Entrepreneurial motivations from the     students and entrepreneurs’  perspectives: A case study of the          CReBUS pr...
Empirical research purpose• To identify students/graduates and young  entrepreneurs’ motives, needs, interests in  order t...
Research stagesThe CReBUS project research was carried out duringthe period of four months with active participation andco...
Research sample60                                               545040                                                    ...
Theoretical background• study of students’ motives, interests, and  behavioral intentions for business start-up  (Shinnar,...
Students’ motivations for business start-up               (by Shinnar, Pruett, Toney, 2009:154) •   The chance to implemen...
Entrepreneurs’ motivational factors             (by Benzing, Chu, Kara, 2009:69)•   To be my own boss;•   To be able to us...
Proposed definitionEntrepreneurial motivation is adynamic system of individualscausally interrelated entrepreneurialneeds,...
Empirical finding 1.1Importance of the motives of business and life activity for            students/graduates and entrepr...
Empirical finding 1.2      Importance of the motives of business and life activity for                      respondents by...
Empirical finding 2.1Students/graduates’ motivation in attending entrepreneurship training    The most frequently mentione...
Empirical finding 2.2Students/graduates’ motivation in attending entrepreneurship training                   (some example...
Empirical finding 3.1      Entrepreneurs’ motivation in supporting of e-mentoringThe most frequently mentioned entrepreneu...
Empirical finding 3.2Entrepreneurs’ motivation in supporting of e-mentoring           (some examples of responses)
Summary• According to the empirical findings of the CReBUS  project research the following important motives of  business ...
svetlana.surikova@lu.lvtamara_pigozne@inbox.lv
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  • The total research sample size was consisted of 109 students/graduates and 49 entrepreneurs from Romania, Italy, Spain, Austria, and Latvia.
  • The theoretical background of the research is based on the
  • In this paper e ntrepreneurial motivation is defined as a
  • Almost all motives (with the exception of to be independent ) were more important for students/graduates than for entrepreneurs. However, in accordance with the results of the Mann-Whitney Test there were no statistically significant differences between students/graduates and entrepreneurs’ responses. By total mean the three most important motives both for students/graduates and entrepreneurs were the following: improving the quality of life (total mean=3.6, mode=4); to be independent (total mean=3.52, mode=4); the chance to implement own ideas (total mean=3.49, mode=4).
  • By total mean the three most important motives both for students/graduates and entrepreneurs were the following: improving the quality of life (total mean=3.6, mode=4); to be independent (total mean=3.52, mode=4); the chance to implement own ideas (total mean=3.49, mode=4).
  • Surikova pigozne presentation

    1. 1. Entrepreneurial motivations from the students and entrepreneurs’ perspectives: A case study of the CReBUS project Dr.paed. Svetlana Surikova Dr.paed. Tamara Pigozne University of LatviaThe International Conference “Entrepreneurship Education - A Priority for the Higher Education Institutions – CReBUS” October 8-9, 2012, Bucharest, Romania This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
    2. 2. Empirical research purpose• To identify students/graduates and young entrepreneurs’ motives, needs, interests in order to develop e-mentoring system of business start-up for CReBUS e-Learning Community.
    3. 3. Research stagesThe CReBUS project research was carried out duringthe period of four months with active participation andcontribution of all project partners from Romania, Italy,Spain, Austria, and Latvia:– research preparation stage – concept of the needs analysis was developed as well as two online questionnaires for entrepreneurs and students/graduates were designed using Google forms (December 2010 – January 2011);– data collection stage – e-survey by using online questionnaires among entrepreneurs and students/graduates was carried out (February 2011);– data processing and analysis stage – internal and external versions of the transnational needs analysis report was developed (March 2011).
    4. 4. Research sample60 545040 Students/graduates30 26 Entrepreneurs 2120 14 10 10 1010 5 5 3 0 Austria Italy Latvia Spain Romania
    5. 5. Theoretical background• study of students’ motives, interests, and behavioral intentions for business start-up (Shinnar, Pruett, Toney, 2009);• factor analysis of entrepreneurs’ motivations (Thompson, 1999; Robshaw, 2001; Cull, 2006; Benzing, Chu, Kara, 2009);• multi-country survey of students’ attitudes towards the enterprise (Kopycińska, Bernat, Korpysa, 2009).
