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Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identification


Baggen, Yvette; Mainert, Jakob; Kretzschmar, André; Lans, Thomas; Biemans, Harm J A; Niepel, Christoph; Greiff, Samuel (2017). Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identification. Education Research International, 2017:1-13.

Abstract

In opening up the black box of<jats:italic> what</jats:italic> entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem-solving (CPS). OI, as a domain-specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain-general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to identify potential opportunities in dynamic and nontransparent environments. Therefore, we empirically investigated whether CPS relates to OI among 113 masters students. Data is analyzed using multiple regressions. The results show that CPS predicts the number of<jats:italic> concrete</jats:italic> ideas that students generate, suggesting that having CPS skills supports the generation of detailed, potential business ideas of good quality. The results of the current study suggest that training CPS, as a more domain-general skill, could be a valuable part of<jats:italic> what</jats:italic> should be taught in EE.

Abstract

In opening up the black box of<jats:italic> what</jats:italic> entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem-solving (CPS). OI, as a domain-specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain-general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to identify potential opportunities in dynamic and nontransparent environments. Therefore, we empirically investigated whether CPS relates to OI among 113 masters students. Data is analyzed using multiple regressions. The results show that CPS predicts the number of<jats:italic> concrete</jats:italic> ideas that students generate, suggesting that having CPS skills supports the generation of detailed, potential business ideas of good quality. The results of the current study suggest that training CPS, as a more domain-general skill, could be a valuable part of<jats:italic> what</jats:italic> should be taught in EE.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:English
Date:1 January 2017
Deposited On:20 Feb 2020 12:57
Last Modified:23 Feb 2020 07:01
Publisher:Hindawi Publishing Corporation
ISSN:2090-4010
OA Status:Gold
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1155/2017/1768690
Project Information:
  • : FunderFP7
  • : Grant ID290683
  • : Project TitleLLLIGHT'IN'EUROPE - Lifelong Learning, Innovation, Growth and Human capital Tracks in Europe

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