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Extraversion and sensing personality types associate with higher entrepreneurial intentions than introversion and intuitive styles. The results inform higher education entrepreneurship teaching by avoiding a one-style-fits-all approach.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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(MBTI®) in the Teaching of Entrepreneurial Skills at an Iranian University  \nKiumars Zarafshani1  \nRazi University  \nKermanshah, Iran  \nJamie Cano2  \nThe Ohio State University  \nColumbus, OH  \nLida Sharafi3, Somayeh Rajabi3, and Adel Sulaimani3  \nRazi University  \nKermanshah, Iran  \nAbstract  \nThis study examined the relationships between students' personality styles and their intentions to become an entrepreneur after completing a course in entrepreneurship education. Results indicated that the majority of the students in the class were ENTJ, ISTJ, ESFJ, or ESTP. The students in this study had moderate intention in a new business start-up. The researchers found that students with extraversion and sensing personality types had higher level of entrepreneurial intentions than students with introversion and intuitive styles. The results of this study have implications for higher education which entrepreneurship educators should not adopt a “one style fits all” approach in the classroom. Clearly, the evidence indicated that various personality styles were evident in the classes, and thus one could suppose that various personality styles are evident in every college classroom.  \nKey words: Entrepreneurship education, cognitive styles, intentions, personality types, MBTI®  \nIntroduction  \nIn recent years, the government of Iran has shown interest in entrepreneurship because of its relationship with regional economic development through new ventures and job creation. Thus, colleges and universities across Iran have been challenged by the Ministry of Science, Research, and Technology (MSRT) to establish Centers for Entrepreneurship as part of the country's Entrepreneurship Development Program (EDP) . The Centers for Entrepreneurship offers academic training at both undergraduate and graduate level to support students along the continuum of thinking and behaving entrepreneurially. The Centers' goals  \nmay vary, but they hold a premise that entrepreneurship education is not just about teaching someone to run a business. It is also about encouraging creative thinking, enhancing levels of innovation, and promoting a strong sense of self-worth and accountability (Heinonenet al., 2006) .  \nAccording to Alvarez and Busenitz (2001), if universities do not promote entrepreneurship education, it should then be expected that students would be less likely to pursue efforts towards starting a new venture. Therefore, universities aware of the importance of developing entrepreneurial potential (Vyakarnam, 2005) and competencies (Kirby, 2005; Gibb, 2006), are focusing on how to equip all students with the entrepreneurial skills. Furthermore, creating an awareness that there is an alternative way of employment other than being employed or self-employment (Galloway et al., 2005), which may not be for everyone, but all may use these skills as an employee (Vij, 2004) through the provision of transferability of skills (Vyakarnam, 2005; Galloway et al., 2005; Gibb, 2006) .  \nIt is commonly assumed that the personal characteristics (Bechard and Toulouse, 1998; Gorman et al., 1997) and skills of the entrepreneur can be developed through education. Indeed, some studies have suggested that entrepreneurial behavior can be stimulated through formal education programs. Research (Bonnett and Furnham, 1991; Gorman et al., 1997; Hansemark, 1998; Krueger and Dickson, 1994; Rasheed, 2003) has also shown that education can stimulate the development of entrepreneurial behavior in different ways. On the one hand, education for self-employment can increase knowledge about the setting up and management of businesses and promote personal characteristics associated with entrepreneurs, such as motivation to achieve, internal locus of control, or self-efficacy.  \n1Associate Professor; Address: P.O. Box 67155-1473; Tel: 0098-831-7240666; Email: [zarafshani2000@yahoo.com](zarafshani2000@yahoo.com)[ ](zarafshani2000@yahoo.com)2Associate Profe","cbCaisGDRMzlItyz","https://ap.wps.com/l/cbCaisGDRMzlItyz","pdf",133960,"English","# Abstract\n# Introduction\n# Purpose and Objectives","[{\"question\":\"What does the study examine about students after entrepreneurship education?\",\"answer\":\"It examines relationships between students’ personality styles and their intentions to become entrepreneurs after completing an entrepreneurship course.\"},{\"question\":\"Which personality types were most common among the students?\",\"answer\":\"Most students were ENTJ, ISTJ, ESFJ, or ESTP.\"},{\"question\":\"How do personality traits relate to entrepreneurial intentions?\",\"answer\":\"Students with extraversion and sensing types showed higher entrepreneurial intentions than students with introversion and intuitive styles.\"}]","Using the Myers-Briggs Type Indicator (MBTI) in the Teaching of Entrepreneurial Skills at an Iranian University | PDF",23]