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.

The book explores various aspects of cognitive and motivational psychology as they impact entrepreneurial behavior. Building upon the 2009 volume, Understanding the Entrepreneurial Mind, the editors and contributors explore the cognitions, motivations, passions, intentions, perceptions, and emotions associated with entrepreneurial behaviors, in each case preserving their original chapters and enhancing them with thoughtful and targeted updates, reflecting on the most recent developments in theory and practice, telling the story of what has transpired in the last decade in the field of entrepreneurial psychology. The volume addresses such questions as: Why do some people start business and others do not? Is entrepreneurship a natural quality or can it be taught? Do entrepreneurs think differently from others? While there is a great deal of literature exploring the dynamics of new firm creation, policies to promote innovation and technology transfer, and the psychology of creativity; research on entrepreneurial mindset or cognition is relatively new, and draws largely from such related fields as organizational behavior, cognitive and social psychology, career development, and consumer research. In this book, editors Brännback and Carsrud have reassembled the contributors to Understanding the Entrepreneurial Mind to discuss new research paradigms given their vantage point years after the original volume was published. Featuring the most current literature references, Revisiting the Entrepreneurial Mind continues to challenge conventional approaches to entrepreneurship and articulate an agenda for future research.

This book examines the relationship between a person's intentions to start a business and specific personal and situational factors.

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.

Entrepreneurship is an academic discipline that, despite decades of growth in research and teaching activity lacks a traditionally distinct or common theoretical domain. In this book, editors Thomas N. Duening and Matthew Metzger explore entrepreneurial identity, facets of entrepreneurship education in forming and developing this identity and the development of entrepreneurs in general. Chapters focus primarily on macro-level identity issues (i.e., how do these entrepreneurial archetypes form, persist, and sometimes change) or micro-level identity issues (i.e., how can educators and resource providers identify, communicate, and incentivize identity construction among aspiring entrepreneurs), topics that will be of interest to researchers and students alike.

The Theory of Entrepreneurship examines the interiors of the entrepreneurial value creation process, and offers a new unified and comprehensive theory to afford empirical investigations as well as delineate a broader view of the entrepreneurial contextual milieu.

Sustainable Entrepreneurship stands for a business driven concept of sustainability which focusses on increasing both social as well as business value - so called Shared Value. This book shows why and how this unique concept has the potential to become the most recognised strategic management approach in our times. It aims to point out the opportunities that arise from putting sustainable entrepreneurship into practice. At the same time, this book is a wake-up call for all those companies and decision makers who underestimated Sustainable Entrepreneurship before or who are simply not aware of its greater dimension. Well structured chapters from different academic and business perspectives clearly outline how Sustainable Entrepreneurship contributes to solving the world's most challenging problems, such as Climate Change, Finance Crisis and Political Uncertainty, as well as to ensuring business success. The book provides a framework of orientation where the journey might go: What can a successful concept of SE look like? What are the key drivers for its realisation? What is the role of business in shaping the future of our society? The book also presents best practices and provides unique learnings as well as business insights from the international Sustainable Entrepreneurship Award (www.se-award.org). The Sustainable Entrepreneurship Award (short SEA) is an award for companies today who are thinking about tomorrow by making sustainable business practices an integral part of their corporate culture. Companies that receive the SEA are being recognised for the vision they have shown in combining economic and sustainable responsibility.

Career Dynamics in a Global World takes on a major question in the global research and practice of career development and adopts a distinctive approach in response. The authors address the question of how and to what extent a predominant influence of Western thinking about careers interferes with our understanding of careers in other parts of the world. The approach involves identifying career topics for further exploration, recruiting teams of Indian and Westerns scholars on each topic to share their insights, and laying out those insights to help both careers researchers and practitioners see their significance.

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