Identifying entrepreneurial potential in students

Abstract

Abstract Purpose: Entrepreneurship education can contribute to the development of entrepreneurial skills and potential for business start-up (e.g., Kolvereid and Moen, 1997; Galloway and Brown, 2002). There are limitations to the impact education alone can have, however. There is much acknowledgement that experience in the ‘real world’ of business is also essential (Gibb, 1996; Jack and Anderson, 1999). This is consistent with established theories of learning, where it is understood that conceptual learning, as that which best facilitates application and reconceptualisation, is achieved only through experience and participation (Laurillard, 1993; Mayes, 1995). This is not normally within the scope of formal educational practices. Moreover, it is well established that other influences, such as personality and family role models, are correlated positively with increased entrepreneurship propensity (McClelland, 1971; Dunn and Holtz-Eakin, 2000). The paper seeks to identify latent entrepreneurial activity within the student body at one university, and investigate the factors contributing to those identified as most likely to become, specifically entrepreneurial, firm owners.

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