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Entrepreneurship as a means for restructuring employment patterns

entrepreneurial
universities develop an integrated network of
creativity institutes, corporate entrepreneurship faculty, interdisciplinary entrepreneurship academies, technology entrepreneurship
initiatives, independent entrepreneurship centers, all tightly interwoven with a school of
entrepreneurship, with both internal and
external advisory boards. However, these
BEPs are generally embedded in institutions
with significant resource endowments and
entrepreneurial capacity. By contrast, our survey of BEPs suggests that these programs are
often subject to resource constraints and interdepartmental tensions. Consequently, this
type of BEP often is unable to adopt this best
practice even if motivated to do so.
We have two primary objectives for this
study. First, we conduct an extensive survey
of the BEP landscape within U.S. universities,
summarizing the critical components of BEPs.
Second, from this learning, to develop and
empirically test a model that links individuals’
dispositional attributes with elements of
entrepreneurial alertness to the development
of entrepreneurial intention. Our unit of analysis is the individual (i.e., the “student”) as
we seek to understand students’ entrepreneurial intention as developed within a BEP
based on an expansive case analysis of an
accredited U.S. school offering a BEP.
Employing our case data, we make two
important contributions to the literature on
entrepreneurial universities and education.
First, our study provides guidance for program developers considering implementing
blended programs. In particular, it addresses
calls by scholars for “a more strategic integrative framework for building the curricular, cocurricular