Skip to main content
SpringerLink
Log in

Measuring Intrapreneurship Competence as a Manifestation of Work Agency in Different Educational Settings

  • Chapter
  • First Online:
Agency at Work

Part of the book series: Professional and Practice-based Learning ((PPBL,volume 20))

Abstract

The concept of work agency is related to the notion that individuals make choices and engage in goal-oriented actions. It is an ability that is perceived as a necessary 21st century skill and it is highly desired in the labour market. Multiple authors have discussed the concept and its various facets in different ways. In the field of business, we perceive intrapreneurship (IP) competence to be a manifestation of work agency; that is, it is the ability to think and act in an innovative manner in challenging and varying business situations (Weber et al. Intrapreneur: an entrepreneur within a company. In: Weber S, Oser FK, Achtenhagen F, Fretschner M, Trost S (eds) Becoming an entrepreneur. Professional and VET learning: Bd. 3. Sense Publishers, Rotterdam, pp 279–302, 2014). To develop this ability, we operationalised it in a domain-specific IP competence model, created a technology-based performance assessment tool and measured IP competence in the educational setting of vocational education and training (VET) (Weber et al. Intrapreneur: an entrepreneur within a company. In: Weber S, Oser FK, Achtenhagen F, Fretschner M, Trost S (eds) Becoming an entrepreneur. Professional and VET learning: Bd. 3. Sense Publishers, Rotterdam, pp 279–302, 2014). As there is no gold standard for testing the construct validity of such a technology-based assessment of IP competence, we examined known groups (or extreme groups) that exhibit or logically should exhibit different levels of the construct. Thereby, we determine whether differences can be seen in the scores of the investigated groups. From the prior research concerning the chances of success in entre-/intrapreneurship, we know that context plays a decisive role in the acquisition and development of IP competence (Baron and Markman. J Bus Ventur 18(1):41–60, 2003; Bosma et al. Global entrepreneurship monitor, special report on entrepreneurship employee activity. Retrieved from http://www.babson.edu/executive-education/thought-leadership/premium/Documents/90246%20EEA%20Report%202011.pdf, 2013; Brüderl et al. Der Erfolg neugegründeter Betriebe [The success of newly founded firms]. Duncker & Humblot, Berlin, 2009; Kyndt and Baert J Vocat Behav 90(7):13–25, 2015). Therefore, we also conducted a comparison between groups of learners enrolled in different educational programmes as special ‘educational settings’ (Bosma et al. Global entrepreneurship monitor, special report on entrepreneurship employee activity. Retrieved from http://www.babson.edu/executive-education/thought-leadership/premium/Documents/90246%20EEA%20Report%202011.pdf, 2013). The analyses used in the competence measurement were run based on item response theory (IRT), while for the group comparisons, we calculated ANOVAs. The results show that our technology-based performance assessment tool seems to validly measure IP competence because there are plausible differences identified between the known groups, a result that is also supported by the literature. Furthermore, the analyses show that young adults already possess an impressive level of IP competence when they enter the labour market after having left the VET system. However, it has also been demonstrated that the development of IP competence is dependent on an individual’s level of general education. Nevertheless, it is simultaneously boosted by the completion of an apprenticeship. Thus, learners equipped with only an intermediate school-leaving certificate (in Germany: Realschule) are able to catch up to some degree at least with university bachelor’s degree students when they go on to complete an apprenticeship. Hence, VET seems able to (partially) close the gap between educational settings in terms of developing IP competence as a vital twenty-first century skill that is highly prized in the labour market.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    We focused on Educational Settings 5 to 8 as we ran the study for the apprenticeship of industrial clerks (Industriekaufleute) and bachelor’s studies in business because we did not find learners with the other settings within our sample.

  2. 2.

    Item response theory (IRT) is the statistical procedure used by the PISA studies in the field of compulsory education. Its major advantage compared to classical test theory is that it also takes into account the wrong test answers of the testees (de Ayala 2009; Embretson 2010; Hartig et al. 2012; Pellegrino et al. 2014; Pellegrino et al. 2016).

  3. 3.

    A Gantt chart is named after Henry Gantt (1861–1919). It is an instrument for project management that models actions on a time axis; the central goal is the visualisation of critical pathways.

  4. 4.

