Should I stay or should I go? Career choice intentions of students with family business background

By Thomas M. Zellweger, Philipp Sieger, F. Halter. 2011

715 citations recorded by the source corpus.

Subfields: Business and International Management, Management of Technology and Innovation, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/c1dfd010a2b1bb9e787226d34d99f87a5db0e8c6

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Citations in the corpus

Entrepreneurial education and learning at universities: exploring multilevel contingencies (2017, background): “Some works based on the GUESSS project have already been published in entrepreneurship journals: see for example Sieger and Monsen (2015), Sieger and Minola (2016), Zellweger, Sieger, and Halter (2011).”
The Climate for Entrepreneurship at Higher Education Institutions (2018, background): “looked at career choice intentions of students (Sieger and Monsen, 2015; Zellweger et al., 2011) or the formation of opportunity beliefs (Bergmann, 2017).”
The Entrepreneurial Intention of Undergraduate Students in South Africa: The Influences of Entrepreneurship Education and Previous Work Experience (2014, background): “(2011) and Zellweger et al. (2011) note that understanding the antecedents of entrepreneurial intention allows teachers, consultants, advisors and policy makers to get a clearer picture of how intentions are formed and how new venture founders’ beliefs, perceptions and motives impact the intent to s”
Entrepreneurial intention: antecedents to entrepreneurial behavior in the U.S.A. and Turkey (2016, background): “For example, Zellweger et al. (2011) found that individuals raised in business families, might perceive the entrepreneurial career as more feasible but not necessarily desirable.”
Shaping the Entrepreneurial Mindset: Entrepreneurial Intentions of Business Students in Croatia (2016, background): “…or own business exposure, and academic entrepreneurship programs may have both direct impact on intentions and indirect impact on key constructs of self-efficacy, identity, or outcome expectation (Lent, Brown, and Hackett 2002; Zellweger, Sieger, and Halter 2011; Zhao, Hills, and Seibert 2005).”
Gender and entrepreneurial self-efficacy: a learning perspective (2014, background): “Similarly, Zellweger et al. (2011) found that students with a family business background tend to be more optimistic about their efficacy to pursue an entrepreneurial career than those with no such background.”
Students' Entrepreneurial Intentions: The Role of Prior Learning Experiences and Emotional, Social, and Cognitive Competencies* (2018, background): “Growing up in a family in which entrepreneurship is the norm represents a particular context in which the child’s beliefs, attitudes, and personality are formed (Zellweger, Sieger, and Halter 2011).”
ADHD-like behavior and entrepreneurial intentions (2013, methodology): “Locus of control is measured using an abbreviated version of Levenson (1973) that allows for distinguishing between domain-specific self-confidence and the general believe of individuals they can shape their own destiny (e.g., Zellweger et al., 2011).”
The Family's Financial Support as a “Poisoned Gift”: A Family Embeddedness Perspective on Entrepreneurial Intentions (2017, methodology): “In line with Zellweger et al. (2011), we chose to use the second question (see also Peterman and Kennedy 2003; Schroeder, SchmittRodermund, and Arnaud 2011).”
Entrepreneurial intentions of Colombian business students: planned behaviour, leadership skills and social capital (2017, background): “Past literature has highlighted the importance of leadership role models and peer influences for entrepreneurs (Carr and Sequiera, 2007; Falck et al. 2012; Van Auken et al., 2006), in particular focusing on parental example (Zellweger et al., 2011).”
From entrepreneurial intentions to actions: Self-control and action-related doubt, fear, and aversion (2015, neutral): “In the absence of evidence from entrepreneurship research, these studies justify their argument that intentions are a good predictor of behavior by referring either to theory or to empirical results fromother research domains (e.g., Fitzsimmons and Douglas, 2011; Krueger et al., 2000; Zellweger et a”