Identity and entrepreneurship: do school peers shape entrepreneurial intentions?

By Oliver Falck, Stephan Heblich, Elke Luedemann. Small Business Economics, 2010

297 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ed687206dea3f1c17deefb5116e4161520ba3ac0

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Citations in the corpus

What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups (2016, result): “This finding is similar to results on such peer-effects in other contexts (Bercovitz & Feldman, 2008; Falck et al., 2012; Nanda & Sørensen, 2010; Stuart & Ding, 2006).”
Entrepreneurship education and entrepreneurial intention: Do female students benefit? (2016, unknown): “Parents can act as initial role models, and they can have a profound influence on a child’s self-image across the lifespan (Falck et al., 2012).”
The impact of role models on entrepreneurial intentions and behavior: a review of the literature (2020, background): “Although prior research stresses the importance of early childhood experi‐ ences on cognitive and noncognitive capabilities (Heckman 2006; Cunha and Heck‐ man 2007), only one paper investigates this relationship and discovers that having an entrepreneurial peer group at an early age (15 years old) c”
The Relationship between Entrepreneurship Education and Entrepreneurial Intentions: A Meta–Analytic Review (2014, background): “Furthermore, scholars have recently become interested in the effects of peers in the classroom as well as the competitions between schools on entrepreneurial intentions (Falck et al., 2012; Falck & Woessmann, 2013).”
Career Choice Intentions of Adolescents With a Family Business Background (2011, methodology): “However, relying on the ample empirical support stemming from TPB and on the results of longitudinal studies (Falck et al., 2010; Krueger & Carsrud, 1993), reported intentions are deemed to be strong predictors for actual behavior. Zellweger et al.’s (2011) results on a student sample together with ”
Are the Intentions to Entrepreneurship of Men and Women Shaped Differently? The Impact of Entrepreneurial Role-Model Exposure and Entrepreneurship Education (2017, background): “…entrepreneurship courses the students may make contact with invited successful entrepreneurs who, together with peers they get to know during the course, etc., might give them advice and support that affects their entrepreneurial intentions through their PBC (Falck, Heblich, and Luedemann 2012).”
Integrating psychological approaches to entrepreneurship: the Entrepreneurial Personality System (EPS) (2017, background): “Moreover, external to the EPS, culture affects the self-concept via the proximal social ecology of everyday life (e.g., parenting and education practices, mass media, job experiences, the internalization of social roles, etc., Falck et al. 2012).”
What Factors Affect the Entrepreneurial Intention to Start-Ups? The Role of Entrepreneurial Skills, Propensity to Take Risks, and Innovativeness in Open Business Models (2021, background): “Peer influence occurred during the previous decades as it has a more significant impact on entrepreneurial intention [22].”
Entrepreneurial potential: The role of human and cultural capitals (2014, background): “Bourdieu’s (1986) concept of cultural capital or the learning milieu within which children grow up highlights a number of contextual issues that we need to consider in relation to childhood development and family socialization (Falck et al., 2012).”
Entrepreneurial assets and mindsets: Benefit from university entrepreneurship education investment (2013, background): “Parents can act as initial role models, and they can have a profound influence on a child’s self-image across the lifespan (Falck et al., 2012).”
Academic, Family, and Peer Influence on Entrepreneurial Intention of Engineering Students (2020, background): “In line with other research findings, among the three explanatory variables of EI although ATE, SN, and PBC strongly supported EI, PBC’s influence was found to be weaker than the other two (Ajzen, 1991; Autio et al., 2001; Gird & Bagraim, 2008; Kautonen et al., 2013).”
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).”