    6. 6. Students’ motivations for business start-up (by Shinnar, Pruett, Toney, 2009:154) • The chance to implement my own ideas; • Personal independence; • Creating something of my own; • The opportunity to be financially independent; • Improving my quality of life; • Being at the head of an organization; • Building personal wealth; • Managing people; • Making more money than by working for wages; • Receiving fair compensation; • Creating jobs; • Having more free time; • Dissatisfaction in a professional occupation; • The difficulty of finding the right job; • Following a family tradition; • Gaining high social status.
    7. 7. Entrepreneurs’ motivational factors (by Benzing, Chu, Kara, 2009:69)• To be my own boss;• To be able to use my past experience and training;• To prove I can do;• To increase my income;• To provide jobs for family members;• For my own satisfaction and growth;• So I will always have job security;• To build a business to pass on;• To maintain my personal freedom;• To be closer to my family;• To have fun.
    8. 8. Proposed definitionEntrepreneurial motivation is adynamic system of individualscausally interrelated entrepreneurialneeds, interests, motives, andemotions.
    9. 9. Empirical finding 1.1Importance of the motives of business and life activity for students/graduates and entrepreneurs 3,51 improving quality of life 3,64 3,6 3,57 to be independent 3,5 3,52 3,45the chance to implement own ideas 3,51 3,49 Entrepreneurs 3,37 to be successful 3,51 Students/graduates 3,47 Total 3,31 to possess self-actualization 3,51 3,45 3,24 increasing financial situation 3,39 3,34 2,8 gaining high social status 2,91 2,87 2,4 2,6 2,8 3 3,2 3,4 3,6 3,8
    10. 10. Empirical finding 1.2 Importance of the motives of business and life activity for respondents by countryAccording to the results of the Kruskal-Wallis Test there werestatistically significant differences between respondents’ responsesin the represented countries: – Gaining high social status and to be successful were more important motives for Latvian and Romanian respondents than for Austrian, Italian and Spanish respondents (p=0.001; p=0.003); – Increasing your financial situation was less important motive for Austrian respondents than for respondents from Latvia, Romania, Spain and Italy (p=0.011); – To possess self-actualization was less important motive for Austrian and Italian respondents than for the respondents from Latvia, Romania and Spain (p=0.046).
    11. 11. Empirical finding 2.1Students/graduates’ motivation in attending entrepreneurship training The most frequently mentioned students/graduates’ responses to the open-ended question “What would motivate you to attend entrepreneurship training?” were the following: – self-development, learning (n=54) – supportive environment (n=38) – interest to learn from experienced entrepreneurs (n=29)
    12. 12. Empirical finding 2.2Students/graduates’ motivation in attending entrepreneurship training (some examples of responses)
    13. 13. Empirical finding 3.1 Entrepreneurs’ motivation in supporting of e-mentoringThe most frequently mentioned entrepreneurs’motivation in online mentoring of a youngster whowanted to start a business were– opportunities to help someone, to use their past experience and training (n=17)– opportunities of collaboration, networking, new contacts (n=10).
    14. 14. Empirical finding 3.2Entrepreneurs’ motivation in supporting of e-mentoring (some examples of responses)
    15. 15. Summary• According to the empirical findings of the CReBUS project research the following important motives of business and life activity were identified: to improve the quality of life; to be independent; to have the chance to implement own ideas.• Self-development and learning, supportive environment and interest to learn from experienced entrepreneurs were the most popular students/graduates’ motivations to attend an entrepreneurship training.• Opportunities to help someone, to use their past experience and training as well as opportunities of collaboration, networking and new contacts were the most frequently mentioned entrepreneurs’ motivations to provide e-mentoring for start-ups.
    16. 16. svetlana.surikova@lu.lvtamara_pigozne@inbox.lv
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