Search Results (142)

Women’s empowerment through social entrepreneurship has become an important strategy for promoting social inclusion and sustainable rural development, particularly in culturally distinctive communities. However, limited evidence explains how individual and environmental factors encourage women to transform social entrepreneurial intentions into concrete actions. This study aims to investigate the determinants of social entrepreneurial behaviour among entrepreneurs committed to empowering Madurese women. It examines the moderating role of environmental munificence in the relationship between social entrepreneurial intention and behaviour. A quantitative approach was employed using partial least squares structural equation modelling (PLS-SEM) to analyse survey data collected from 143 entrepreneurs on Madura Island, Indonesia. The findings indicate that empathy and self-efficacy positively influence social entrepreneurial intention, whereas moral obligation has no significant effect. Social entrepreneurial intention significantly predicts social entrepreneurial behaviour, and environmental munificence strengthens this relationship by providing supportive conditions for entrepreneurial action. These findings highlight the importance of combining individual capabilities with enabling social environments to foster women’s empowerment. The study contributes to research on gender, rural development, and social entrepreneurship by providing evidence from an underexplored cultural context and offering practical implications for policymakers and community development initiatives. Full article

This paper discusses the dynamic mechanism of stability and the possibility for breakthrough of the Hu Line based on the relationship between population, socioeconomic development and the environment. Against the background of sustainable development and climate change, we used historical census data from China and comparative analysis of three versions (IIASA, NUIST and Tsinghua) of the Shared Socioeconomic Pathways (SSPs) to analyze multidimensional demographic characteristics such as population size, age and education on both sides of the Hu Line (China’s population boundary). The study found that SSP scenarios and regional differences in the natural growth rate (defined by fertility and mortality) and urbanization rate jointly influenced the changes in the proportion on both sides of the Hu Line. In addition to the breakthrough of the population proportion on the west of the Hu Line, population quality deserves greater attention. The provinces on the east and west sides of the Hu Line can adopt different social and economic development paths to achieve sustained development of the population, economy, society, resources and environment. On the premise of sustained social and economic development, the total population will not rise or fall significantly, keeping the trend of aging under control, and enhancing the educational level. The central government should increase investment in basic education in the provinces west of the Hu Line and create more employment opportunities through the Belt and Road Initiative and the new urbanization strategy. In areas with abundant water resources on the west of the Hu Line, urbanization efforts should be rationally planned and advanced to gradually establish clusters of talent hubs. This will facilitate the effective conversion of human resources by retaining and attracting higher-education professionals to pursue employment and entrepreneurship opportunities. Full article

In fragile economies where formal employment is constrained and conventional entrepreneurial pathways are structurally limited, universities represent one of the few institutional actors capable of cultivating digital entrepreneurial intention at scale and contributing to local economic resilience and sustainable development. Yet the mechanisms through which digital entrepreneurship education is associated with intention remain inadequately understood, particularly the institutional and cognitive pathways that education activates. Grounded in the Theory of Planned Behavior, Social Cognitive Theory, Digital Transformation Theory, and Human Capital Theory, this study proposes and tests a moderated serial mediation model in which perceived university digital transformation and digital entrepreneurial knowledge sequentially mediate the education-to-intention relationship, with digital mindset moderating the knowledge-to-intention path. Survey data from 344 Palestinian university students were analyzed using partial least squares structural equation modeling. All nine hypotheses are supported and the model accounts for 77.0% of the variance in digital entrepreneurial intention, a result that should be interpreted with caution given the single-source cross-sectional design. The indirect association of digital entrepreneurship education with intention through perceived university digital transformation is comparable in magnitude to the direct effect, indicating that the university’s institutional digital environment carries approximately as much of education’s influence on entrepreneurial intention as the direct attitudinal channel. The serial indirect path through both mediators is significant, confirming that institutional digital transformation and entrepreneurial knowledge are associated with intention in sequence rather than in parallel. Digital mindset significantly strengthens the knowledge-to-intention association, constituting a dispositional boundary condition. The findings advance understanding of how universities build digital entrepreneurial capacity in fragile contexts and carry implications for institutional digital investment, curriculum design, and higher education policy in resource-constrained settings aligned with SDG 8 and SDG 9. Full article

