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Data science promises new opportunities for organizational decision-making. Data scientists arguably play an important role in this regard and one can even observe a certain “buzz” around this nascent occupation. This paper enquires into how data scientists construct their occupational identity and the challenges they experience when enacting it.

Based on semi-structured interviews with data scientists working in different industries, the authors explore how these actors draw on their educational background, work experiences and perception of the contemporary digitalization discourse to craft their occupational identities.

The authors identify three main components of data scientists’ occupational identity: a scientific mindset, an interest in sophisticated forms of data work and a problem-solving attitude. The authors demonstrate how enacting this identity is sometimes challenged through what data scientists perceive as either too low or too high expectations that managers form towards them. To address those expectations, they engage in outward-facing identity work by carrying out educational work within the organization and (paradoxically) stressing both prestigious and non-prestigious parts of their work to “tame” the ambiguity and hype they perceive in managers’ expectations. In addition, they act upon themselves to better appreciate managers’ perspectives and expectations.

This study contributes to research on data scientists as well as the accounting literature that often refers to data scientists as new competitors for accountants. It cautions scholars and practitioners alike to be careful when discussing the possibilities and limitations of data science concerning advancements in accounting and control.

The purpose of this chapter is to conduct a structured literature review to examine the relationship between entrepreneurship and emotional intelligence in academic settings as well as the current entrepreneurship pedagogy for flexible, innovative and creative graduates. One hundred and twenty-eight peer-reviewed papers were analysed based on Webster’s and Watson’s (2002) methodology. Papers classified into three topics and a content analysis was implemented to discuss about the publication year, journals, authors, frequency of keywords and research method adopted. The contribution of this chapter is twofold. It is a bibliometric study which provides a macropicture of a research field, its evolution and connections among studies, in order to be a starting point for future researchers who are already studying entrepreneurial education or entrepreneurship-related scientific areas. Also, this chapter helps academics to improve educational programmes and curriculum to increase students’ entrepreneurial intention taking into account the factors that affect it.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Process redesign refers to the intentional change of business processes. While process redesign methods provide structure to redesign projects, they provide limited support during the actual creation of to-be processes. More specifically, existing approaches hardly develop an ontological perspective on what can be changed from a process design point of view, and they provide limited procedural guidance on how to derive possible process design alternatives. This paper aims to provide structured guidance during the to-be process creation.

Using design space exploration as a theoretical lens, the authors develop a conceptual model of the design space for business processes, which facilitates the systematic exploration of design alternatives along different dimensions. The authors utilized an established method for taxonomy development for constructing the conceptual model. First, the authors derived design dimensions for business processes and underlying characteristics through a literature review. Second, the authors conducted semi-structured interviews with professional process experts. Third, the authors evaluated their artifact through three real-world applications.

The authors identified 19 business process design dimensions that are grouped into different layers and specified by underlying characteristics. Guiding questions and illustrative real-world examples help to deploy these design dimensions in practice. Taken together, the design dimensions form the “Business Process Design Space” (BPD-Space).

Practitioners can use the BPD-Space to explore, question and rethink business processes in various respects.

The BPD-Space complements existing approaches by explicating process design dimensions. It abstracts from specific process flows and representations of processes and supports an unconstrained exploration of various alternative process designs.

Drawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender.

A total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men.

The positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role.

The practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates.

The theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.

The purpose of this paper is to investigate the relevance of authenticity as a possible attribute of employer attractiveness. Additionally, the study compares authenticity to other factors of attractiveness, such as economic, development, social, interest and application values.

A survey was conducted with a total of 937 respondents. The questionnaire consisted of the employer attractiveness scale developed by Berthon, Ewing, and Hah (2005) and an adapted version of the authentic living scale (Wood et al., 2008).

The results show that workplace authenticity is equally valued as an attractiveness attribute as having opportunities for economic and personal development, and that it is significantly more highly valued than other attractiveness dimensions of the work environment, such as interest value, social value, and application value. The results also show that authenticity matters more as an attribute of attractiveness for top management, older professionals as well as women.

The findings suggest that firms become more competitive in attracting talent if their recruitment strategies place more emphasis on authenticity as a psychological benefit that can be obtained through working in the company. The use of social media (e.g. employee testimonials, chats, and blogs) can help to this end.

The subject of workplace authenticity has been receiving increasing attention in the academic literature, and the studies reveal the benefits that it may entail for both developing and retaining a more engaged and productive workforce. However, previous research has not considered how perceptions of workplace authenticity may also help organizations become more attractive in the eyes of potential job applicants.

In the second half of the 1980s, together with Perestroika in the Soviet Union, a process took place to end the Cold War as a confrontation between the United States of America and the Soviet Union. At the same time, this process caused the collapse of the Soviet Union and socialist system and thereafter the separation and independence of the many nationalities that constituted the Soviet socialist system in the East and South Europe. However to our regret, such nationalities could not enjoy freedom by independence, but went to brutal wars between separated nationalities. Even after many local wars and brutalities we cannot yet find the final solution through peace and justice for peoples.

