BSI Luxembourg ASBL
Château de Wiltz
Typical academic professor” does not describe me. I am a successful entrepreneur, turned mentor, turned academic leader, and now, doctor of business administration with an entrepreneurship emphasis. I use my entrepreneurial, university professor, and doctorate experiences to add increased impact to education by helping to reshape entrepreneurial curriculum and improve the delivery of content.
My career goals are to make a difference in the lives of others and to best prepare students to become thought leaders and ethical, contributing participants in the global community.
I am a serial entrepreneur and am now in the second phase of my career as a university professor. As an entrepreneur, I am best known for my work in the US healthcare system, having started, grown, and sold a multi-million USD per year revenue technology company that lead to the creation of a half a billion USD per year market niche. I have also mentored numerous entrepreneurs, students, and business leaders in innovation and the development of an entrepreneurial/growth mindset. Lastly, I have sixteen years of experience contributing to advanced education, including mentoring, lecturing, and teaching at the university level, with my current role as a professor of entrepreneurship at the Africa Business School in Morocco.
Supervisor: Nathalie Mitev
Understanding the entrepreneurial capacity of undergraduate students.
The present research uses exploratory quantitative and qualitative methods to assess and understand the entrepreneurial capacity of university students as a driver for initial intention by examining undergraduate entrepreneurial skills, self-efficacy, and personality traits. The research examines differences between students and entrepreneurs, and between undergraduate students who identify entrepreneurship as their choice of academic studies and those who do not. In particular, the investigation explores dissimilarities in entrepreneurship, other business, and non- business students.
Quantitative results show that all student groups, including entrepreneurship majors, score lower than entrepreneurs in both entrepreneurial skills and entrepreneurial self-efficacy. Findings also demonstrate that there are distinct differences in the entrepreneurial skills, entrepreneurial self-efficacy, and entrepreneurial personality traits between entrepreneurship students and other majors, mainly business students. The data demonstrates a “sea change” in entrepreneurial interpersonal sensitivity, undergraduate students reporting higher score levels than entrepreneurs for a traditionally low-scoring entrepreneurial skill. Finally, the qualitative findings illustrate how undergraduates resolve low entrepreneurial skills and low entrepreneurial self-efficacy to build entrepreneurial capacity.
The research proposes a “SET” conceptual framework, where entrepreneurial skills (S), entrepreneurial self-efficacy (E), and entrepreneurial personality traits (T) are components and drivers of entrepreneurial capacity and ultimately, entrepreneurial intentions. The qualitative findings illustrate a dynamic resolution to building entrepreneurial capacity which is conceptualized as “entrepreneurial efficacy transformation,” where affecting positive change in others develops and drives increased self-efficacy and skills within entrepreneurship students. Finally, the research calls for a broadening of the concept of intention to launch to also include freelancing, contract labor, and intrapreneurial activities. These results have theoretical, empirical, and practical implications, including how to position, market, and assess university entrepreneurship education, as well as how to structure and deliver curricula.
Keywords: Entrepreneurship, Entrepreneurial Capacity, Entrepreneurial Skill Dimensions, Entrepreneurial Self-Efficacy, Entrepreneurial Personality Traits, Behavioral Transformation, Education, University Students.