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Article
Publication date: 24 July 2024

Robert James Crammond

This paper evaluates intellectual capital (IC) within entrepreneurial environments, towards conceptualising the sequential role of education, its institutions in practice, and…

159

Abstract

Purpose

This paper evaluates intellectual capital (IC) within entrepreneurial environments, towards conceptualising the sequential role of education, its institutions in practice, and wider ecosystems. Well-established attributes of entrepreneurialism, such as idea generation, problem-solving, market expertise and risk awareness are commensurate to that of expected IC practices within enterprising organisations. However, scarce research has been undertaken concerning the confronting of IC practices and activities across collaborative, and sequential, multistakeholder partnerships and activities. This includes alignment to distinct stages of developmental entrepreneurialism inclusive of education and ecosystem support: knowledge exchange and training; mentoring the emergence of the start-up; strategically timing scale-ups; and continued navigation within networks while enduring change.

Design/methodology/approach

An integrative review of the relationship between IC, entrepreneurs and new ventures is undertaken to evaluate developmental IC practices as per this paper’s highlighted sequential stages, within entrepreneurial environments and organisational contexts.

Findings

Significant roles and responsibilities are evident among collaborative sectors, benefitting the entrepreneurial process and heightening the importance and emergence of IC within entrepreneurial environments. Exposure to enterprise-specific education and support emphasises the developmental human capital process of progressing and protecting ideas and ventures. Latterly, ecosystem engagement leads to consistent intrapreneurialism amongst employees and new venture partners, influencing structured IC systems and enterprising cultures and relational aspects of responsive branding of commercial activity and increased market agility.

Originality/value

Through presenting an attribute-based framework, this paper conceptualises sequential multistakeholder intervention of IC practices and organisational considerations within institutions, as well as guiding the developmental role of education in emboldening individuals and organisations through building IC and evidencing entrepreneurial thinking.

Details

Journal of Intellectual Capital, vol. 25 no. 5/6
Type: Research Article
ISSN: 1469-1930

Keywords

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Article
Publication date: 27 March 2020

Alan Murray and Robert James Crammond

This paper analyses the transition of university students from initial perceptions of enterprise to potentially heightened levels of proclivity towards creative behaviours and…

385

Abstract

Purpose

This paper analyses the transition of university students from initial perceptions of enterprise to potentially heightened levels of proclivity towards creative behaviours and future entrepreneurial activity.

Design/methodology/approach

Adopting a positivist approach, an intention-based scorecard survey targeted to two cohorts totalling 75 undergraduate students leading to 150 responses at a Scottish university. These were circulated at start and end sessions of four relevant courses, to establish a measure for self-evaluation with respect to perception and proclivity.

Findings

The data gathered from the Entrepreneurial Scorecard emphasised differences in perception and proclivity between the two cohorts, namely creativity, risk-taking, leadership and business aspiration. This re-emphasised the three identified themes: awareness through trait identification; autonomy through developing enterprising skills; and achievement through practicing entrepreneurial activities. This formed the basis for our novel model in supporting the entrepreneurial development of students: The Perception to Proclivity Process Model.

Research limitations/implications

This study focusses on a single case and further research within other institutions and domains is encouraged to contextually test the transferability of the two key outputs: the Entrepreneurial Scorecard and the Perception to Proclivity Process Model.

Practical implications

The practical output of this research is a novel tool for evaluating entrepreneurial perceptions and proclivity through the scorecard. This study adds to the existing research base around entrepreneurial intention and action whilst providing a new model for a guiding framework for the entrepreneurial student and educator journey.

Originality/value

This paper's approach outlines many themes and inherent questions of concern to enterprise educators and university management towards the creation, maintenance, or development of an enterprise course or programme. This research introduces the concepts of entrepreneurial perception and entrepreneurial proclivity, explaining the important role they play in developing students. Additionally, the scorecard has potential for application in a longitudinal context as a means of establishing potential shifts in entrepreneurial perception and proclivity. However, the application is not limited to the scope of higher education, with clear potential to apply this tool and approach within other domains.

Details

Education + Training, vol. 62 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

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Article
Publication date: 24 June 2022

Chieh-Peng Lin and Tse-Yao Huang

Although the literature has somewhat discussed social capital and knowledge sharing, the mediating and moderating mechanisms that influence team workers to move from connecting…

861

Abstract

Purpose

Although the literature has somewhat discussed social capital and knowledge sharing, the mediating and moderating mechanisms that influence team workers to move from connecting with one another to building social capital and consequently engaging in knowledge sharing still remain largely understudied. For that reason, this study aims to develop a holistic research framework that links social capital to knowledge sharing with positive affective tone as a mediator and hypercompetition as a moderator.

Design/methodology/approach

Drawing upon the social capital theory and the affective events theory (AET), this study proposes a research framework to assess how social capital factors influence knowledge sharing with the mediation of positive affective tone and the moderation of hypercompetition in high-tech teams. This study obtains survey data based on 330 questionnaires of working professionals from 66 high-tech teams in Taiwan, in which each team comprises four members and their team leader.

Findings

The empirical results of this study show that social interaction, shared vision and trust are positively related to knowledge sharing via the mediation of positive affective tone. Moreover, hypercompetition has positive moderating effects on the relationships between social interaction and positive affective tone as well as between trust and positive affective tone.

Originality/value

This study expands the previous literature to study through what mediating mechanism the effects of different social capital factors on knowledge sharing can be effectively realized and whether there exists any critical moderator that influences these effects.

Details

Management Decision, vol. 61 no. 1
Type: Research Article
ISSN: 0025-1747

Keywords

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