Search Results (207)

Establishing an entrepreneurship education ecosystem is crucial for the continual nurturing of young entrepreneurs and, consequently, the enhancement of economic development. Beyond the expansion of entrepreneurship programs, the active involvement and support from relevant resources and external stakeholders are pivotal to constructing such ecosystems. However, obstacles arise from the lower intention of external stakeholders to participate, and constraints imposed by information technology, hindering the ecosystem’s development. The Metaverse, an innovative technology amalgamating three-dimensional virtual technologies with blockchain and artificial intelligence, emerges as a potential solution to overcome these barriers and construct an entrepreneurship education ecosystem. Despite this potential, there is a lack of analysis explaining how the Metaverse achieves this. To address this gap, a framework for entrepreneurship education ecosystems is established in this study, highlighting two barriers and elucidating how these barriers impede ecosystem construction. Furthermore, four efficiencies of the Metaverse are identified as key factors with positive effects in terms of surmounting barriers to ensure the successful establishment of an entrepreneurship education ecosystem: communication convenience, enhanced simulation environment, information filtering, and the creation of valuable information. Full article

This study examined the impact of entrepreneurship education in sustainability on entrepreneurial intention using the theory of planned behavior (TPB). The MEMORE macro was used to analyze within-subject mediation and enabled us to examine how entrepreneurial intention is affected by changes in the factors of the theory of planned behavior (attitude, subjective norms, perceived behavioral control). The survey follows a questionnaire-based, pre-test-post-test design (the research involved 271 business administration students in Athens). A paired sample t-test was used to analyze changes in attitude, subjective norms, perceived behavioral control, and entrepreneurial intention before and after education. The results indicated that after the entrepreneurship course in sustainability, students indicated a significant positive change in entrepreneurial intention, attitude, and perceived behavioral control. MEMORE macro indicated that only the change in perceived behavioral control positively influenced the increase in entrepreneurial intention levels. Based on these findings, entrepreneurship education in sustainability enhances students’ entrepreneurial intentions by increasing their perceived behavioral control. As a result, students’ confidence and knowledge regarding sustainable entrepreneurship are fundamental to the development of sustainable entrepreneurial mindsets. This study emphasizes the importance of integrating targeted pedagogical approaches that enhance perceived behavioral control in sustainable entrepreneurship education by equipping students with practical knowledge and skills to overcome psychological barriers. The use of the MEMORE macro highlights this study’s innovation, uncovering new relationships between the examined variables. Full article

Against the backdrop of evolving innovation and entrepreneurship education, this study investigates the multifaceted factors influencing college students’ innovation and entrepreneurship in China. By analyzing 98 cases of student-led ventures and applying principal component analysis (PCA) via SPSS 19.0, the research identifies key determinants across individual, institutional, and societal dimensions. The empirical results reveal strong correlations between entrepreneurial risk levels and practical experience (r = 0.82), pre-market research (r = 0.84), participation in entrepreneurship courses (r = 0.72), university innovation platform utilization (r = 0.75), social financing intensity (r = 0.68), and regional economic development (r = 0.53). Individual-level factors demonstrate the most profound influence, with institutional and societal resources providing complementary support. Based on these findings, the study proposes targeted recommendations to enhance student engagement in practical training, optimize university–platform integration, and improve policy-backed financing ecosystems, thereby fostering the sustainable development of college students’ innovation and entrepreneurship capabilities. Full article

This study explores the influence of team communication (TC) and shared mental models (SMMs) on entrepreneurial team efficacy (ETE) within the context of Chinese higher education, introducing a dual-path model to reconcile the discrepancy between policy expectations and practical outcomes in entrepreneurship education. Utilizing partial least squares structural equation modeling (PLS-SEM) on data from 475 university-based questionnaires from March to May in 2024 in China, the research reveals that structured internal communication significantly enhances the alignment of learning goals, teammate cognition, and activity synchronization, thereby fostering SMMs as a pivotal psychological infrastructure. The findings indicate that shared learning goals and cognitive convergence are primary drivers of task performance, whereas coordinated activity states are more influential in strengthening relational cohesion. The study challenges the conventional “communication frequency–efficacy paradox” by demonstrating distinct pathways through which internal and external communication mechanisms differentiated impact task and relational outcomes. Additionally, demographic analyses highlight that team maturity and age diversity positively correlate with task efficacy, while gender and disciplinary heterogeneity show no significant association. Theoretically, this research advances the understanding of team collaboration dynamics and contextualizes Western entrepreneurship theories within China’s collectivist framework. Practically, it provides robust, evidence-based strategies for refining communication protocols and enhancing both collaborative efficiency and innovation in entrepreneurial education settings. Full article

