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Factors affecting participation in innovation (Individual (character…
Factors affecting participation in innovation
Microsystem
FAMILY
9 times more likely to apply for and/or be granted a patent if you have a parent who has a patent (Chetty et al., 2017)
children of richer parents more likely to invent (11 out of 1000 compared with 1 out of 1000) - Chetty
family science knowledge, skills and qualifications (science capital teaching approach, dimension 6/8)
inherited wealth is more important to startup behaviour than liquidity (Hurst et al., 2004) - USA
parental entrepreneurship (Lindquist 2015)
"1. Parental entrepreneurship increases probability of entrepreneurship by about 60%
Whilst contributions are made both pre-birth (biological parents) and post-birth (adoptive parents), the post-birth contributions are twice as large.
The authors find suggestive evidence that role modelling is the explanation here"
family business ownership affects entrepreneurial intent - through attitudes to business ownership, perceived family support, and entrepreneurial self-efficacy (Carr 2007)
heritability of entrepreneurship over family environment/upbringing (Nicolaou 2008)
SCHOOL
expert teachers (Shavinina)
challenging curriculum (Noonan 2013)
early exposure to challenges (Shavinina)
coaching (Shavinina)
space for experimentation (Borstein and Davis)
ideas are valued (Bornstein and Davis)
" Duckworth contends that many valid intellectual pursuits by children are dismissed by adults as trivial, unacceptable, or inconvenient. She argues that educators should encourage and structure moments when children can have their own ideas and feel good for having them. Only if children honestly believe their ideas are valuable will they develop the interest, ability and self-confidence to be lifelong learners and doers. Duckworth adds, "Having confidence in one's own ideas does not mean 'I know my ideas are right'; it means 'I am willing to try out my ideas.'" "
(Bornstein and Davis 2010: 82)
(Duckworth, The Having of Wonderful Ideas, 1987)
unconventional teaching (Nesta, Sebba et al., 2009)
interactive classes (Sebba 2009)
children as teachers/learning without teachers (Sebba 2009)
open-ended assignments (Sebba 2009)
problem-based learning (Sebba 2009)
personalising and localising (Archer et al.)
eliciting, valuing and linking (Archer et al)
private education
one of motivations for education children privately is access to prestigious networks (Green et al., 2017)
"schools and teachers can provide materials and questions in ways that suggest things to be done with them; and children, in the doing, cannot help being inventive" (Duckworth 1987)
role models/examples
knowing people in science-related roles (science capital teaching approach, dimension 7/8)
positive influence of role models on entrepreneurship attitudes (feasibility and desirability) - Austria, FInland and Greece (Fellnhofer 2017)
entrepreneurial role models influence intention (Karimi 2014) - larger effects found for women
links with industry/"employee encounters"
assistance with business ideas
general exposure to world of work
informal learning environment
space not controlled by adults (Nesta, Sebba et al., 2009)
participation in out of school science learning contexts (science capital teaching approach, dimension 5/8)
accessible and user-friendly tools (EC, 2012)
flexible space and time (Sebba 2009)
social capital/networks
strength of weak ties (Granovetter 1983)
supports innovation in three ways
supports development of the innovation
provides information on how to take the innovation forward
distributes the innovation to a wider audience
(Sebba et al., 2009)
Social networks also provide access to information and knowledge which young innovators identified as helpful in supporting their developments. Opportunities for networking with others who have innovated or overcome barriers are seen as particularly helpful (Sebba et al., 2009)
media
science media consumption (science capital teaching approach, dimension 4/8)
Individual
skills
self-efficacy
self-efficacy crucial for entrepreneurship (spotting and exploiting opportunities) (Chell 2009)
leadership
generic skill thought to be associated with entrepreneurship (Chell 2009)
creativity
necessary condition for innovation (Chell 2009)
knowledge
scientific literacy (science capital teaching approach, dimension 1/8)
technical, medical and natural science qualifications make an individual more likely to file a patent later in life (Ejermo and Hansen, 2015)
entrepreneurship education shows positive effects on the intention and attitudes of those with no prior experience of entrepreneurship - for those with prior experience there are countereffects -NOT CLEAR WHICH COUNTRY/IES FROM ABSTRACT (Fayolle, 2013)
stronger correlation between entrepreneurship education and entrepreneurial intentions than for general business education (Bae 2014) - NOT CLEAR WHICH COUNTRY/IES
previous work and familiarity with materials necessary for having "wonderful ideas" (Duckworth)
character traits
empathy
confidence
risk-propensity
no real consensus in literature (Chell 2009)
extraversion
social entrepreneurs (US) more likely than not extraverts (Van Ryzin 2009)
energy (Chell 2009)
intelligence (prerequisite for creativity) (Banno 2017)
aspirations/beliefs
knowledge about the transferability of science (science capital teaching approach, dimension 3/8)
feasibility/desirability of entrepreneurship affected by role models (Fellnhofer 2017)
feasibility and desirability enhanced by entrepreneurship education programme - AUS (Peterman 2003)
role models affect ent intention positively (Karimi 2014)
attitudes
science-related attitudes, values and dispositions (science capital teaching approach, dimension 2/8)
social entrepreneurs (US) more likely than not interested in politics (Van Ryzin 2009)
activities/experience
talking about science in everyday life, with friends, siblings, neighbours etc (science capital teaching approach, dimension 8/8)
social entrepreneurs (US) more likely to have had business experience (than to not have) (Van Ryzin 2009)
social entrepreneurs more likely to be involved in clubs and organisations outside of work (than not) (Van Ryzin 2009)
level of education
US evidence to support relationship between education level and entrepreneurial success (Dickson et al., 2008)
social entrepreneurs (US) more likely to be college educated (Van Ryzin 2009)
wellbeing
subjective wellbeing correlates with innovation behaviour - CHINA (Wang 2017)
social entrepreneurs more likely to be happy (than not) (Van Ryzin 2009)
gender
social entrepreneurs (US) more likely to be female (Van Ryzin 2009)
study of patriarchal and matrilinial societies finds that gender differences in venture creation are socialized not inherent (Shahriar 2018)
ethnicity
social entrepreneurs (US) more likely to be non-white (Van Ryzin 2009)
Exosystem
education policy
Gatsby benchmarks (DfE 2017)
EBacc
devaluation of arts education
local government initiatives
partnering students with local employers
youth enterprise investment funds
recognition of non-formal education in business, formal and non-formal education sectors (EC, 2012)
Macrosystem
region
Chetty
women in London more likely to register patents than women in East Midlands (IPO, 2016)
co-locating during childhood and higher education with future innovators increases likelihood of innovating (Ejermo and Hansen)
social entrepreneurs (US) more likely to live in big cities (Van Ryzin 2009)
Issues/big themes
changing the environment vs changing the individual
post-colonialism: how to break down colonial logic of educational environments: museums, universities, school history curriculum etc.
theory
science capital (Bourdieusian)
social learning (Bandura)
Piaget
Vygotsky
Rousseau
Dewey