En la actualidad, la educación emprendedora está tomando un rol fundamental para fomentar el emprendimiento en todo el mundo, ya que tanto las economías desarrolladas o aquellas en vía de desarrollo consideran al emprendimiento como una alternativa para salir de la crisis económica y la incertidumbre laboral, que principalmente se ve en los jóvenes. Por ello, las universidades vienen desarrollando diferentes programas de educación emprendedora para fomentar esta intención y en este vínculo algunas investigaciones consideran como algo positivo el impacto de estos programas; mientras que otras, sostienen lo contrario. En el presente trabajo se han revisado investigaciones de los últimos 5 años relacionadas a la intención y educación emprendedoras, dado que dentro de esta participación existen posturas a favor y en contra de la influencia de los factores situacionales y personales. Además, se identifican y plantean nuevas líneas de investigación, de tal manera que los resultados contribuyan a comprender el proceso de formación de la intención emprendedora, para que así, tanto la academia como el gobierno, las empresas, los investigadores y actores interesados puedan desarrollar propuestas más acertadas. / At present, entrepreneurial education is taking a fundamental role in fostering entrepreneurship worldwide, since both developed and developing economies see entrepreneurship as an alternative to get out of the economic crisis and job uncertainty. , which is mostly seen in young people. For this reason, universities have been developing different entrepreneurial education programs to foster entrepreneurial intent, and in this connection, some research considers the impact of these programs to be positive, while others maintain the opposite. In the present work, investigations of the last 5 years related to entrepreneurial intention and entrepreneurial education have been reviewed, within this relationship the positions for and against the influence of situational and personal factors. In addition, new lines of research are identified and proposed, so that the results contribute to understanding the process of entrepreneurial intention formation, so that the academy, government, companies, researchers and stakeholders can develop proposals more successful.

The problem this study addresses is the relationship among the constructs content knowledge, beliefs, and previous experiences of prospective elementary teachers. The 36 participants in the study, 35 females and one male, were recent graduates from a five-year Elementary Education licensure program at a major university located in the Mid-Atlantic region. A correlational research design was used to investigate the relationships that might exist among the three constructs using Praxis I Pre-professional Math test scores, Beliefs Survey scores, and Previous Mathematics Experience Questionnaire [PMEQ] scores. Scores from the Praxis I Pre-professional Math test were self-reported and verified by the Licensure Coordinator in the Center for Teacher Education [CTE]. Scores for the Beliefs Survey and Previous Mathematics Experience Questionnaire [PMEQ] were collected from the survey and questionnaire completed by each participant and the data were analyzed using SPSS software. A frequency distribution was constructed for the Praxis I Math Test scores, the Beliefs Survey scores, and the PMEQ scores. A Pearson correlation was constructed to analyze the relationship among the following variables: Praxis I Math Test, beliefs, and previous mathematics experiences (feelings, teaching tools, and quantity of math courses taken). An alpha level of .05 was used for all statistical tests. A significant positive correlation was found to exist between Praxis I Math Test scores and feelings about mathematics using a two-tailed test indicating that prospective elementary math teachers who have higher Praxis I math test scores tend to report having more positive feelings about mathematics. A significant negative correlation was found to exist between beliefs and teaching tools using a two-tailed test. This indicates a tendency by prospective teachers to favor more relational beliefs when their previous experiences included the use of a wide variety of teaching tools. The prospective teachers' responses to the essay question and interview questions support their stated beliefs about the importance of teachers emphasizing relational understanding. On their essay responses, all 36 participants indicated a desire to provide a relational oriented learning-environment in their future classrooms. The findings in the study support the notion that the prospective teachers in this group with stronger content knowledge tended to report more positive feelings about mathematics. They also tended to favor a relational teaching/learning environment if they had experiences using a wide variety of teaching tools. No significant correlation was found to exist between any of the other variables that were tested. / Ph. D.

Syftet med studien är att undersöka hur chefens ledarstil bör anpassas beroende på medarbetarnas mognadsnivå när valfritt distansarbete råder. För att uppfylla syftet besvaras fyra forskningsfrågor. De två första kopplas till hur tidigare erfarenheter av distansarbete påverkar individens anpassning till valfritt distansarbete, samt hur kommunikationen påverkas av distansarbete. De två sista berör hur medarbetares mognadsnivå och självledarskap påverkar deras tillhörighet som “in-group” eller “out-group”, samt vilken roll chefens ledarstil har för att främja kompetens och engagemang hos medarbetare. En kvalitativ forskningsmetod med semistrukturerade intervjuer användes, och två organisationer deltog i studien. Resultaten indikerar att tidigare erfarenhet av distansarbete påverkar hur organisationer upplever övergången till valfritt distansarbete, där teknisk kompetens och en neutral inställning spelar en central roll. Det framgår även att det valfria distansarbetet påverkar hur individer kommunicerar, oaktat tidigare erfarenheter. Digital kommunikation möjliggör ökad närvaro och snabbare interaktion, samtidigt som kommunikationen i stort anses bli svårare. Studien konstaterar att valfritt distansarbete medför en ökad självständighet med potential för ökat självledarskap för medarbetare på olika mognadsnivåer, vilket tillåter dem att klassificeras som “in-group” eller “out-group”. Högre förtroende och tillit krävs då chefer har svårare att observera medarbetarna. Slutligen redogör studien för vikten av att rätt ledarstil tillämpas när valfritt distansarbete råder, för att främja medarbetarnas kompetens och engagemang. Studien leder till en omarbetning av modellen för situationsanpassat ledarskap vid valfritt distansarbete för att bättre möta medarbetarnas skiftande behov. Genom att adressera existerande kunskapsluckor erbjuder studien vägledning för organisationer och chefer i en valfri distansarbetsmiljö för att bättre möta medarbetarnas förändrade behov. / The purpose of the study is to investigate how a manager's leadership style should be adapted based on employees' maturity levels when optional remote work is in place.  To achieve this purpose, four research questions are addressed. The first two questions explore how previous remote work experience affects an individual's adjustment to optional remote work and how communication is impacted by remote work. The latter two questions investigate how employees' maturity levels and self-leadership influence their classification as “in-group” or “out-group,” and what role the manager's leadership style plays in fostering employee competence and engagement. A qualitative research method with semi-structured interviews was employed, involving two participating organizations. The results indicate that previous experience with remote work affects how organizations perceive the transition to optional remote work, where technical competence and a neutral attitude play a central role. It also emerges that optional remote work affects how individuals communicate, regardless of previous experiences. Digital communication enables increased presence and faster interaction, while overall communication is considered to become more challenging. Furthermore, the study finds that optional remote work promotes increased independence and the potential for enhanced self-leadership among employees at different maturity levels, allowing them to be classified as “in-group” or “out-group.” Higher trust and confidence are required since managers find it more difficult to observe employees. Finally, the study emphasizes the importance of applying the appropriate leadership style in an optional remote work environment to foster employee competence and engagement. The study leads to a revision of the model for situational leadership in an optional remote work context to better address employees' evolving needs. By addressing existing knowledge gaps, the study offers guidance for organizations and managers in an optional remote work environment to better meet employees' changing needs.