Entrepreneurship education is a key driver of entrepreneurial activity. This study empirically examines the mixed evidence regarding how entrepreneurship education experiences motivate start-up intentions among female university students through the lenses of identity theory and the social support perspective. Specifically, it investigates whether entrepreneurial identity mediates the relationship between perceived entrepreneurship education experience and start-up motivation. Survey data were collected from 412 female students enrolled at public universities in Saudi Arabia. The findings revealed that a large proportion of participants had received some form of entrepreneurship-related instruction. The results further demonstrate that entrepreneurship education positively influences start-up motivation both directly and indirectly by fostering entrepreneurial identity (EI). Moreover, social support strengthens the relationship between entrepreneurship education and entrepreneurial identity, resulting in a significant conditional indirect effect on start-up motivation. These findings suggest that entrepreneurship education is most effective when it cultivates entrepreneurial identity within supportive social environments, thereby enhancing female students’ motivation to pursue entrepreneurial ventures. Understanding these relationships is particularly important for female university students, who often encounter greater social, institutional, and resource-related barriers to entrepreneurial participation and venture creation. Full article

The aim of this study is to analyse the factors associated with sustainable entrepreneurship in Spain from a systemic perspective, highlighting the interaction between economic, cognitive, occupational and axiological factors that shape innovation and sustainability in digital environments. Using microdata from the Global Entrepreneurship Monitor Spain 2021, a Probit model is estimated to identify which variables are associated with TEA environmental consideration (TEA-EC), defined as the probability that early-stage entrepreneurs report considering environmental implications when making decisions about the future of their business. The results show that age, certain occupations (particularly part-time work, unemployment and self-employment), self-perceived entrepreneurial skills and values associated with social impact are the main factors associated with environmentally oriented entrepreneurship. Conversely, education, income, innovation, internationalisation and technological intensity are not significant, while gender is statistically associated with TEA environmental consideration (TEA-EC) in a context-dependent manner, particularly through its interactions with sectoral affiliation and social-impact orientation. Significant sectoral differences are also observed. The variables most strongly associated with TEA-EC are concern with social impact and the prioritisation of socio-environmental outcomes over profitability, each of which is associated with a higher likelihood of environmentally oriented decision-making among early-stage entrepreneurs by more than 23 percentage points. The study concludes that sustainable entrepreneurship in Spain is primarily associated with internal capabilities and pro-environmental values, rather than with structural incentives, offering key implications for the design of policies aimed at sustainable entrepreneurial systems. Full article

Education plays a crucial role in addressing the challenges of the Anthropocene. Schools are therefore called upon to empower students to actively participate in sustainable social and ecological transformation. Building on the pedagogical concept of “Bildsamkeit” (malleability), which emphasizes the openness of human development in relational contexts, this paper examines how education for sustainable development (ESD) can promote transformative learning and sustainable action. A conceptual triad of knowledge and strategies, transformative learning processes, and action is presented as a framework for designing learning environments that support the sustainable development of students’ potential. We argue that transformative learning involves critical reflection on existing structures of meaning, leading to lasting changes in perspective, self-understanding, and capacity for action. Sustainable entrepreneurship education, particularly through the design thinking concept, is presented as an effective pedagogical approach to enabling such transformative experiences. The “Start-up Schools: Sustainable Entrepreneurship in Schools” project, which is being implemented in German schools, serves as a clear example. Initial insights into student portfolios suggest that this project could foster experiences of self-efficacy, critical thinking, and ethical awareness in the context of sustainability challenges. These exemplary excerpts suggest that learner-centered, participatory, and action-oriented educational formats can promote individual potential and support social change. To achieve this, a conscious departure from established teaching and learning scenarios would be helpful, a concept that can also be described as “exnovation.” This paper seeks to demonstrate that integrating sustainable entrepreneurship into school education could be a promising way to foster the transformative skills necessary for shaping a sustainable future. Full article

With an exploratory survey administered to 101 alumni who voluntarily and anonymously participated, since its inception in 1999, in the social service program at the Yunus Center, at the Mexican public Autonomous University of Baja California (UABC), five core dimensions of entrepreneurship were assessed: learning, entrepreneurial intention, skill development, inspiration and confidence, and opportunity recognition. The findings indicate that engagement with social microentrepreneurs (marginalized and impoverished) during social service served as a facility for developing entrepreneurial skills and intentions. Over 87% reported increased inspiration, motivation, and confidence, and more than 88% identified entrepreneurial opportunities through their participation. That suggests that interaction with necessity-driven microentrepreneurs as role models can create an innovative, inclusive learning environment among university students, and a possible low-cost method approach for fostering social and economic entrepreneurship, according to the UN’s sustainable development goals SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). 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

