Identifying and understanding entrepreneurial decision-making logics in entrepreneurship education
本研究通过混合方法调查高等教育中学生创业者的决策逻辑及其随时间的变化，发现三种转变模式导致应对型决策逻辑，并指出即使未创办企业，创业教育仍能产生学习成果。
Purpose It is unclear how nascent entrepreneurs make decisions during the venture creation process. The purpose of this paper is to investigate decision-making logics and their transformation over time among student entrepreneurs who aim to create new business ventures in the higher education setting. Design/methodology/approach The study employs the mixed methods approach through the use of survey and observation data. The longitudinal survey data comprise three surveys collected via an internet-aided tool. The constructs of causation and effectuation are measured using previously tested scales (Chandler et al. , 2011). Non-participant observation data were collected during the course, focussing on the venture creation processes of four different start-ups, and were analysed thematically. Findings The findings show three transformation patterns – doubts in how to proceed, unwillingness to proceed, and unsatisfactory team dynamics – that led individuals towards a coping decision-making logic in which no causation or effectuation is emphasised. The findings illustrate that, despite this stage of decision-making logic, the learning process continues: Even if no new business venture is launched, entrepreneurship education can still generate learning outcomes that improve students’ understanding of entrepreneurship as well as understanding of themselves as entrepreneurs. Originality/value This study brings the theories of causation and effectuation into the teaching of entrepreneurship. Of particular value to scholars is the fact that the study generates new understanding of the decision-making logics during new venture creation. Accordingly, this study sheds new light on the transformation and complementarity of the decision-making logic of an individual as new ventures emerge in an educational context reflecting the real-life start-up context.