Search Results (221)

Small- and medium-sized enterprises (SMEs) in the food and beverage industry play an important role in advancing business sustainability in emerging economies. However, many resource-endowed SMEs remain unable to translate their potential into sustainable business outcomes. This study examines the factors influencing the business sustainability of food and beverage SMEs in Northeastern Thailand and explains how organizational capabilities are hierarchically structured to create sustainable competitive advantage. A mixed-methods design was employed. Qualitative in-depth interviews with entrepreneurship-incubation experts and entrepreneurs revealed that SME sustainability problems were closely associated with weak planning practices, limited market knowledge, informal financial systems, and insufficient product development capability. These insights informed the development of the research instrument. Quantitative data were then collected from 401 entrepreneurs in the three highest-GPP provinces: Nakhon Ratchasima, Khon Kaen, and Ubon Ratchathani. Structural equation modelling was used to test causal relationships among strategic planning, finance and accounting, leadership, business knowledge, product development, external factors, and business sustainability. The model demonstrated acceptable fit and explained 92% of the variance in business sustainability. Strategic planning emerged as the strongest direct driver, supported by business knowledge and product development as complementary capabilities. Finance, leadership, and external factors showed no significant direct effects. The study proposes a Planning-Centric Sustainability Model and contributes to Resource-Based View, Competency-Based View, and Dynamic Capabilities perspectives in emerging economies. Full article

Learning agility is considered a key competence for adapting to rapidly changing educational and technological environments. Although entrepreneurial tendencies have been associated with adaptive learning outcomes, the psychological mechanisms underlying this relationship remain insufficiently understood. This study examined whether self-regulation and artificial intelligence (AI) awareness sequentially mediate the relationship between individual entrepreneurial tendencies and learning agility among high school students. The study involved 564 high school students (55% girls, 45% boys; aged 14–19 years, M = 17.02, SD = 1.28) from two public schools in Türkiye. Participants completed validated measures of entrepreneurial tendencies, self-regulation, AI awareness, and learning agility. The hypothesized serial mediation model was tested using PROCESS Macro Model 6. Entrepreneurial tendencies were positively associated with learning agility both directly and indirectly. Self-regulation emerged as a significant independent mediator, and a significant sequential mediation pathway was identified through self-regulation and AI awareness. The findings suggest that entrepreneurial tendencies are associated with higher levels of self-regulation and AI awareness, which are in turn associated with learning agility. The results highlight the importance of self-regulation and AI awareness as factors associated with the relationship between entrepreneurial tendencies and learning agility. Educational practices that foster entrepreneurship, self-regulation, and AI awareness may support students’ adaptability and readiness for rapidly evolving digital learning environments. Full article

Entrepreneurship education in film and the creative industries refers to a set of pedagogical approaches, curricula, and institutional frameworks designed to foster entrepreneurial mindsets, competencies, and practices among students and professionals operating within the cultural and creative industries (CCIs). Going well beyond conventional business training, entrepreneurship education in this context encourages learners to identify opportunities for value creation—cultural, social, and economic—to develop sustainable modes of creative practice, and to engage critically with the markets, institutions, and communities that constitute the contemporary creative economy. Within film studies and adjacent disciplines such as media production, design, music, and the visual arts, entrepreneurship education plays an increasingly prominent role in preparing graduates for careers characterised by self-employment, project-based work, portfolio careers, and the continuous negotiation of artistic autonomy with the imperatives of professional sustainability. This entry aims to compile and organise existing knowledge on entrepreneurship education as it applies to the CCIs, with particular attention to the film and audiovisual sector, drawing on academic literature, European policy frameworks, and empirical industry evidence. The entry uses a narrative literature review approach, synthesising scholarly works from the fields of education, cultural economics, and creative industry research alongside institutional documentation and policy instruments, in order to provide a systematic and accessible account of the current state of knowledge in this area. Full article

Social entrepreneurship is increasingly recognized for its dual ability to address societal issues while maintaining economic value and long-term sustainability. Within this context, Learning by Doing (LBD) has been widely recognized as an effective experiential learning approach for fostering social entrepreneurial intention (SEI). However, limited research has examined how LBD operates within structured environments in the Global South. This study investigates Enactus Morocco as a structured LBD ecosystem. Adopting a qualitative exploratory design, data were collected through eleven interviews, capturing both beneficiary and organizational perspectives. The findings confirm the significant role of LBD in fostering EC and SEI, while highlighting the importance of supportive learning environments. Additionally, emergent relational and emotional variables are identified and structured through the Stimulus–Organism–Response (S-O-R) model. These results extend current understanding of experiential entrepreneurial learning and provide a foundation for future quantitative validation. Full article

