This book is a combination of chapters exploring the entrepreneurial attributes of university students and specifically their intentions to become entrepreneurs. It provides detailed insights into the personal and environmental factors that affect university studentsâ (TM) decisions to establish their own businesses. The first six chapters explore these factors through an exploratory approach and provide descriptive data on studentsâ (TM) entrepreneurial attributes such as self-regulation, self-efficacy, skills, metacognition (knowledge of cognition and regulation of cognition) and subjective and social norms of entrepreneurship. In these chapters, the authors provide an overall picture of entrepreneurial attributes among students from both public and private universities. The last three chapters examine studentsâ (TM) entrepreneurial intentions using the Structural Equation Modelling (SEM) techniques. The chapters explain the interactions between personal (attitudes toward entrepreneurship and self-efficacy) and environmental (social and family norms and education) factors, and investigate how these factors affect studentsâ (TM) entrepreneurial career choice. This book will be of great importance to, and helpful for, policy makers who wish to develop entrepreneurial activities and quality entrepreneurs in their countries; educators who intend to develop entrepreneurship education and training programs and improve entrepreneurial knowledge and competencies among students; and entrepreneurship teachers and lecturers who endeavour to develop studentsâ (TM) entrepreneurial knowledge and competencies. It will also be of interest to students who wish to regulate their motivation, knowledge and thoughts towards learning entrepreneurship; real and nascent entrepreneurs who want to better understand how they can learn entrepreneurial knowledge and skills; and researchers who aim to conduct studies on entrepreneurial attributes and intentions, particularly among students.

This book is a combination of chapters exploring the entrepreneurial attributes of university students and specifically their intentions to become entrepreneurs. It provides detailed insights into the personal and environmental factors that affect university students’ decisions to establish their own businesses. The first six chapters explore these factors through an exploratory approach and provide descriptive data on students’ entrepreneurial attributes such as self-regulation, self-efficacy, skills, metacognition (knowledge of cognition and regulation of cognition) and subjective and social norms of entrepreneurship. In these chapters, the authors provide an overall picture of entrepreneurial attributes among students from both public and private universities. The last three chapters examine students’ entrepreneurial intentions using the Structural Equation Modelling (SEM) techniques. The chapters explain the interactions between personal (attitudes toward entrepreneurship and self-efficacy) and environmental (social and family norms and education) factors, and investigate how these factors affect students’ entrepreneurial career choice. This book will be of great importance to, and helpful for, policy makers who wish to develop entrepreneurial activities and quality entrepreneurs in their countries; educators who intend to develop entrepreneurship education and training programs and improve entrepreneurial knowledge and competencies among students; and entrepreneurship teachers and lecturers who endeavour to develop students’ entrepreneurial knowledge and competencies. It will also be of interest to students who wish to regulate their motivation, knowledge and thoughts towards learning entrepreneurship; real and nascent entrepreneurs who want to better understand how they can learn entrepreneurial knowledge and skills; and researchers who aim to conduct studies on entrepreneurial attributes and intentions, particularly among students.

Personality and Individual Differences is a state-of-the-art undergraduate textbook that covers the salient and recent literature on personality, intellectual ability, motivation and other individual differences such as creativity, emotional intelligence, leadership and vocational interests. This third edition has been completely revised and updated to include the most up-to-date and cutting-edge data and analysis. As well as introducing all topics related to individual differences, this book examines and discusses many important underlying issues, such as the psychodynamic approach to latent variables, validity, reliability and correlations between constructs. An essential textbook for first-time as well as more advanced students of the discipline, Personality and Individual Differences provides grounding in all major aspects of differential psychology.

Interest in the functioning of the human mind can certainly be traced to Plato and Aristotle who often dealt with issues of perceptions and motivations. While the Greeks may have contemplated the human condition, the modern study of the human mind can be traced back to Sigmund Freud (1900) and the psychoanalytic movement. He began the exploration of both conscious and unconscious factors that propelled humans to engage in a variety of behaviors. While Freud’s focus may have been on repressed sexuality our focus in this volume lies elsewhere. We are concerned herein with the expression of the cognitions, motivations, passions, intentions, perceptions, and emotions associated with entrepreneurial behaviors. We are attempting in this volume to expand on the work of why entrepreneurs think d- ferently from other people (Baron, 1998, 2004). During the decade of the 1990s the eld of entrepreneurship research seemingly abandoned the study of the entrepreneur. This was the result of earlier research not being able to demonstrate some unique entrepreneurial personality, trait, or char- teristic (Brockhaus and Horwitz, 1986). It was both a naïve and simplistic search for the “holy grail” of what made entrepreneurs the way they are. However, many of the researchers in this volume have never gave up the belief that a better und- standing of the mind of the entrepreneur would give us a better understanding of the processes that lead to the creation of new ventures.

This volume discusses entrepreneurship education in Europe on the basis of in-depth case studies of related activities at twenty higher education institutions. Based on a model of entrepreneurship education, the analysis addresses curricular and extra-curricular teaching, as well as the institutional and stakeholder context of delivering entrepreneurship education within higher educational institutions. The book offers both insightful entrepreneurship teaching practices and a discussion of potential organizational drivers and barriers. Accordingly, it provides a valuable resource for researchers, instructors, and managers of entrepreneurship education alike.

The preponderance of research regards entrepreneurial entry as a dichotomous choice between paid employment and entrepreneurship. Most classic models on the emergence of entrepreneurship either neglect or exclude the opportunity of engaging in both occupations at the same time. This view stands in contrast to increasing evidence that the majority of firm entry around the world occurs by individuals who simultaneously engage in paid employment and self-employment, an entry mode which has been termed hybrid entrepreneurship. 58% of all start-ups in Sweden have been found to be started in hybrid entrepreneurship and even in R&D-pursuing start-ups in Germany, this type of business entry represents 27% of all entrants. Next to this high prevalence of hybrid entrepreneurs among entrepreneurs, there are at least three reasons why these hybrid entrepreneurs should receive more attention. First, as hybrid entrepreneurs are often better educated than pure entrepreneurs, their business ideas might be expected to result in more high-growth ventures. Second, businesses run in pure entrepreneurship survive longer on average if they have been founded in hybrid entrepreneurship. Third, regardless of whether or not hybrid entrepreneurs generate greater economic impact than pure entrepreneurs, their relevance also emerges from their potential to evolve into valuable full-time businesses that otherwise would not have existed. This thesis therefore aims to advance research on hybrid entrepreneurship by revealing its importance for policymaking and entrepreneurship research, the various areas of research touched by it, and its role in entrepreneurial exit processes.