Having the proper infrastructure is crucial because it fosters prosperous enterprise and a skilled labor force capable of solving environmental issues. There are worries about the potential negative effects of human capital centered on innovation, despite studies showing benefits. This study examines how contextual factors such as business environment, infrastructure, and human capital, influence South Africa’s entrepreneurial ecosystem. Multiple Regression Technique was used for analysis. Findings showed that each of the three factors has a remarkable impact, with business environment showing the highest positive relationship to the Ecosystem Index. The results highlight the significance of focusing on sustainable activities when developing human capital. To promote a more sustainable entrepreneurship environment, the study suggests that policymakers should implement incentives, allocate finances for infrastructure, and establish educational and knowledge-sharing initiatives to encourage the sustainability of the entrepreneurial ecosystem. Future research directions will focus on investigating how additional contextual factors affect ecosystems in various regions and industries. The study also suggests the evaluation of gender equality in access to financial and business assistance. Full article

Entrepreneurship development strategies are crucial for translating academic potential into economic and societal value. To achieve this, educational institutions must understand the factors influencing students’ entrepreneurial intentions. While research on academic entrepreneurship exists, comparative studies that explore these factors across different national contexts are scarce. This study addresses this gap through a comparative analysis of student entrepreneurship in Bulgaria, Malta, and Turkey, investigating key factors, such as attitudes toward entrepreneurship (ATE), the role of entrepreneurship education (EEdu), and entrepreneurial inspirations. Based on 415 survey responses collected between April and June 2024, hypothesized relationships were tested using appropriate bivariate statistical analyses. The results indicate that a positive evaluation of running one’s own business significantly increases entrepreneurial intentions, particularly when the business is perceived as safe, realistic, pleasant, and strong. The university’s role is pivotal: students largely relied on institutional support for their business initiatives; showed a strong preference for practical, hands-on educational methods; and identified a lack of entrepreneurship education as a key obstacle. A family background with entrepreneurial parents also positively influenced students’ preference for running their own businesses. Interestingly, the findings challenge a simple dichotomy between employment and entrepreneurship. A preference for full-time employment did not diminish entrepreneurial intentions, suggesting students may view these career paths as complementary or sequential. Conversely, preferences for part-time or self-employment did not have a significant positive impact on entrepreneurial initiatives. These findings underscore the need for universities to provide tailored, practical support and to recognize the complex and non-linear career trajectories envisioned by modern students. Full article

Around the world, many post-conflict societies face the pressing challenge of reintegrating former combatants, especially women, into community life in ways that promote peace and sustainable development. Educational strategies that foster Social Innovation, Entrepreneurship, and Complex Thinking are increasingly recognized as essential tools in this process, helping to rebuild social cohesion and empower local leadership. This study evaluates the impact of the SEL4C methodology on strengthening key competencies in Social Entrepreneurship, Innovation, and Complex Thinking among 49 women signatories of the Peace Agreement in Colombia, who currently live in the Mariana Páez Territorial Training and Reincorporation Space (ETCR). Through a pre- and post-intervention design using validated instruments and statistical analyses (paired t-tests and effect size calculations), the study found significant improvements in areas such as Social Awareness, Social Innovation, and Scientific Thinking. Although the gains in Complex Thinking were moderate, the results show that the methodology effectively enhanced leadership skills and the ability to address systemic challenges—both crucial for successful reintegration. In practical terms, the findings support the use of SEL4C by organizations working in peacebuilding, educational institutions, and public programs that seek to empower women in vulnerable contexts. The methodology’s adaptability and evidence-based structure make it a valuable resource for designing participatory training processes focused on innovation, sustainability, and community transformation. Full article