    For a critical discussion of this statement, see Heid (1999) and Heid and Harteis (2004).

  5. 5.

    At the moment Germany has about 330 different apprenticeships in the areas tutored by the Chambers of Industry and Commerce and the Chambers of Craftsmanship and about 50 apprenticeships in the field of business (which covers about one third of all apprentices). In an apprenticeship programme, adolescents get a work contract from a training company and work there on the shop floor 3–4 days per week. One to two days per week they attend courses in public vocational schools.

  6. 6.

    It has to be noted that the intermediate and final examinations of German apprenticeships are run by the Chambers of Industry and Commerce or Craftsmanship and not by the vocational schools or enterprises. This procedure secures the nationwide acknowledgement of the achievement of the apprentices by the enterprises.

  7. 7.

    The existing real-world firm is located in Göttingen, Germany. The company (which belongs to an international worldwide acting enterprise with about 100,000 employees) allowed video filming and supported the construction of an authentic learning and assessment environment . All tasks have been checked with regard to their authenticity.

  8. 8.

    An ERP system (enterprise resource planning system) is an IT-based organisational tool for monitoring and managing resources and business processes. The system is grounded on a complex database representing all business activities.

  9. 9.

    For the calculations, we used the package eRm and TAM (RStudio, Version 0.99.891; R Development Core Team 2013).

References

  • Achtenhagen, F. (2012). The curriculum-instruction-assessment triad. Empirical Research in Vocational Education and Training, 4(1), 5–25.

    Google Scholar 

  • Achtenhagen, F., & Winther, E. (2009). Konstruktvalidität von Simulationsaufgaben: Computergestützte Messung berufsfachlicher Kompetenz—am Beispiel der Ausbildung von Industriekaufleuten. Bericht an das Bundesministerium für Bildung und Forschung (K350600) [Construct validity of simulation tasks. Computer-based measurement of vocational competence]. Göttingen: Georg-August-Universität Göttingen.

    Google Scholar 

  • Achtenhagen, F., & Winther, E. (2014). Workplace-based competence measurement: Developing innovative assessment systems for tomorrow’s VET programmes. Journal of Vocational Education & Training, 66(3), 281–295.

    Article  Google Scholar 

  • Andersen, E. B. (1973). A goodness of fit for the Rasch model. Psychometrika, 38(1), 123–140.

    Article  Google Scholar 

  • Antoncic, B., & Hisrich, R. D. (2001). Intrapreneurship: Construct refinement and cross-cultural validation. Journal of Business Venturing, 16(5), 495–527.

    Article  Google Scholar 

  • de Ayala, R. J. (2009). The theory and practice of item response theory. Methodology in the social sciences. New York: Guilford Press.

    Google Scholar 

  • Backes-Gellner, U., & Rupietta. (2014). Duale Berufsausbildung und Innovation [Dual apprenticeship and innovation]. Wirtschaft und Beruf, 6(6), 58–59.

    Google Scholar 

  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26.

    Article  Google Scholar 

  • Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.

    Article  Google Scholar 

  • Baron, R. A., & Markman, G. D. (2003). Beyond social capital: The role of entrepreneurs’ social competence in their financial success. Journal of Business Venturing, 18(1), 41–60.

    Article  Google Scholar 

  • Bavarian State Ministry for Education and Culture. (2002). Lehrplanrichtlinien für die Berufsschule. Fachklassen Industriekaufmann/Industriekauffrau [Curriculum for vocational schools. Specialist class for German industrial clerks]. Retrieved from https://www.isb.bayern.de/berufsschule/lehrplan/berufsschule/lehrplan-lehrplanrichtlinie/wirtschaft-und-verwaltung/485/

  • Billett, S. (2009). Changing conceptions of work and work practice. In R. McClean, D. N. Wilson, & C. Chinien (Eds.), International handbook on education for the world of work (pp. 175–187). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In B. McGaw, E. Care, & P. E. Griffin (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Bjornali, E. S., & Støren, L. A. (2012). Examining competence factors that encourage innovative behavior by European higher education graduate professionals. Journal of Small Business and Enterprise Development, 19(3), 402–423.

