Cultivating creativity and entrepreneurial mindsets in business education | |
| Author | Tran Thi Tuyet |
| Call Number | AIT Diss. no.DBA-SOM-25-17 |
| Subject(s) | Creative ability Entrepreneurship--Psychological aspects |
| Note | A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Business Administration |
| Publisher | Asian Institute of Technology |
| Abstract | In both a VUCA (volatile, uncertain, complex, and ambiguous) world and an AI driven future, creativity and an entrepreneurial mindset are critical skills for navigating uncertainty, driving innovation, and capitalizing on emerging opportunities. Accordingly, this thesis explores how creativity and entrepreneurial mindsets can be cultivated within business education. To begin, a conceptual model was developed to examine the relationships between components of the entrepreneurial mindset and creativity. Data were collected from 555 students at a major university in Vietnam, through a structured questionnaire. Structural Equation Modeling (SEM) analysis revealed positive relationships among students’ entrepreneurial orientation specifically the dimension of innovativeness, entrepreneurial alertness, creative process engagement– specifically the idea generation component, and self-perceived creativity. In addition, a comparison between (1) pre-training group and after-training groups, and (2) business students and engineering students revealed that business education can have positive impact on student’s entrepreneurial mindsets and creativity. In addition, 472 students participated in an idea generation and evaluation session. Creative outcomes were assessed based on both the quantity and quality of ideas, with quality measured along two dimensions- originality and usefulness- using both self ratings and peer ratings. Comparative analysis revealed three key findings. First, students tended to rate the quality of their own ideas higher than their peers did. Second, the two widely accepted dimensions of creativity- originality and usefulness- were negatively correlated, with students generally prioritizing usefulness over originality. Third, students working in self-selected groups demonstrated greater creativity, as evidenced by generating both a higher number of ideas and ideas of higher creative quality, compared to those in teacher-assigned groups. These findings offer important insights into how group formation strategies and evaluation perspectives can significantly influence creative performance in educational settings. |
| Year | 2025 |
| Type | Dissertation |
| School | School of Management |
| Department | Other Field of Studies (No Department) |
| Academic Program/FoS | Doctor of Philosophy in Business Administration (Publication code = DBA-SM, SM) |
| Chairperson(s) | Winai Wongsurawat |
| Examination Committee(s) | Badir, Yousre F. M.;Huynh, Trung Luong |
| Degree | Thesis (Ph.D.) - Asian Institute of Technology, 2025 |