Search Results (257)

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 investigates the impact of digital technology propagation, specifically artificial intelligence (AI) and the TikTok application, on enhancing student entrepreneurs’ entrepreneurial knowledge, business experience, and the performance of their ventures. This research employs a mixed-methods design, combining qualitative and quantitative elements, with the quantitative aspect analyzed through Structural Equation Modeling–Partial Least Squares (SEM–PLS) and the qualitative aspect analyzed through in-depth interviews with student entrepreneurs. The survey included participation from 125 students, with three additional students serving as key informants. Research findings suggest that AI directly enhances entrepreneurial knowledge and business performance, whereas TikTok indirectly influences business success by affecting the acquisition of entrepreneurial learning. The utilization of AI has a substantial direct impact on entrepreneurial expertise and business performance. In contrast, the utilization of TikTok has a moderate influence on entrepreneurial knowledge, which in turn mediates its effect on entrepreneurial success. Offer practical implications for higher education institutions to integrate AI-driven analytics and social media marketing strategies into entrepreneurship curricula. Future research should investigate the regulatory framework, long-term implications, and the inclusion of other digital platforms to refine the digital transformation of entrepreneurship education further. Full article

This study investigates the interconnected roles of financial planning, environmental consciousness, and artificial intelligence (AI) in fostering sustainable entrepreneurship among merchants in Machala, Ecuador. Through structural equation modeling analysis of data from 300 entrepreneurs, we found that financial planning positively influences both sustainable entrepreneurship (β = 0.508, p < 0.001) and environmental consciousness (β = 0.421, p < 0.001). Environmental consciousness demonstrates a significant impact on sustainable business development (β = 0.504, p < 0.001), while AI integration emerges as a powerful enabler of both financial planning (β = 0.345, p < 0.001) and sustainable entrepreneurship (β = 0.664, p < 0.001). The findings reveal how AI technologies can democratize access to sophisticated sustainability planning tools in resource-constrained environments, potentially transforming how emerging market entrepreneurs approach environmental challenges. This research advances our understanding of sustainable entrepreneurship by demonstrating that successful environmental business practices in developing economies require an integrated approach combining financial literacy, ecological awareness, and technological adoption. The results suggest that policy interventions supporting sustainable entrepreneurship should simultaneously address financial capabilities, environmental education, and technological accessibility to maximize their impact on sustainable development. Full article

Higher education institutions (HEIs) are increasingly seen as central actors in entrepreneurial ecosystems, yet their support mechanisms do not always align with the needs of student entrepreneurs. This study investigates how key stakeholders, business students, professors, and experienced start-up founders perceive the relative importance of success factors for student-led start-ups within HEIs. Using a cross-sectional descriptive design, this study used a 34-item survey instrument developed through an extensive literature review and validated for content by a panel of experts. Triangulation between stakeholder groups enabled a multidimensional comparison of perspectives. Descriptive statistics were used to analyze patterns of agreement and variability, resulting in a three-tier framework of success factors based on perceived importance and consensus. High-impact factors included faculty entrepreneurial experience, student mindset, and access to mentorship, while traditional inputs such as infrastructure, legal support, and funding were ranked lower. The findings highlight a misalignment between institutional offerings and stakeholder priorities, highlighting the critical role of social and human capital. This research provides practical guidance for HEIs seeking to improve entrepreneurial support and contributes to theoretical discussions on stakeholder-informed ecosystem models. Although limited by its single-institution context, this study offers a foundation for future cross-institutional and longitudinal research. Full article

This study investigated the key determinants of entrepreneurship in Ambato, Ecuador, through the application of predictive statistical models. The primary objective was to identify critical variables that influence the success and sustainability of entrepreneurial ventures in the region. A quantitative research design was employed, utilizing multivariate statistical techniques, including decision trees, random forest, and Principal Component Analysis (PCA). Data were collected through structured surveys administered to local entrepreneurs, addressing variables including demographics, education, initial investment, and business operations. The analysis revealed that factors such as geographic location, the entrepreneur’s educational attainment, business tenure, and operational characteristics have a significant influence on entrepreneurial viability. On the basis of these findings, the study proposes a predictive model to assist both policymakers and entrepreneurs in evaluating and enhancing business development strategies. The insights gained offer practical implications: entrepreneurs can refine their strategies for greater effectiveness, while local authorities can craft supportive policies, such as training programs and improved access to financing. The study highlights the importance of entrepreneurship education and targeted support for underdeveloped areas, thereby contributing to broader economic inclusion and enhanced employment opportunities in the region. 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