    Article  Google Scholar 

  • Bley, S., Wiethe-Körprich, M., & Weber, S. (2015). Formen kognitiver Belastung bei der Bewältigung technologiebasierter authentischer Testaufgaben—eine Validierungsstudie zur Abbildung von beruflicher-Kompetenz [Styles of cognitive load during mastering technology-based authentic tasks—A validity study to illustrate vocational competences]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 111(2), 268–294.

    Google Scholar 

  • Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies. Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13.

    Article  Google Scholar 

  • Bosma, N., Wennekers, S., Guerrero, M., Amorós, J. E., Martiarena, A., & Singer, S. (2013). Global entrepreneurship monitor, special report on entrepreneurship employee activity. Retrieved from http://www.babson.edu/executive-education/thought-leadership/premium/Documents/90246%20EEA%20Report%202011.pdf

  • Breuer, K., Hillen, S., & Winther, E. (2009). Business and administration. In M. Baethge & L. Arends (Eds.), Feasibility study VET-LSA. A comparative analysis of occupational profiles and VET programmes in 8 European countries. International report, Vocational training research (Vol. 8, pp. 71–84). Bonn: BMBF.

    Google Scholar 

  • Brüderl, J., Preisendörfer, P., & Ziegler, R. (2009). Der Erfolg neugegründeter Betriebe [The success of newly founded firms]. Berlin: Duncker & Humblot.

    Google Scholar 

  • Bühner, M., & Ziegler, M. (2009). Statistik für Psychologen und Sozialwissenschaftler. [Statistics for psychologists and social scientists]. Hallbergmoos: Pearson.

    Google Scholar 

  • Bundesinstitut für Berufsbildung [BiBB]. (2016). Datenreport zum Berufsbildungsbericht 2016. Informationen und Analysen zur Entwicklung der beruflichen Bildung. Retrieved from https://www.bibb.de/dokumente/pdf/bibb_datenreport_2016.pdf

  • Cohen, A. S., Kim, S.-H., & Wollack, J. A. (1996). An investigation of the likelihood ratio test for detection of differential item functioning. Applied Psychological Measurement, 20(1), 15–26.

    Article  Google Scholar 

  • Cope, J. (2005). Toward a dynamic learning perspective of entrepreneurship. Entrepreneurship Theory and Practice, 29(4), 373–397.

    Article  Google Scholar 

  • Covin, J. G., & Miles, M. P. (2007). Strategic use of corporate venturing. Entrepreneurship Theory and Practice, 31(2), 183–207.

    Article  Google Scholar 

  • Dess, G. G., Ireland, R. D., Zahra, S. A., Floyd, S. W., Janney, J. J., & Lane, P. J. (2003). Emerging issues in corporate entrepreneurship. Journal of Management, 29(3), 351–378.

    Article  Google Scholar 

  • Deutsche Forschungsgesellschaft [DFG]. (1990). Berufsbildungsforschung an den Hochschulen der Bundesrepublik Deutschland: Situation, Hauptaufgaben, Förderungsbedarf [Research on vocational education and training at German universities]. Weinheim: VCH.

    Google Scholar 

  • Draeger-Ernst, A. (2003). Vitalisierendes Intrapreneurship: Gestaltungskonzept und Fallstudie (Vol. 1) [Vitalizing intrapreneurship: Design concept and case study]. München: Hampp.

    Google Scholar 

  • Embretson, S. E. (2010). Measuring psychological constructs with model-based approaches: An instruction. In S. E. Embretson (Ed.), Measuring psychological constructs. Advances in model-based approaches (pp. 1–7). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10(12), 45–65.

    Article  Google Scholar 

  • European Commission. (2006). Recommendation of the European Parliament and of the Council of 18 December 20016 on key competences for lifelong learning. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri = celex%3A32006H0962.

  • European Commission. (2010). Europa 2020 Strategie [Europe 2020 strategy]. Retrieved from http://ec.europa.eu/europe2020/index_de.htm

  • Federal Ministry of Justice and Consumer Protection. (2002). Verordnung über die Berufsausbildung zum Industriekaufmann/zur Industriekauffrau [Regulation about the vocational education and training of German industrial clerks]. Retrieved from https://www.bibb.de/de/berufeinfo.php/genealogy/65744536

  • Fuller, B., & Marler, L. E. (2009). Change driven by nature: A meta-analytic review of the proactive personality literature. Journal of Vocational Behavior, 75(3), 329–345.