The rapid evolution of the Fourth Industrial Revolution has significantly transformed educational practices, necessitating the integration of advanced technologies into higher education to address contemporary sustainability challenges. This study explores the integration of interactive metaverse environments and generative artificial intelligence (GAI) in promoting the green digital economy and developing e-entrepreneurship skills among graduate students. Grounded in a quasi-experimental design, the research was conducted with a sample of 25 postgraduate students enrolled in the “Computers in Education” course at King Khalid University. A 3D immersive learning environment (FrameVR) was combined with GAI platforms (ChatGPT version 4.0, Elai.io version 2.5, Tome version 1.3) to create an innovative educational experience. Data were collected using validated instruments, including the Green Digital Economy Scale, the e-Entrepreneurship Scale, and a digital product evaluation rubric. The findings revealed statistically significant improvements in students’ awareness of green digital concepts, entrepreneurial competencies, and their ability to produce sustainable digital products. The study highlights the potential of immersive virtual learning environments and AI-driven content creation tools in enhancing digital literacy and sustainability-oriented innovation. It also underscores the urgent need to update educational strategies and curricula to prepare future professionals capable of navigating and shaping green digital economies. This research provides a practical and replicable model for universities seeking to embed sustainability through emerging technologies, supporting broader goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Full article

Local governments have become key agents in advancing regional digital transformation in China. Drawing on a panel dataset of 30 provinces from 2009 to 2022, this study adopts an innovation ecosystem perspective. It explores how public service delivery interacts with market development, higher education institutions, and social entrepreneurship to support sustainable digital development. The results show that local public services have a strong positive impact on digital transformation. This effect is even greater when supported by other ecosystem components. These findings highlight the value of system-level collaboration in promoting inclusive, resilient, and sustainable regional growth. Rather than introducing a new theory, this study provides practical, context-specific evidence on how local governments and innovation ecosystems work together to support China’s digital transformation and long-term sustainability goals. Full article

As the European Union advances its bioeconomy strategy, the agricultural sector emerges as a key domain requiring targeted upskilling in digital and entrepreneurial competencies. This study examines how agricultural professionals perceive the importance of these competencies and identifies related training needs, drawing on the European Commission’s Digital Competence Framework (DigComp) and Entrepreneurship Competence Framework (EntreComp). Using a quantitative survey methodology, data were collected from 140 respondents, including farmers, agronomists, consultants, entrepreneurs, and policymakers, in four European countries: Greece, Italy, Portugal, and Sweden. Descriptive and non-parametric analyses (Mann–Whitney U and Kruskal–Wallis tests) revealed strong recognition of digital competencies across all groups, with significant variation by country, while perceptions of entrepreneurial competencies differed mainly by professional role. Moreover, a significant lack of formal bioeconomy-related education was identified. The findings underscore the need for targeted, competence-based education and policy interventions to equip professionals with the skills required for a sustainable and innovation-driven agricultural sector. Full article

Millions of young Africans earn a variety of qualifications annually, yet the majority return without prospects for employment. This challenge has become a catalyst for inequality, poverty, crime involvement, and international migration. Empirical discourse points to education—such as a pedagogy that is chiefly theory-oriented rather than aligned with a knowledge economy, mismatched skills, and irrelevant qualifications—as constraints that contribute to the unemployment of the continent’s vibrant young graduates. Amidst this surging issue, the call for transformation in higher learning has never been clearer. Focusing on rural landscapes, this case study analysed the contextual employability potential of graduates pursuing an entrepreneurial university trajectory in Africa, illustrating why the paradigm should be implemented. The findings, based on qualitative data collected using a semi-structured questionnaire through one-on-one and remote approaches from stakeholders in universities across five African countries, highlight three dimensions central to this pathway. These include (1) curriculum alignment to advance cutting-edge qualifications and skill development that resonate with industrial demand and local economic priorities; (2) stakeholder embeddings in which universities strive to partner with local organisations and established alumni to provide mentorship, job leads, and referrals; and (3) innovation hubs that offer a variety of entrepreneurial support, real-world experience, and Indigenous entrepreneurship practices, leading to unique new ventures and employment opportunities. Implementing this strategy will enable rural-based universities in Africa to innovate in promoting graduate employability, socioeconomic advancements, and sustainable development, ultimately shaping a brighter future for the continent. Further studies could test the assumptions for broader application using statistical analysis. Full article