This study measures the influence of educational programs oriented toward entrepreneurship (POE) on the prediction of the entrepreneurial intention (EI) of university students, based on the theory of planned behaviour (TPB).

The sample contains a total of 4,697 answers from university students, obtained through the 2018 Global University Entrepreneurial Spirit Students' Survey (GUESSS) project. A model of structural equations was used.

The results show that educational POE have an impact on EI, mediated by the perceived university environment (UE) and entrepreneurial skills (ES). In addition, it was confirmed that the variable that best explains EI is the attitude toward entrepreneurship (ATE), followed by perceived behavioral control (PBC); these two variables are able to mediate the effect of subjective norm (SN) on EI.

The study is limited to students in higher education. Additionally, the data used come from only one country.

Educational POE that are focused on providing and improving ES and knowledge must be promoted, given that they indirectly strengthen the EI of students in higher education.

The effect of educational POE, mediated by ES and the UE, on EI is measured.

El objetivo de esta investigación es medir la influencia que proporcionan los programas de aprendizaje orientados al emprendimiento en la predicción de la intención emprendedora de estudiantes universitarios, a partir la Teoría del Comportamiento Planificado.

La muestra contiene un total de 4.697 respuestas de estudiantes universitarios obtenidas por el proyecto Global University Entrepreneurial Spirit Students' Survey 2018. Se utilizó un modelo de ecuaciones estructurales.

Los resultados muestran que los programas de aprendizaje orientados al emprendimiento generan un efecto en la intención emprendedora mediado por el ambiente universitario percibido y las habilidades emprendedoras. Además, se verificó que la variable que mejor explica la intención emprendedora es la actitud hacia el emprendimiento, seguido del control percibido del comportamiento y estas dos variables logran mediar el efecto de la norma subjetiva sobre la intención emprendedora.

El estudio se limita solo a estudiantes de educación superior. Además, los datos utilizados provienen de un solo país.

Se deben promover los programas de aprendizaje orientados al emprendimiento dedicados a entregar y mejorar conocimientos y habilidades emprendedoras, dado que esto fortalece la intención emprendedora en estudiantes de educación superior de forma indirecta.

Se mide el efecto de programas de aprendizaje orientados al emprendimiento mediado por habilidades emprendedoras y el ambiente universitario en la intención emprendedora.

Entrepreneurship is a vital source of job creation and a key driver in promoting economic growth. The Malaysian government encourages higher educational institutions (HEIs) to develop more competitive and innovative graduates for the economy so that Malaysia achieves high-income nation status by 2025. This study aims to investigate the mediating role of attitude toward entrepreneurship (ATE) in the relationship between key psychological factors, that is, subjective norm (SN), perceived behavior control (PBC), big-five (BF) personality traits, entrepreneurial motivation (EM) and educational factors (EFs) with entrepreneurial intention (EI) among Malaysian university students.

This study used a quantitative design based on a positivist approach. The adopted questionnaire was used as the survey instrument. The primary data were collected from a sample of 251 final-year students in the management field who were enrolled in research-intensive Malaysian universities. Data were analyzed through the structural equation modeling (SEM) technique using AMOS 24 software.

Findings confirmed that the BF personality traits, EM, PBC, SN, ATE and EFs were positively related to EI. Furthermore, ATE mediated the relationship between BF personality traits, EM, PBC, SN, EF, and EI among Malaysian university students.

This research provides critical insights into the key antecedents, for example, psychological and EFs, in explaining the EI of university students and future graduates. However, results can only be generalized to research-intensive Malaysian universities.

This study investigated the relationship between psychological factors, that is, BF personality traits, EM, PBC, SN and EFs in predicting EI of Malaysian university students. ATE mediated the relationship between BF personality traits, EM, PBC, SN, EF and EI among these students.

This study aims to evaluate the impact of entrepreneurship education (EE) on the entrepreneurial orientation (EO) of higher education students, as mediated by gender and family history. A survey tool for measuring EO was developed and used in one university. The responses were processed using statistical methods.

The data were collected with an online questionnaire distributed to students of engineering and business and social sciences in the past year of their degree program at the undergraduate and graduate levels. Some respondents had a class in entrepreneurship, while others did not have it.

The results highlight that EE generally has a greater impact on business and social sciences students. Family background and gender are moderating variables with a positive influence on individual entrepreneurial orientation (IEO).

This study’s main practical implication is that evidence was found that universities need to develop more effective didactic approaches to EE. These must take into account new market demands and students’ profile and always taking into account their different academic areas and levels of previous EE.

This paper contributes to filling a gap in the literature by identifying the importance of EE, gender and family background to the development of IEO in students of different academic programs (i.e. engineering, business and social sciences).