In recent years, entrepreneurial learning in higher education institutions has been promoted and supported to help students become job creators rather than job seekers. The main purpose of entrepreneurial learning is to develop entrepreneurial competencies in terms of knowledge, skills, and attitudes to attain the entrepreneurial goal of new value creation. This value extends beyond only economic value and job creation; it can, therefore, also benefit students who do not become entrepreneurs but who choose to think entrepreneurially. However, an enduring problem is ensuring that the entrepreneurial learning process is interactive, effective, and meaningful to the students. Correspondingly, self-directed learning (SDL) can be used in higher education to enhance entrepreneurial learning. This paper discusses the analyses of the role and importance of self-directed learning in the process of entrepreneurial learning for students in higher education institutions, informed by an exploratory systematic literature review. The findings reveal that SDL can play an important role in enhancing entrepreneurial learning by initiating the learning process to develop students’ entrepreneurial skills, mindset, motivation, creativity, and innovation, which serve as competencies for success as entrepreneurial thinkers. Based on the findings, the author concludes that SDL plays an important role in enhancing entrepreneurial learning in higher education institutions. Adopting SDL as a key strategy for teaching and learning in higher education can improve the effectiveness of entrepreneurial learning and help develop students into entrepreneurial thinkers. The practical implications are that the use of SDL in entrepreneurial learning can develop a spirit of creativity, create value on several levels, and empower students to become job creators instead of job seekers as higher education institutions prepare them for life after graduation. Full article

This study analysed the financial literacy (FL) levels of micro and small entrepreneurs (MSMEs) across 13 countries using data from the 2021 OECD/INFE survey. Focusing on the three core aspects of financial literacy—knowledge, behaviour, and attitudes—our analysis reveals that FL levels tend to vary by enterprise size, with small businesses generally scoring higher than micro-enterprises. Moreover, countries’ performances differ across the three FL aspects, and these differences appear to be component rather than country-specific. This study applied the standardised OECD/INFE methodology, enabling cross-country comparisons of MSME financial literacy. The results identify specific strengths and weaknesses across countries and FL components, providing valuable insights into policy design and educational interventions. For instance, while financial behaviour scores are relatively strong, financial attitude scores are consistently lower, indicating a gap that requires targeted attention. Full article

Entrepreneurs are the backbone of most small- and medium-sized enterprises (SMEs), yet they have received little attention regarding how they prepare for organisational change readiness (OCR), especially in the current uncertain business environment and the disruption of Industrial Revolution 4.0 (IR 4.0). This study sought to understand how entrepreneurs’ decision-making logic (i.e., effectuation and causation) mediates the relationship between the different types of resources (i.e., financial and government resources, social capital) and OCR. A total of 119 participants (91 males), who were entrepreneurs, participated in this cross-sectional study. After controlling for age, gender, and education level, the study’s results found that a positive relationship existed between the two types of resources and OCR, mediated by decision-making logic. A positive relationship was also found between both types of decision-making logic and OCR. These results highlight the significant impact of both entrepreneurs’ social capital and financial and, government resources and decision-making logic on OCR. 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 transformation from traditional financial methods to the adoption of new financial technologies is a key challenge for micro and small business enterprises in ensuring sustainability. Therefore, the purpose of this study is to identify the key factors of financial literacy and examining their significance in adoption of FinTech by MSEs in Odisha that leads to sustainability of the firm. The study has been conducted using the MCDM technique integrating grey Delphi for relevant factor identification and Fuzzy AHP for prioritizing the factors of financial literacy. In total, 33 financial literacy factors were initially identified through extensive literature review, which were reduced to 18 factors using grey Delphi. Further, these factors were prioritized on the level of their significance towards FinTech adoption, using fuzzy AHP. The results of the study highlighted that financial knowledge holds greater significance among all four criteria of financial literacy, i.e., financial knowledge, financial behaviour, financial attitude, and financial training, towards adoption of FinTech ensuring sustainability in MSEs. The prioritization of the factors further revealed that knowledge of current products and services, evaluation of FinTech products, expenditure behaviour, assurance for the future security, and financial education have the most significant impact on the adoption of FinTech services by entrepreneurs. The study is innovative as it shows the importance of financial literacy factors in influencing the adoption of FinTech by micro and small businesses, which helps in ensuring firms’ sustainability. The results of the study have come up with some key factors, which need to be considered at priority basis if an MSE is willing to adopt FinTech services for its operations to ensure sustainable practices. Full article

