Filtern
Erscheinungsjahr
- 2015 (2) (entfernen)
Dokumenttyp
- Dissertation (2) (entfernen)
Sprache
- Englisch (2) (entfernen)
Volltext vorhanden
- ja (2) (entfernen)
Schlagworte
- Decision-Making (1)
- Developing countries (1)
- Entrepeneurship (1)
- Entscheidungsprozess (1)
- Hochschulwahl (1)
- University Choice (1)
Institut
- BWL (2) (entfernen)
Prospective students´ choice of their university is a topic of rising relevance worldwide. As competition on the higher education market and the resultant fight for students increases, universities need to deal with questions of how, when, and why young people decide where to study. This knowledge forms the basis for developing adequate and effective communication strategies enabling university marketers to recruit the best and most suitable students for their institutions. Despite extensive research on these questions, there still are fundamental gaps like the nonobservance of sense making activities, the neglected role of emotions and higher education policies, the suboptimal choice of research methods as well as problematic theoretical assumptions previous research is based upon. In this dissertation, I address all of these gaps in three complementary articles. In the first paper, I compare American with German research on university choice by focusing on the three aspects of theoretical approaches applied in previous studies, choice factors, and information sources prospective students use. On the basis of this literature review, I identify major research gaps with a focus on, but not limited to, the German context. In the second article, by using the Zaltman Metaphor Elicitation Technique (ZMET), I identify mental models of prospective students that represent their sense making activities. Through this, I get a profound understanding of which rational and especially emotional issues are relevant for the students when they try to make sense of the marketing messages they are confronted with during their university choice process. In the third paper, I challenge the theoretical approaches previous research is based upon by identifying two very different types of decision-makers with their respective choice strategies and logics. Overall, this dissertation contributes to a much more detailed understanding of prospective students´ university choices by identifying their sense-making activities and choice styles, highlighting the role of emotions and context factors, and refining the theoretical foundations university choice research is based upon.
This dissertation deals with the investigation of success factors in the field of entrepreneurship, especially entrepreneurship training, from a psychological perspective. In particular, I argue that the identification of certain psychological aspects helps to better understand the underlying mechanisms for successful entrepreneurship trainings and thus, enables successful entrepreneurship. In the second chapter I theoretically examined planning as a fundamental action an entrepreneur hast to undertake in order to succeed. Scholars are in disagreement about the question if planning is crucial for the entrepreneurship. Thus, I provide a comprehensive overview of the advantages and disadvantages of planning in entrepreneurship from a psychological perspective. I explain negative aspects (e.g., lack of knowledge, difficulty to predict the future, and inflexibility) as well as positive aspects (e.g., legitimating, action-regulatory, and learning function) about planning in entrepreneurship. Furthermore, I develop a theoretical model that combines both the positive and negative aspects of planning in entrepreneurship. With this theoretical model, I integrate different types of planning (e.g., formal and informal plans) as well as positive and negative functions of planning (e.g., learning or stickiness, inflexibility) to provide a first approximation for a theory of entrepreneurial planning. In the third chapter, to focus on the field of entrepreneurial trainings, I empirically examine the under-researched field of the relation between trainer and trainee. I use the transformational leadership theory (Bass, 1985) and a theory of learning outcome (Kraiger, Ford, & Salas, 1993), to hypothesize that the trainers´ charisma has a positive effect on the trainees´ entrepreneurial self-efficacy. Additionally, I search for possible moderators for the hypothesized trainer-trainee-relationship in an explorative manner, using insight from different research areas (e.g., pedagogy, philosophy). To test the hypotheses, I conducted a 12-week entrepreneurship training by which I had 12 measurement waves across four classes with 161 students and 12 trainers, which lead to 919 observations. In the fourth chapter, to broaden the perspective on the mechanisms within entrepreneurship training, which lead to a successful outcome, I empirically examined the short- and long-term effects of entrepreneurship training on life satisfaction. To do so, I developed a theoretical model based on theories of life satisfaction, that explain the underlying mechanisms of the short- and long-term effects of the entrepreneurship training on life satisfaction. With this model I hypothesize, that entrepreneurship training has a positive short- effect on life satisfaction, which is mediated through entrepreneurial self-efficacy. I furthermore hypothesize, that the long-term effect of the entrepreneurship training is mediated through self-employment. The short term-effect acts like a boost and vanishes over time, whereas the long-term effect holds in the long run. To test these hypotheses, I conducted entrepreneurship training as part of a randomized controlled field experiment with five measurement waves over a total period of 2.5 years. Using discontinuous growth modeling to take into account the temporality of our hypothesized effects we statistically analyzed the 1,092 observations from 312 students. Chapter 5 concludes this dissertation with general discussion of the three chapters.