设计企业家:适应性认知和正规设计训练如何产生创业自我效能感和创业意向

IF 3.2 1区工程技术 Q2 ENGINEERING, MANUFACTURING Design Studies Pub Date : 2023-05-01 DOI:10.1016/j.destud.2023.101181

Bo T. Christensen, Kasper M. Arendt, Paul McElheron, Linden J. Ball

{"title":"设计企业家:适应性认知和正规设计训练如何产生创业自我效能感和创业意向","authors":"Bo T. Christensen, Kasper M. Arendt, Paul McElheron, Linden J. Ball","doi":"10.1016/j.destud.2023.101181","DOIUrl":null,"url":null,"abstract":"<div><p>Why are design students more likely than other students to become entrepreneurs? The cognitive mechanisms underpinning design- and entrepreneurial thinking have been argued to be similar, suggesting relevance to business venturing. On the other hand, differential formal training in design vs business education suggests distinct types of “entrepreneurial self-efficacy”. We report a survey (<em>N</em> = 296) of design versus business students that assessed how adaptive cognition and formal training drive distinct types of entrepreneurial self-efficacy and entrepreneurial intention. The study finds that design versus business students possess different types of entrepreneurial self-efficacy that are positively predicted by adaptive cognition, but differentially affected by type of education. Both types of entrepreneurial self-efficacy positively predict entrepreneurial intention to start up a business.</p></div>","PeriodicalId":50593,"journal":{"name":"Design Studies","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"8","resultStr":"{\"title\":\"The design entrepreneur: How adaptive cognition and formal design training create entrepreneurial self-efficacy and entrepreneurial intention\",\"authors\":\"Bo T. Christensen, Kasper M. Arendt, Paul McElheron, Linden J. Ball\",\"doi\":\"10.1016/j.destud.2023.101181\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Why are design students more likely than other students to become entrepreneurs? The cognitive mechanisms underpinning design- and entrepreneurial thinking have been argued to be similar, suggesting relevance to business venturing. On the other hand, differential formal training in design vs business education suggests distinct types of “entrepreneurial self-efficacy”. We report a survey (<em>N</em> = 296) of design versus business students that assessed how adaptive cognition and formal training drive distinct types of entrepreneurial self-efficacy and entrepreneurial intention. The study finds that design versus business students possess different types of entrepreneurial self-efficacy that are positively predicted by adaptive cognition, but differentially affected by type of education. Both types of entrepreneurial self-efficacy positively predict entrepreneurial intention to start up a business.</p></div>\",\"PeriodicalId\":50593,\"journal\":{\"name\":\"Design Studies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2023-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Design Studies\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0142694X23000224\",\"RegionNum\":1,\"RegionCategory\":\"工程技术\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"ENGINEERING, MANUFACTURING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Design Studies","FirstCategoryId":"5","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0142694X23000224","RegionNum":1,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ENGINEERING, MANUFACTURING","Score":null,"Total":0}

引用次数: 8

摘要

为什么设计专业的学生比其他专业的学生更有可能成为企业家?人们认为，支撑设计思维和创业思维的认知机制是相似的，这表明它们与商业冒险有关。另一方面，不同的正规设计培训与商业教育表明了不同类型的“创业自我效能”。我们报告了一项针对设计与商科学生的调查(N = 296)，以评估适应性认知和正规培训如何驱动不同类型的创业自我效能感和创业意向。研究发现，设计与商科学生具有不同类型的创业自我效能感，适应性认知正向预测设计与商科学生的创业自我效能感，但受教育类型的影响存在差异。两种创业自我效能对创业意向均有正向预测作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

The design entrepreneur: How adaptive cognition and formal design training create entrepreneurial self-efficacy and entrepreneurial intention

Why are design students more likely than other students to become entrepreneurs? The cognitive mechanisms underpinning design- and entrepreneurial thinking have been argued to be similar, suggesting relevance to business venturing. On the other hand, differential formal training in design vs business education suggests distinct types of “entrepreneurial self-efficacy”. We report a survey (N = 296) of design versus business students that assessed how adaptive cognition and formal training drive distinct types of entrepreneurial self-efficacy and entrepreneurial intention. The study finds that design versus business students possess different types of entrepreneurial self-efficacy that are positively predicted by adaptive cognition, but differentially affected by type of education. Both types of entrepreneurial self-efficacy positively predict entrepreneurial intention to start up a business.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Design Studies 工程技术-工程：制造

CiteScore

8.60

自引率

20.00%

发文量

审稿时长

40 days

期刊介绍： Design Studies is a leading international academic journal focused on developing understanding of design processes. It studies design activity across all domains of application, including engineering and product design, architectural and urban design, computer artefacts and systems design. It therefore provides an interdisciplinary forum for the analysis, development and discussion of fundamental aspects of design activity, from cognition and methodology to values and philosophy. Design Studies publishes work that is concerned with the process of designing, and is relevant to a broad audience of researchers, teachers and practitioners. We welcome original, scientific and scholarly research papers reporting studies concerned with the process of designing in all its many fields, or furthering the development and application of new knowledge relating to design process. Papers should be written to be intelligible and pertinent to a wide range of readership across different design domains. To be relevant for this journal, a paper has to offer something that gives new insight into or knowledge about the design process, or assists new development of the processes of designing.