2023/04/03 by Bo T. Christensen, Kasper M. Arendt, Kasper Merling Arendt +3
Business, Management and Accounting · Engineering · Psychology · #Business #Cognition #Computer science #Creativity in Education and Neuroscience #Design Education and Practice #Entrepreneurship #Entrepreneurship Studies and Influences #Knowledge management #Marketing #Psychology #Training (meteorology)
paper · doi:10.1016/j.destud.2023.101181
openalex publication_date 2023/04/03 · crossref created 2023/04/03 · crossref issued 2023/05/01 · crossref published 2023/05/01 · crossref published-print 2023/05/01 · crossref deposited 2025/09/26 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/02 · crossref indexed 2026/08/02
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.