    Article  Google Scholar 

  • Greeno, J. G., Riley, M. S., & Gelman, R. (1984). Conceptual competence and children’s counting. Cognitive Psychology, 16(1), 94–143.

    Article  Google Scholar 

  • Guth, W. D., & Ginsberg, A. (1990). Guest editors’ introduction: Corporate entrepreneurship. Strategic Management Journal, 1990(11), 5–15.

    Google Scholar 

  • Harteis, C., & Goller, M. (2014). New skills for new jobs: Work agency as a necessary condition for successful lifelong learning. In T. Halttunen, M. Koivisto, & S. Billett (Eds.), Promoting assessing, recognizing and certifying lifelong learning: International perspectives and practices (pp. 37–56). Dordrecht: Springer Science + Business.

    Chapter  Google Scholar 

  • Hartig, J. (2008). Psychometric models for the assessment of competencies. In J. Hartig, E. Klieme, & D. Leutner (Eds.), Assessment of competencies in educational contexts (pp. 69–90). Toronto: Hogrefe & Huber Publishers.

    Google Scholar 

  • Hartig, J., & Frey, A. (2013). Sind Modelle der Item-Response-Theorie (IRT) das „Mittel der Wahl“ für die Modellierung von Kompetenzen? [Benefits and limitations of modelling competencies by means of Item Response Theory (IRT)]. Zeitschrift für Erziehungswissenschaft, 16(1), 47–51.

    Google Scholar 

  • Hartig, J., Frey, A., Nold, G., & Klieme, E. (2012). An application of explanatory item response modelling for model-based proficiency scaling. Educational and Psychological Measurement, 72(4), 665–686.

    Article  Google Scholar 

  • Heid, H. (1999). Über die Vereinbarkeit individueller Bildungsbedürfnisse und betrieblicher Qualifikationsanforderungen [The co-incidence of individual and firm qualification needs]. Zeitschrift für Pädagogik, 45(2), 231–245.

    Google Scholar 

  • Heid, H., & Harteis, C. (2004). Zur Vereinbarkeit ökonomischer und pädagogischer Prinzipien in der modernen Organisationsentwicklung [Compatibility of economic and educational principles in modern organzational development]. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft, 18, 222–231.

    Google Scholar 

  • Hornsby, J. S., & Goldsby, M. G. (2009). Corporate entrepreneurial performance at Koch Industries: A social cognitive framework. Business Horizons, 52(5), 413–419.

    Article  Google Scholar 

  • Humburg, M., & van der Velden, R. (2015). Skills and the graduate recruitment process: Evidence from two discrete experiments. Economics of Education Review, 49(December 2015), 24–41.

    Article  Google Scholar 

  • Jones, O. (2005). Manufacturing regeneration through corporate entrepreneurship: Middle managers and organizational innovation. International Journal of Operations & Production Management, 25(5/6), 491–511.

    Article  Google Scholar 

  • Kanning, U. P. (2009). Diagnostik sozialer Kompetenzen (2nd ed.) [Diagnoses on social competences]. Göttingen: Hogrefe.

    Google Scholar 

  • Klieme, E., & Hartig, J. (2008). Kompetenzkonzepte in den Sozialwissenschaften und im erziehungswissenschaftlichen Diskurs [Competence concepts in social sciences]. Zeitschrift für Erziehungswissenschaft, 10 (Sonderheft 8/2007), 11–29.

    Google Scholar 

  • Klieme, E., & Leutner, D. (2006). Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von Bildungsprozessen. Beschreibung eines neu eingerichteten Schwerpunktprogramms der DFG [Competence models to capture learning results and to account for educational processes. Description of a newly installed priority program of the DFG]. Zeitschrift für Pädagogik, 52(6), 876–903.

    Google Scholar 

  • Koller, I., Alexandrowicz, R., & Hatzinger, R. (2012). Das Rasch-Modell in der Praxis [The Rasch model in practice]. Wien: facultas.

    Google Scholar 

  • Kyndt, E., & Baert, H. (2015). Entrepreneurial competences: Assessment and predictive value for entrepreneurship. Journal of Vocational Behavior, 90(7), 13–25.

    Article  Google Scholar 

  • Masters, G. N. (1982). A Rasch model for partial credit scoring. Psychometrika, 47(2), 149–174.

