  8. Survey and results • Outcome metrics • Entrepreneurial intent items • “At least once I have to take a chance and start my own company;” • “If I see an opportunity to join a start-up company in the next few years, I will take it.” • “I often think about ideas and ways to start a business;” • “The idea of high risk/high pay-off ventures appeals tome.”

  9. Survey and results • General • Men consistently report higher levels of self-efficacy • Respondents whose fathers run their own business have higher entrepreneurial intent • These findings agree with literature on this subject and indicate the students in this survey are like others studied elsewhere

  10. Survey and results • Strong culture of using real-world examples • 73.4% indicated industry examples were used in the classroom at least weekly • 48% say their lecturers talked about jobs in industry. • Both relate to self-efficacy • 6.5% say their lecturer talked about personal start-up experience weekly • 26.8% reported working on open-ended problems • Both relate to entrepreneurial intent • Examined impact of 3rd year • No significant relationships were found

  11. Survey and results • Students who take an enterprise course are more likely to be placed in industry work close to their course of study • The strongest predictor of venturing self-efficacy is the closeness of study and work experience • Closeness of the work experience to study area has no effect on entrepreneurial intent • Taking courses in entrepreneurship, but not business courses, relates to higher levels of entrepreneurial intent • More intensive courses relate more strongly

  12. Conclusions • The background factors of gender and a father who runs a business are important sources of entrepreneurial confidence and motivation • Future studies should use these as controls • The other factors which predict venturing self-efficacy represent authenticity of experience • Authenticity appears to require a strong tie between the nature of the work experience and the area of study

  13. Conclusions • Innovation follows on from self-confidence therefore it would seem that industry placements are very important in an education context • The average age of an entrepreneur is 35, how best to measure effectives of education programmes? • Trajectory metrics

More Related