Tourism education is central to human capital development under Saudi Arabia’s Vision 2030, yet the extent to which curricula align with emerging industry requirements remains underexplored, particularly in developing economy contexts. This qualitative study examines student and faculty perspectives on curriculum alignment at the University of Ha’il’s Tourism and Antiquities Department. Twenty participants were purposively recruited and interviewed; data were analyzed using thematic analysis. Findings reveal four interconnected challenges: a persistent theory–practice gap sustained by lecture-based pedagogies, insufficient integration of digital and smart tourism technologies, weak industry–academia partnerships, and structural barriers to interdisciplinary collaboration. In response, this study proposes an interdisciplinary integration model structured around five domains: digital technology, sustainability and environment, business and entrepreneurship, cultural and creative industries, and social sciences and community engagement. The model provides a progressive framework for cross-departmental collaboration and represents the study’s primary practical contribution. Theoretically, the study demonstrates that curriculum misalignment operates through mutually reinforcing institutional constraints rather than discrete correctable deficits. Recommendations address curriculum reform, technology investment, structured partnership development, and administrative conditions enabling interdisciplinary implementation. Full article

Given global efforts to promote sustainable energy transitions, this study investigates how the deployment of renewable energy technologies (RETs) relates to multidimensional societal welfare and provides empirical evidence on these linkages in Lithuania. The purpose of the study is to provide an integrated, Lithuania-specific assessment of how economic, social, and environmental determinants associated with RET deployment are related to multiple dimensions of societal welfare. Drawing on scientific literature, an integrated indicator framework is developed that links the economic, social, and environmental determinants of renewable energy technology (RET) deployment to six societal welfare dimensions, as defined by the Lithuanian Quality of Life Index. Using official Lithuanian statistics for 2020–2024, a standardized panel dataset is constructed and Pearson correlation analysis and multiple linear regression are applied using aggregated determinant categories, with model assumptions verified using the Breusch–Pagan and Durbin–Watson tests. Correlation results show very strong positive links between RET intensity indicators and key economic welfare measures (for example, wages, GDP per capita, foreign direct investment, disposable income), with absolute correlation coefficients typically between 0.90 and 0.99 (p < 0.05), and strong negative correlations between air-pollution indicators and GDP, income, FDI, and education (correlation coefficients between −0.96 and −0.90; p < 0.05). The results indicate that RET-related economic determinants have a statistically significant positive effect on the societal welfare dimensions of material living conditions; entrepreneurship/business competitiveness; and public infrastructure, living-environment quality/safety. Social factors also significantly support the societal welfare dimensions of entrepreneurship/business competitiveness and public infrastructure, living-environment quality/safety. In the retained regression models, explanatory power is very high (R² between 0.91 and 0.999), with positive and statistically significant coefficients for the economic determinant (regression coefficients between 0.43 and 0.96; p < 0.05) and negative, statistically significant coefficients for the environmental determinant in the entrepreneurship and public-infrastructure dimensions (regression coefficients between −1.13 and −1.51; p < 0.05). Environmental determinants are associated with lower air pollution but show negative effects on the societal welfare dimensions of entrepreneurship/business competitiveness and public infrastructure, living-environment quality/safety. Overall, the findings suggest that RET deployment is an important correlate of the economic aspects of societal welfare, while environmental and social dimensions display more complex, domain-specific impacts. Full article

This study examines outcomes associated with a short-term intensive pedagogical experience aimed at developing social entrepreneurship competencies among university students at an Ashoka U–affiliated institution in Mexico. The program, Semana Tec de Agencia de Cambio, is a five-day experiential learning experience grounded in the SEL4C (Social Entrepreneurship Learning for Complexity) framework and designed to promote changemaking through interdisciplinary collaboration, reflection, and action. Using a quantitative quasi-experimental pre–post design (n = 210), data were collected through the validated Social Entrepreneur Profile (SEP), which assesses four dimensions: self-control, leadership, social awareness and social value, and social innovation and financial sustainability. Paired-samples t-tests indicated statistically significant increases (p < 0.001) across all dimensions, with small to medium effect sizes (Cohen’s d = 0.40–0.63). Multiple regression analysis showed that changes in social awareness and social value (β = 0.33, p < 0.001), leadership (β = 0.27, p = 0.004), and innovation and sustainability (β = 0.24, p = 0.006) were most strongly associated with overall changes in self-perceived competencies, explaining 58% of the variance (R² = 0.58). Overall, the findings suggest that short-term intensive educational experiences grounded in active and interdisciplinary pedagogical approaches may contribute to measurable changes in students’ self-perceived social entrepreneurship competencies. Rather than evidencing consolidated transformation, the results are best interpreted as early indicators of competency activation within changemaker-oriented learning environments. The study contributes empirical insight into the use of intensive formats in social entrepreneurship education and situates the SEL4C framework as a coherent pedagogical reference within the Ashoka U context, without implying causal validation. Full article