Entrepreneurship has long been a key driver of economic development across various countries. Investigating the determinants of entrepreneurial behaviour is essential for making a meaningful contribution to sustainable development. This study investigated the determinants of entrepreneurial behaviour among university of technology and TVET college students in South Africa, utilising the modified theory of planned behaviour. Specifically, the study explored how risk-taking propensity, financial and non-financial support, media, and gender influence perceived behavioural control, entrepreneurial intention, and behaviour. Additionally, the study tested the direct effects of perceived behavioural control on both entrepreneurial intention and entrepreneurial behaviour, as well as the direct effect of entrepreneurial intention on entrepreneurial behaviour. An online, structured, self-administered questionnaire was utilised to gather data from 496 finalyear diploma students at a university of technology and a TVET college, using a convenience sampling technique. Partial least squares structural equation modelling (PLS-SEM) was applied to analyse the data and test the postulated hypotheses. The findings revealed that non-financial support positively affected entrepreneurial intention, perceived behavioural control, and entrepreneurial behaviour, while financial support did not. Risk-taking propensity significantly influenced perceived behavioural control, entrepreneurial intention, and entrepreneurial behaviour. The results revealed that the gender was negatively related to perceived behavioural control, and female students exhibited lower perceived behavioural control than their male counterparts. However, gender showed no significant association with entrepreneurial intention or entrepreneurial behaviour. Media had a positive influence on both entrepreneurial intention and perceived behavioural control but did not significantly affect entrepreneurial behaviour. Additionally, both entrepreneurial intention and entrepreneurial behaviour were positively influenced by perceived behavioural control, while entrepreneurial intention also was positively associated with entrepreneurial behaviour. These findings underscore the critical role of fostering a supportive entrepreneurial environment in shaping entrepreneurial behaviour. This study provides valuable insights for policymakers and educators to cultivate an environment that supports students in developing as entrepreneurs. The results can inform policymakers in implementing support interventions aimed at enhancing entrepreneurial capacity among the youth. Promoting entrepreneurship is vital in achieving sustainable development goals through job creation and poverty alleviation. 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

In recent social science debates, poverty is seen as a multidimensional phenomenon, not only economic, but also psychological, educational, moral, and relational. The empirical observation and analysis of this latter dimension and its qualities represent a sociological challenge, especially in assessing the integral effectiveness of social projects. As part of this debate, this article proposes an analytical method—based on Social Network Analysis, according to the egocentric or personal approach—and describes its use during an empirical “relational impact assessment” of a specific anti-poverty project in the Northwest region of Argentina. Analysis of the data—collected longitudinally through questionnaires—highlights the changes in the personal “relational configurations” of small entrepreneurs in the tourist area, i.e., the beneficiaries of the project, while also highlighting the emergence of “relational goods”. In this way, this article offers an analytical method to evaluate the “relational impact” of anti-poverty projects in quali–quantitative terms. Full article

This study investigates the entrepreneurial intentions of Saudi female students, focusing on the underexplored role of accounting knowledge within the Theory of Planned Behavior (TPB) framework, to support Saudi Arabia’s Vision 2030 goals of gender-inclusive economic diversification. Using a qualitative multiple-case study design, the research analyzes interviews with 45 female business students and an in-depth case study of a graduate entrepreneur to examine how entrepreneurial attitudes, subjective norms, and perceived behavioral control (PBC)—particularly through accounting education and institutional support—shape entrepreneurial intentions. The results reveal that PBC dominates entrepreneurial intentions (80% of thematic prevalence), being heavily influenced by accounting literacy (18%) and entrepreneurship education (58%). While subjective norms show positive shifts due to socio-institutional reforms, accounting knowledge emerges as a critical yet underutilized cognitive factor in enhancing financial decision-making capabilities. This study contributes to the sustainable entrepreneurship literature by uniquely integrating accounting competencies into the TPB model as a key enabler of PBC, offering a context-sensitive framework for women’s entrepreneurship in transitional economies. The research provides practical insights for policymakers and educators to bridge the intention–behavior gap through curriculum development, ecosystem support, and gender-inclusive policy reforms. Full article