This study leverages the Theory of Planned Behavior (TPB) to investigate the variations in entrepreneurial intent (EI) among Romanian students, before and after the COVID-19 pandemic. By examining the interactions between attitudes, social norms (SocNorms), and perceived behavioral control (PBC), as represented in the TPB framework, we aimed to uncover what factors promote or hinder students’ decisions to pursue entrepreneurship. We examined these relationships across two cohorts (2018 and 2023) using structural equation modeling (SEM) on data collected through an online survey from a total sample of 383 Romanian bachelor students. Our findings indicate that PBC is a significant predictor of EI for both cohorts; however, attitudes have shown a direct but reverse influence for the 2023 group. This cohort, faced with isolation, unemployment, and resource shortages, has adapted by cultivating an innovation and perseverance mindset, positioning entrepreneurship as a viable solution. This study is one of the few longitudinal comparative investigations of EI in Romania during a significant societal crisis, offering insights into the evolving dynamics of young entrepreneurs, which can inform educational strategies and policies designed to nurture a new generation of resilient entrepreneurs. Full article

The question of what motivates entrepreneurs to maintain and grow their ventures beyond the startup phase remains an underexplored aspect of entrepreneurship research. Using data from the Global Entrepreneurship Monitor, GEM (2023), this study examines four key entrepreneurial motivations among 103 established Croatian entrepreneurs who are making a difference in the world, building great wealth or a very high income, continuing a family tradition, and earning a living. Employing a multivariate multiple regression approach, we analyze how sociodemographic factors, opportunity perception, fear of failure, media influences, and sustainability-oriented mindsets (e.g., UN SDG awareness) influence these diverse motivations. Findings reveal distinct motivational patterns: socially responsible mindsets and awareness of the SDGs primarily drive the aspiration to “make a difference”, while age, perceived opportunities, and fear of failure reinforce the pursuit of wealth. Media narratives uniquely influence the intent to “continue a family tradition”, while necessity-driven motives—linked to fear of failure and lower growth ambitions—predominate among those aiming simply to “earn a living”. By applying a systems thinking approach, this research illustrates how interdependent factors create distinct motivational clusters, and it highlights the importance of tailored policies and support programs for established entrepreneurs seeking sustainable growth. It contributes to the interdisciplinary discourse on entrepreneurship, offering insights for policymakers, educators, and advisors working to foster resilient and innovative entrepreneurial ecosystems. Full article

Entrepreneurship is crucial in promoting innovation, job creation, and poverty alleviation, particularly in developing economies. This study adopts a mixed-methods approach, using quantitative and qualitative analysis to examine macroeconomic factors’ impact on entrepreneurial activity. The quantitative analysis utilises fully modified least squares and dynamic ordinary least squares to estimate long-run relationships, while the qualitative component applies thematic analysis to assess the role of school-based gardening initiatives in promoting students’ economic participation. Our findings indicate that government expenditure on education significantly enhances entrepreneurship, whereas access to credit remains ineffective, suggesting persistent barriers in financial intermediation. Labour force participation shows a positive relationship with entrepreneurship, supporting the idea that a more engaged labour force promotes business creation. The findings also show a negative impact of regulatory quality on entrepreneurship, stressing the need for regulatory reforms to reduce entry barriers. While technology adoption has a delayed effect, long-term investments in digital infrastructure are recommended. At the micro-level, school-based entrepreneurship programs, such as vegetable gardening, cultivate entrepreneurial skills, though sustainability depends on consistent support and resources. Based on these findings, this study suggests the need to enhance education, improve access to finance, and streamline regulatory frameworks to promote entrepreneurship. Full article

Teacher entrepreneurship is a fundamental aspect of today’s education. Entrepreneurial Competence (EC), as established in Organic Law 3/2020, which amends Organic Law 2/2006, on Education, and reinforced by Law 14/2013, on Support for Entrepreneurs and Their Internationalization, is key to preparing students for the challenges of the 21st century. This study follows a quantitative observational design, with data collected through a questionnaire administered to over 600 education professionals, structured into three blocks and fourteen dimensions. The research is divided into three parts, corresponding to the three blocks of the questionnaire. This article focuses on the first block, which aims to evaluate teachers’ assessment of EC and to analyse their perception of the most accessible and effective options for adequately developing this competence in educational centres. Results show that all participant groups generally rated EC highly, but perceptions differ based on gender, age, and training. Teachers with EC training express greater confidence, while those without training report more challenges. School leaders rate EC more favourably, likely due to their involvement in institutional policies. The main obstacles identified are insufficient teacher training and inadequate resources. The study emphasises the importance of enhancing teacher training and adopting active methodologies to integrate entrepreneurship into education. It also underscores practical implications for educational policy, emphasising curriculum reforms, resource allocation, and stronger school–business collaboration to foster an entrepreneurial mindset. Full article