Corporate social responsibility (CSR) has increasingly become a strategic and governance-relevant domain that depends on internal capability development to translate stakeholder and sustainability expectations into credible action. In emerging economies, higher education institutions (HEIs) are key arenas where future managers and intrapreneurs acquire human-capital foundations relevant to CSR-related strategy implementation. This exploratory study examines whether students’ self-reported transformational leadership (TL) is associated with entrepreneurial competencies (EC) that are relevant for responsible value creation and stakeholder-oriented execution. Using a quantitative, cross-sectional correlational design, we surveyed 207 senior undergraduate students from business-related programs in a private HEI in Peru. TL was measured using the MLQ-5X (transformational subscale), and EC were assessed through a content-validated and reliability-tested eight-dimension scale (networking, problem solving, achievement orientation, risk taking, teamwork, creativity, autonomy, and initiative). Given distributional characteristics, Spearman’s rho was used for hypothesis testing. Because the design was intentionally limited to first-order associations, no control variables or multivariate models were incorporated. Results show a strong, positive association between TL and overall EC (ρ = 0.822, p < 0.001), with statistically significant positive relationships across all EC dimensions (ρ = 0.709–0.807). These findings are consistent with a microfoundational view of CSR, indicating that leadership-related developmental behaviors are systematically aligned with competence bundles that may support CSR-related strategy enactment under stakeholder complexity and sustainability constraints. The study does not measure CSR outcomes or CSR communication directly; rather, it provides capability-level evidence with implications for HEI curricula and leadership development aimed at preparing graduates for responsible innovation and stakeholder-sensitive decision-making in emerging-economy contexts. Full article

This study examines the interplay among ICT skills, perceptions of employability, and entrepreneurial intention among university students, focusing on how generic and scarce ICT competencies influence their confidence in employment opportunities and their inclination toward entrepreneurial intentions. Drawing on the Theory of Planned Behaviour, the study explores how digital competencies shape entrepreneurial attitudes, perceived feasibility, and behavioural readiness. A quantitative research approach was adopted, and data were collected using a convenience sampling method from 117 university students enrolled in ICT-related programmes. A reliability analysis, exploratory factor analysis, correlation analysis, regression analysis, and chi-square tests were used to examine the relationships among ICT skills, employability perceptions, and entrepreneurial constructs. Findings reveal that students possess strong generic ICT skills and high self-efficacy, suggesting confidence in their general capabilities and labour market readiness. However, scarce ICT skills were found to be unevenly distributed across departments and campuses, indicating disparities in access to advanced technical training. Regression results show that both generic ICT skills (β = 0.27, p < 0.01) and scarce ICT skills (β = 0.34, p < 0.001) significantly predict employability (R² = 0.29), while generic (β = 0.29, p < 0.01) and scarce ICT skills (β = 0.46, p < 0.001) significantly influence perceived feasibility (R² = 0.41). Furthermore, employability (β = 0.31, p < 0.01) and perceived feasibility (β = 0.25, p < 0.05) significantly predict entrepreneurial intention (R² = 0.27). The results also show strong entrepreneurial desirability among students, yet perceived feasibility remains comparatively low, highlighting a gap between entrepreneurial aspiration and perceived capability. Importantly, advanced ICT competencies strengthen students’ confidence in their ability to pursue entrepreneurial activities. The study concludes that strengthening scarce ICT competencies, experiential entrepreneurship education, and industry collaboration within higher education institutions is essential for enhancing graduate employability and entrepreneurial potential in South Africa. Full article

This study explores how incorporating generative artificial intelligence into the Collaborative Online International Learning (COIL) framework can enhance internationalisation for home and social entrepreneurship education in multilingual settings. A four-week AI-supported COIL programme was conducted with 30 postgraduate students from Russian and Spanish programmes. Students collaborated in intercultural teams to develop bilingual social innovation projects. Data were collected before and after the intervention using validated scales measuring intercultural competence, social entrepreneurship skills, AI literacy and ethics, and linguistic self-efficacy. Repeated-measures ANOVA indicated statistically significant improvements across all domains, with moderate-to-large effect sizes. The most pronounced gains were observed in mixed intercultural groups, which may suggest a potential synergistic effect between authentic intercultural exchanges and AI-mediated language support. Additionally, notable improvements were observed in ethical awareness of AI use and linguistic self-efficacy. Overall, these findings suggest that the AI-COIL model may represent a practical and potentially scalable approach for integrating language learning, intercultural competence, social innovation, and responsible AI use to advance internationalisation in higher education. Full article