    Article  Google Scholar 

  • Messick, S. (1989). Validity. In R. L. Linn (Ed.), The American council on education. Macmillan series in higher education. Educational measurement (pp. 13–103). New York: American Council on Education.

    Google Scholar 

  • Mulder, M., Gulikers, J., Biemans, H., & Wesselink, R. (2009). The new competence concept in higher education: Error or enrichment? Journal of European Industrial Training, 33(8/9), 755–770.

    Article  Google Scholar 

  • Organisation for Economic Co-operation and Development [OECD]. (2015). PISA 2015 technical report. Retrieved from http://www.oecd.org/pisa/data/2015-technical-report/

  • Organisation for Economic Co-Operation and Development [OECD]. (2016). PISA 2015 Results (Vol. I). Retrieved from http://www.oecd.org/publications/pisa-2015-results-volume-i-9789264266490-en.htm

  • Pellegrino, J. (2010). The design of an assessment system for the race to the top: A learning sciences perspective on issues of growth and measurement. Princeton: Educational Testing Service.

    Google Scholar 

  • Pellegrino, J. W., DiBello, L. V., & Brophy, S. P. (2014). The science and design of assessment in engineering education. In A. Johri & B. M. Olds (Eds.), Cambridge handbook of engineering education research (pp. 571–600). Cambridge: Cambridge University Press.

    Google Scholar 

  • Pellegrino, J. W., DiBello, L. V., & Goldman, S. R. (2016). A framework for conceptualizing and evaluating the validity of instructionally relevant assessments. Educational Psychologist, 51(1), 59–81.

    Article  Google Scholar 

  • Perlman, B., Gueths, J., & Weber, D. A. (1988). The academic intrapreneur. Strategy, innovation, and management in higher education. New York: Praeger.

    Google Scholar 

  • Pinchot, G. (1985). Intrapreneuring. Why you don’t have to leave the corporation to become an entrepreneur. New York: Harper & Row.

    Google Scholar 

  • R Development Core Team. (2013). The R project for statistical computing. Retrieved from http://www.r-project.org/index.html

  • Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Chicago: The University of Chicago Press.

    Google Scholar 

  • Rauch, A., & Frese, M. (2007). Let’s put the person back into entrepreneurship research: A meta-analysis on the relationship between business owners’ personality traits, business creation, and success. European Journal of Work and Organizational Psychology, 16(4), 353–385.

    Article  Google Scholar 

  • Schönebeck, G. (2010). Intrapreneurship: Eine empirische Analyse der Barrieren und Widerstände im Unternehmen [Intrapreneurship: An empirical analysis of barriers and resistance within an organization]. Munich: AVM.

    Google Scholar 

  • Seeber, S., & Nickolaus, R. (2010). Kompetenz, Kompetenzmodelle und Kompetenzent-wicklung in der beruflichen Bildung [Competence, competence models and competence development in vocational education and training]. In R. Nickolaus, G. Pätzold, H. Reinisch, & T. Tramm (Eds.), Handbuch Berufs- und Wirtschaftspädagogik [Handbook vocational studies and business education] (pp. 247–257). Bad Heilbrunn: Julius Klinkhardt.

    Google Scholar 

  • Strobl, C. 2012. Das Rasch-Modell. Eine verständliche Einführung für Studium und Praxis [The Rasch model—an introduction]. Munich: Rainer Hampp Verlag.

    Google Scholar 

  • Thornberry, N. E. (2003). Corporate entrepreneurship: Teaching managers to be entrepreneurs. Journal of Management Development, 22(4), 329–344.

    Article  Google Scholar 

  • Trost, S., & Weber, S. (2012). Fähigkeitsanforderungen an kaufmännische Fachkräfte—Eine kompetenzbasierte Analyse von Stellenanzeigen mittels O*NET [Capability requirements of commercial workers—A competence-based analysis of job advertisements using O*NET]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 108(2), 217–242.

    Google Scholar 

  • Unger, J., Rauch, A., Frese, M., & Rosenbusch, N. (2011). Human capital and entrepreneurial success: A meta-analytical review. Journal of Business Venturing, 26(3), 341–358.

    Article  Google Scholar 

  • Weber, S., & Achtenhagen, F. (2016). Competence domains and vocational-professional education in Germany. In M. Mulder (Ed.), Competence-based vocational and professional education (pp. 337–359). Cham: Springer.

