New Venture Creation: Entrepreneurship for the 21st Century

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Schmitt, A., Rosing, K., Zhang, S. X., & Leatherbee, M. (2018). A dynamic model of entrepreneurial uncertainty and business opportunity identification: Exploration as a mediator and entrepreneurial self-efficacy as a moderator. Entrepreneurship Theory and Practice, 42(6), 835–859. https://doi.org/10.1177/1042258717721482 Gielnik, M. M., Bledow, R., & Stark, M. S. (2020). A dynamic account of self-efficacy in entrepreneurship. Journal of Applied Psychology, 105(5), 487–505. https://doi.org/10.1037/apl0000451 De Carolis, D. M., Litzky, B. E., & Eddleston, K. A. (2009). Why networks enhance the progress of new venture creation: The influence of social capital and cognition. Entrepreneurship Theory and Practice, 33(2), 527–545. https://doi.org/10.1111/j.1540-6520.2009.00302.x Klyver, K., & Schenkel, M. T. (2013). From resource access to use: Exploring the impact of resource combinations on nascent entrepreneurship. Journal of Small Business Management, 51(4), 539–556. https://doi.org/10.1111/jsbm.12030

Mathematical data is interpreted and used to assist with decision-making and problem-solving in the new venture. Ondé, D., & Alvarado, J. M. (2018). Scale validation conducting confirmatory factor analysis: A Monte Carlo simulation study with LISREL. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.00751 Capelleras, J., Greene, F. J., & Kantis, H. (2010). Growth: Evidence from South America. Journal of Small Business Management, 48(3), 302–324. Lubada, F., Kusumojanto, D. D., & Indrawati, A. (2021). The mediating entrepreneurial self-efficacy between entrepreneurship education, need for achievement, and creativity on entrepreneurial intention. Journal of Business and Management Review, 2(12), 832–849. https://doi.org/10.47153/jbmr212.2602021 The qualification was benchmarked against international standards and qualifications, specifically those of New Zealand, Australia, Scotland and England. New Zealand only had higher, level 4 qualifications in place for 'establishing new enterprises' and was not really comparable to our level 2 qualification. Scotland revealed no qualifications of this kind and nor did Australia, although they do have a government programme for assisting entrepreneurs, but no qualifications or standards aligned to this.

Further reading

Kreiser, P. M., Patel, P. C., & Fiet, J. O. (2013). The influence of changes in social capital on firm-founding activities. Entrepreneurship Theory and Practice, 37(3), 539–568. https://doi.org/10.1111/etap.12039 The Certificate is made up of a planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competence and a basis for further learning. Assessment should ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated. The assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of Specific Outcomes and Embedded Knowledge. Newman, A., Obschonka, M., Schwarz, S., & Cohen, M. (2019). Entrepreneurial self-efficacy: A systematic review of the literature on its theoretical foundations, measurement, antecedents, and outcomes, and an agenda for future research. Journal of Vocational Behavior, 110, 403–419. https://doi.org/10.1016/j.jvb.2018.05.012 Typical assessments may include, but is not restricted to: in-class exercises, written and oral assignments, quizzes, examinations, group project tasks, oral presentation, and other assessment deemed appropriate to show attainment of the learning outcomes set for the course. Further details will be made available via the Class Summary. (100) [LO 1,2,3,4,5,6]

Ajzen, I. (1987). Attitudes, traits, and actions: Dispositional prediction of behavior in personality and social psychology. Advances in Experimental Social Psychology. https://doi.org/10.1016/S0065-2601(08)60411-6Finally, in the third, a pilot test was designed. The adjusted questionnaire was sent to a database of 186 entrepreneurs provided by the innovation agency Punto Estratégico SAS. The database was composed of 89 nascent entrepreneurs and 97 budding entrepreneurs. It was distributed by Qualtrics and answered digitally by 31 entrepreneurs corresponding to 16.6% with an average response time of 9.5 min. Language and communication skills are utilised when participating in occupational learning programmes. Adler, P., & Kwon, S. W. (2002). Social capital: Prospects for a new concept. Academy of Management Review, 27, 17–40. https://doi.org/10.5465/AMR.2002.5922314 Davies, TA; (2001). Venture Creation : An Innovative Learnership Model for the Self-Employed. (Technikon Natal, Paper submitted to the IVEATA Conference, 11th - 15th November 2001, Tanzania)