Robust measurement of entrepreneurial competencies (ECs) is crucial for entrepreneurship education, yet their internal structure remains theoretically contested and empirically underexamined. This study examined whether the four-factor Entrepreneurial Career Competency Instrument (ECCI) exhibits a hierarchical (bifactor) structure among South African entrepreneurs. Using two non-probability samples (N = 1305; N = 280), we analysed competing models, including a bifactor exploratory structural equation model (ESEM). The selected 56-item bifactor ESEM solution was examined for conceptual replicability in the smaller sample using Bayesian structural equation modelling (BSEM) with informative priors and sensitivity analyses to address small-sample uncertainty. Our findings revealed a theoretically supported hierarchical structure with a strong general factor and distinct specific factors: entrepreneurial career mindset, innovativeness, motivation, and implementation, enhancing the interpretation of scores. This study guides ECCI usage by suggesting total scores for broad assessments and domain scores for diagnostic feedback. Methodologically, the findings demonstrate that combining frequentist and Bayesian approaches across samples strengthened structural validity and provided insights into evaluating imprecise responses to self-report measures and addressing sampling constraints. Overall, this work contributes a robust structural model of the ECCI and enriches the EC literature, serving as a framework for refining, testing and applying attribute-based EC measures in diverse contexts. Full article

Population aging is reshaping retirement trajectories, challenging traditional models that conceptualize retirement as a definitive withdrawal from productive roles. While bridge employment has been widely studied, research has largely focused on former salaried employees, leaving the post-retirement pathways of entrepreneurs underexplored. This qualitative case study research examines how seven retired Croatian entrepreneurs engage in bridge employment (paid or voluntary work undertaken after formal exit from their primary businesses) and how they interpret this engagement in later life. Drawing on Continuity theory, the findings suggest that entrepreneurial retirement is better understood as a process of role reconfiguration rather than role exit. Participants strategically redeployed accumulated human, social, and symbolic capital into advisory roles, mentoring, new ventures, and community activities. Contrary to dominant assumptions emphasizing financial necessity, engagement was predominantly intrinsically motivated, grounded in autonomy, competence, and purpose preservation. The study refines Continuity theory by demonstrating that identity continuity among entrepreneurs is structurally scaffolded through retained ownership, networks, and agency. By situating the analysis within a post-socialist transition economy, the paper contributes to retirement and entrepreneurship research by conceptualizing entrepreneurial bridge employment as a redistribution model of engagement in later life. The findings offer theoretical insights and inform policy discussions on active aging and the societal value of retired entrepreneurs. Full article

In this paper, we investigate how social entrepreneurial competencies develop among young children in self-organized early childhood and primary education settings in Greece that operate outside traditional state–market logics and embrace a commons-based ethos. While existing approaches to Entrepreneurship Education (EE) frequently privilege individual skills and economic productivity, this study reframes entrepreneurial learning through the lens of social entrepreneurship. Using a qualitative comparative case study, we analyze educational material from self-organized schools and include focus groups with educators. The findings show that social entrepreneurial competencies emerge as present-tense relational practices embedded in everyday collective life, rather than as future-oriented economic skills. By situating these findings within contemporary debates on Social Entrepreneurship Education (SEE) and Childhood Studies, the paper advances a model of entrepreneurship grounded in empathy and collective action in response to social antagonism. In these schools, social entrepreneurship in childhood is understood as a mode of being and becoming in common, enacted through pedagogical worlds in which children learn to live, decide, care, and act together in the present. Overall, the findings highlight the potential of commons-based pedagogies to reconfigure entrepreneurial learning as a relational and collective practice in preschool and primary school education. Full article

The digitization of Human Resource (HR) processes is currently regarded as a vital step towards enhancing efficiency, transparency, and employee satisfaction within organizations. This research paper analyzes the circumstances under which the digitization process in human resource management within innovative business entrepreneurship will affect corporate sustainable development. The present study assesses employee satisfaction with the innovative digital HR tools used and identifies the perceived benefits and barriers in assessing the impact of digitization on the functioning of HR processes. The primary objective of the research paper is to estimate the impact of the digitization of personnel management processes, from the perspective of employees, on their satisfaction with the innovative digital personnel tools used, and to determine the extent to which innovative digitization tools would affect the sustainable development of the corporation. The estimation is based on the data assessment approach regarding the questionnaire survey conducted within the framework of the VEGA project output. The primary method employed for hypothesis verification is the chi-square test, accompanied by graphical representation. The findings of this study suggest that corporations must strategically allocate resources to invest in digital tools and cultivate digital competencies within their workforce if they are to reap the full benefits of digitization and innovation processes. The ability to adapt to and leverage innovative, cutting-edge digital technologies will be a key determinant in terms of reinforcing sustainable development in business. Full article

This study investigates how entrepreneurial competencies contribute to social value creation and sustainable economic development among small and medium-sized enterprises (SMEs) in Turkey, an emerging economy, emphasizing the facilitating roles of comprehensive social competence and technological opportunism. Grounded in Competence-Based Theory (CBT), entrepreneurial competencies are conceptualized as higher-order strategic capabilities that enable firms to mobilize resources, coordinate relational processes, and generate both economic and societal value in line with sustainable development principles. Drawing on a two-wave survey of 607 senior managers across ten industrial sectors in Turkey and employing confirmatory factor analysis and Hayes’ PROCESS macro, this research tests an integrated sustainability-oriented capability model. The findings reveal that entrepreneurial competencies significantly enhance sustainable social value creation, while comprehensive social competence serves as a key mechanism that partially mediates this relationship. Although technological opportunism does not directly influence the relationship between entrepreneurial competencies and social competence, it significantly amplifies both the direct and indirect effects on social value creation. SMEs with higher levels of technological alertness are therefore better positioned to translate entrepreneurial competencies into sustainable, socially beneficial outcomes. By integrating CBT with emerging perspectives on sustainable entrepreneurship, social innovation, and technology-enabled opportunity recognition, this study advances theoretical understanding of how SME capability configurations jointly foster sustainable economic and societal development. From a practical perspective, the findings highlight the importance of cultivating socially and technologically oriented entrepreneurial competencies to strengthen SMEs’ contributions to inclusive and sustainable growth in emerging economies. Full article

This research explores the multifaceted dimensions of individual entrepreneurship and the factors that influence entrepreneurial activity in Morocco. In line with the country’s orientation and governmental initiatives toward entrepreneurship, this paper highlights how financial and digital literacies, as well as entrepreneurial competency, influence entrepreneurs’ decisions to sustain and build resilient businesses. PLS-SEM was employed to analyze data collected through an online questionnaire from 155 individual entrepreneurs. The findings suggest that financial literacy and digital literacy have a positive and significant impact on entrepreneurial competency. Entrepreneurial competency has a statistically significant and positive impact on both sustainable performance and resilience. Furthermore, entrepreneurial competency has been proven to act as a mediator between financial literacy and resilience, as well as between financial literacy and sustainable performance. Similarly, entrepreneurial competency bridges the relationships between digital literacy and resilience, as well as between digital literacy and sustainable performance. Despite limitations regarding the population frame, the strong connections between constructs suggest that Moroccan authorities should reconsider existing support policies and develop more cohesive programs that assist entrepreneurs in improving their performance and resilience. These findings provide practitioners with actionable insights for shaping technical tools and adopting professional practices. For researchers, the results offer a foundation for future in-depth studies to evaluate the effectiveness of government initiatives and to support entrepreneurs through robust, data-driven analysis. Full article

The transition towards circular economy models increasingly depends on entrepreneurial initiatives capable of integrating economic viability with social and environmental objectives. However, existing research provides limited explanation of how sustainable entrepreneurs mobilise shared knowledge and social innovation to navigate tensions between competing institutional logics in circular contexts. This study clarifies the role of shared knowledge and social innovation by explaining how circular sustainable value is created through circular business model development. This article develops an integrative framework based on a structured synthesis of the literature on sustainable entrepreneurship, social innovation, shared knowledge, institutional logic, and circular business models. The study does not rely on primary empirical data but focuses on theoretical integration across complementary research to advance conceptual understanding of circular value creation. The article proposes a three-stage framework explaining how shared knowledge is transformed into circular sustainable value through social innovation mechanisms. It illustrates how diverse knowledge inputs interact with institutional logics, how social innovation processes translate these inputs into collaborative practices, and how circular business models generate multidimensional value under conditions of institutional complexity. The framework offers guidance for entrepreneurs, policymakers, and ecosystem actors involved in circular economy transitions and helps clarify how collaborative knowledge practices and social innovation processes can support the design and implementation of circular business models. This article does not empirically test the proposed framework. The findings are limited to theoretical development. Future research is encouraged to examine the framework empirically through longitudinal case studies, comparative designs, or mixed-method approaches, and to operationalise its key constructs. Full article

This study investigates the structure of innovation and entrepreneurship competence among university students in China. Based on an analysis of 33 policy texts on innovation and entrepreneurship education from 2010 to 2022, it constructs a structural model of university students’ innovation and entrepreneurship competence comprising the knowledge layer, ability layer, and literacy layer by employing the Onion Model. From the perspective of policy instruments, a two-dimensional competence–policy instrument analytical framework is established. The analysis reveals that the articulation of university students’ innovation and entrepreneurship competence in policy texts exhibits distinct stage-wise evolutionary characteristics. Furthermore, the current policy support system suffers from three structural imbalances: an over-reliance on supply-side policy instruments, with insufficient synergy from environmental and demand-side instruments; weak support from environmental and demand-side instruments for certain key competencies; and an emphasis on explicit knowledge over implicit literacy in the cultivation logic. Consequently, this study proposes a shift in the policy paradigm from factor input to system generation. Recommendations include optimizing the mix of policy instruments, improving the precision of interventions by environmental and demand-side instruments targeting key competencies, and reconstructing the cultivation system based on the different generative logics of explicit and implicit competence. Full article