    Google Scholar 

  • Weber, S., Trost, S., Wiethe-Körprich, M., Weiß, C., & Achtenhagen, F. (2014). Intrapreneur: An entrepreneur within a company. In S. Weber, F. K. Oser, F. Achtenhagen, M. Fretschner, & S. Trost (Eds.), Becoming an entrepreneur. Professional and VET learning: Bd. 3 (pp. 279–302). Rotterdam: Sense Publishers.

    Chapter  Google Scholar 

  • Weber, S., Wiethe-Körprich, M., Trost, S., Weiß, C., & Achtenhagen, F. (2015). Intrapreneurship-Verhalten an kaufmännischen Arbeitsplätzen—Analysen von Projektberichten. Empirische Pädagogik, 28(1), 84–105.

    Google Scholar 

  • Weber, S., Draxler, C., Bley, S., Wiethe-Körprich, Weiß, C., & Gürer, C. (2016a). Der Projektverbund CoBALIT: Large Scale-Assessments in der kaufmännischen Berufsbildung—Intrapreneurship (CoBALIT) [The project network CoBALIT: Large-scale assessments in commercial VET—Intrapreneurship (CoBALIT)]. In K. Beck, M. Landenberger, & F. Oser (Eds.), Technologiebasierte Kompetenzmessung in der beruflichen Bildung—Resultate aus dem Forschungsprogramm ASCOT [Technology-based competence measurement within vocational education and training—Results from the research initiative ASCOT] (pp. 75–92). Bielefeld: Bertelsmann.

    Google Scholar 

  • Weber, S., Wiethe-Körprich, M., Bley, S., Weiß, C., Draxler, C., & Gürer, C. (2016b). Modellierung und Validierung eines Intrapreneurship-Kompetenz-Modells bei Industriekaufleuten [Modelling and validating an intrapreneurship competence model for German industrial clerks]. Unterrichtswissenschaft, 44(2), 149–168.

    Google Scholar 

  • Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Seattle: Hogrefe und Huber.

    Google Scholar 

  • Welter, F. (2010). Contextualising entrepreneurship: Conceptual challenges and ways forward. Entrepreneurship Theory and Practice, 35(1), 165–184.

    Article  Google Scholar 

  • Wiethe-Körprich, M., Weber, S., Bley, S., & Kreuzer, C. (2017). Intrapreneurship competence as a manifestation of work agency: A systematic literature review. In M. Goller, & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 37–65). Cham: Springer.

    Google Scholar 

  • Winterton, J. (2009). Competence across Europe: Highest common factor or lowest common denominator? Journal of European Industrial Training, 33(8/9), 681–700.

    Article  Google Scholar 

  • Winther, E. (2010). Kompetenzmessung in der beruflichen Bildung [Competence measurement in vocational education and training]. Bielefeld: Bertelsmann.

    Google Scholar 

Download references

Acknowledgement

The research was run as one of 21 projects in the ASCOT-initiative (www.ascot-vet.net). We thank the German Federal Ministry of Education and Research (AZ: 01DB1118) for supporting this project.

Author information

Authors and Affiliations

  1. Institute for Human Resource Education and Management, Munich School of Management, Fakultät für Betriebswirtschaftslehre, Ludwig-Maximilians University Munich, Ludwigstraße 28 RG/III, D-80539, Munich, Germany

    Christine Kreuzer, Susanne Weber, Sandra Bley & Michaela Wiethe-Körprich

Authors
  1. Christine Kreuzer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Susanne Weber
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sandra Bley
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Michaela Wiethe-Körprich
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Christine Kreuzer .

Editor information

Editors and Affiliations

  1. University of Paderborn, Paderborn, Germany

    Michael Goller

  2. University of Jyväskylä , Jyväskylä, Finland

    Susanna Paloniemi

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Kreuzer, C., Weber, S., Bley, S., Wiethe-Körprich, M. (2017). Measuring Intrapreneurship Competence as a Manifestation of Work Agency in Different Educational Settings. In: Goller, M., Paloniemi, S. (eds) Agency at Work. Professional and Practice-based Learning, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-319-60943-0_19

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-60943-0_19

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-60942-3

  • Online ISBN: 978-3-319-60943-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation