دانلود رایگان مقاله لاتین انتخاب کارآفرین از سایت الزویر
عنوان فارسی مقاله:
انگیزه های انتخاب کارآفرینان اصلی: مقیاس چند کشور
عنوان انگلیسی مقاله:
Motives underlying the choice of business majors: A multicountry comparison
سال انتشار : 2016
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بخشی از مقاله انگلیسی:
2. Literature review
Institutional theory explains the processes by which norms from the wider cultural environment become rationalized and socially accepted for guiding behavior in organizations and for individuals (Scott, 1995, 2001). Institutionalism reflects regulative, normative, and cognitive institutional processes embedded within culture, including the social networks of individuals or organizations. Overall, these processes contribute to the diffusion of work values between organizations across the world (Peterson & Smith, 2008). These processes act as pressures or forces that enable organizations to acquire legitimacy through conformity (Meyer & Rowan, 1977). Conformity is facilitated by adherence to professional standards, sanctions and reactions toward environmental uncertainty (Gates, 1997). According to institutional theory, the role of education is prone to institutional forces, and explains why many universities in different localities are more similar than might be expected (Hodson, Connolly, & Younes, 2008). Applied to higher education, it is posited that normative processes that represent social norms are the most influential of these processes. The kind of training prescribed, educational standards obligated, and accreditation, screening and selection of personnel evaluated can shape cultural values through institutional carriers. These carriers represent a complexity of influences that include the media, the state, the corporation, the professions, and the family (Scott, 2003). Regulation processes can impact on values about the purpose of education, since high state intervention can restrict personal choice, limit freedom of expression and may affect smooth transition into the workplace. Specifically focusing on business education, students of vocational education are likely to treat their majors as an investment in their future career, with distinct sets of motives. Motives may be shaped by cultural values toward the workplace, and these may be institutionalized within education. For example, the motive of university reputation might be attributed to how faculty present their professionalism through not only academic qualifications, but affiliation to learned bodies, and outside interests. Motives offer reasons for particular behavior through interests and goals that are closely aligned to values (Schwartz & Bilsky, 1987). Motives can be intrinsic or extrinsic. Intrinsic motives rest on perceptions of knowledge about the qualities of objects of learning such as interest in the content of an academic major. Intrinsic motives applied to education include learning for its own sake, as an end in itself, as well as to satisfy inner needs such as curiosity. Extrinsic motives rest on the perceived outcomes from such majors (Berlyne, 1966; Vroom, 1964). A student's extrinsic motives rest on rewards external to the studying situation (e.g., ease of achieving grades, and career opportunities). Based on an extensive literature review, six motives that affect students' choice of a business major are identified. These motives include: personality match to subject perception, lifestyle perceptions about discipline, relative ease of completion of major, reputational effects, career outputs, and need for developmental skills. The related characteristics of these motives for major choice are listed in Table 1. The first composite motive reflects interest in the subject as a key determinant of the choice of business major, reflecting personality (Kim et al., 2002; Pappu, 2004; Strasser, Ozgur, & Schroeder, 2002). Closely related to personality is how the major is perceived to match the aspirations of students that will affect their enjoyment (Kumar & Kumar, 2013; Noel, Michaels, & Levas, 2003; Strasser et al., 2002; Zhang, 2007), hereafter referred to as lifestyle aspirations. A third motive is the expected difficulty in successfully completing a major (Cohen & Hanno, 1993; Lewis & Norris, 1997; Van Etten, Pressley, McInerney, & Liem, 2008). This is referred to as relative ease of completion of major. Students can have tunnel vision on achieving top grades, avoiding majors widely interpreted to require more effort to succeed (Becker, Greer, & Hughes, 1995). Students become more motivated when they believe they have control over their academic wo
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کلمات کلیدی:
[PDF]Factors explaining the choice of a finance major: the role ... - CiteSeerX citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.502.4630&rep=rep1... by AC WORTHINGTON - 2003 - Cited by 47 - Related articles profession in determining the choice of an undergraduate finance major. .... of accounting students were innovators when compared to business majors ..... The hypothesis underlying the factor score for interest (INT) follows the suggestion that. [PDF]Factors Influencing Choice Of Accounting As A Major - CiteSeerX citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.543.1218&rep=rep1... by KA Simons - Cited by 40 - Related articles underlying theory (if applicable), factors found to be important, and--to the extent ... Table 1: Research (Business Education Literature) on Students' Choice of ... Advances in Accounting Education: Teaching and Curriculum Innovations https://books.google.com/books?isbn=1783508485 Dorothy Feldmann, Timothy J. Rupert - 2014 - Education An analysis of underlying constructs affecting the choice of accounting as a major. ... Factors influencing choice of business majors À Some additional evidence: ... [PDF]Factors Explaining the Choice of an Economics Major ... - QUT ePrints https://eprints.qut.edu.au/2320/1/2320.pdf by AC Worthington - 2004 - Cited by 46 - Related articles that the offering of a business economics major within the school further lowers ... However, while these gender differences are well documented, the underlying. Higher Education: Handbook of Theory and Research 13 https://books.google.com/books?isbn=0875861210 J.C. Smart - 1998 - Education The underlying choice framework is represented by a multinomial logit model. ... science and engineering or business as their first choice major and are more ...