Sustainable entrepreneurship is essential for promoting the integrated development of economic, environmental, and social systems, particularly in emerging economies such as China. Drawing on social identity theory and resource bricolage theory, this study examines how founder identity influences sustainable entrepreneurial behavior and also explores the mediating role of entrepreneurial bricolage and the moderating effect of perceived uncertainty. Using survey data from 210 Chinese new ventures, the hypotheses were tested by structural equation modeling and moderated mediation analysis. The empirical results indicate that founder identity positively influences sustainable entrepreneurship, with entrepreneurial bricolage partially mediating this relationship. Moreover, perceived uncertainty weakens the positive relationship between founder identity and bricolage. It also reduces the indirect effect of bricolage on sustainable entrepreneurship, indicating that higher uncertain environments constrain entrepreneurs’ willingness to rely on bricolage as a resource acquisition strategy. By elucidating the underlying mechanisms and boundary conditions through which founder identity influences sustainable entrepreneurial behavior, this study enriches micro-level research on sustainable entrepreneurship. It also provides practical insights for entrepreneurs and policymakers in strengthening strategic resilience and fostering the development of sustainable entrepreneurship. Full article

This exploratory study examines strategic communication in Galician start-ups led by women, with the aim of analysing reputation management mechanisms, the channels and tools used, and the challenges associated with building a differentiated identity in the entrepreneurial ecosystem. A qualitative approach was adopted, combining a focus group with nine female entrepreneurs, documentary analysis and case studies. The results show that this ecosystem is structured around three relevant dimensions: institutional support provided by universities, accelerators and pioneering programmes; territorial roots, as a strategic resource for legitimacy and differentiation; and personal narratives that link innovation with everyday experience and strengthen empathy with audiences. There is a notable progressive professionalisation of communication as an instrument for growth, risk governance and identity consolidation, in which digital platforms play a significant role. Horizontal leadership styles, based on transparency and empathy, are configured as reputational attributes where the status of women founders can generate differential advantages in visibility and credibility, but also challenges in masculinised environments. The discussion identifies three key challenges: overcoming reluctance to public exposure, strengthening peer support networks, and promoting inclusive and understandable language. The findings highlight strategic communication as a cross-cutting resource for business and social legitimacy and sustainability in Galician female entrepreneurship. Full article

Purpose: This paper takes an original approach to the topic of social entrepreneurship. The purpose of this study is to identify and analyze social entrepreneurship capital resources in rural areas based on farms located in rural areas of the Silesian Voivodeship (region in Poland). The research presented in this paper covers the characteristics of local change leaders in the context of building a sustainable foundation for the development of pro-social and economic activities. Methodology: The first stage of this project, a literature review, involved identifying the social entrepreneurship environment in rural areas. The second stage of this research involved an analysis of the initiative potential of change leaders. The empirical research used a survey method, in-depth interviews, and participant observation. Findings and implications: The most important findings of this research concern the possibilities for the development of social entrepreneurship in rural areas with the participation of local change leaders (agents). This article analyzes the characteristics of the initiative potential of change leaders in the context of their role as animators of social life and creators of sustainable mechanisms for implementing innovative social practices. The conclusions formulated in this article are of an applied nature. This paper highlights the need to create a system of real support through the effective activation of organizations operating in rural areas, strengthening the role of change leaders as animators of local life, local partnerships and equal opportunities. Full article

Our annual environmental conference has been a pivotal platform for addressing the unique environmental challenges faced by underrepresented communities since 2006. Adapting to the global pandemic in 2021, we seamlessly transitioned to a virtual environment, enabling us to concentrate our efforts on the critical role of the diaspora in leveraging scientific knowledge. In 2023, we focused on Haiti, a nation currently facing significant political turmoil. Our one-day virtual event featured three expert panels that delved into multifaceted strategies encompassing agriculture, healthcare, political advocacy, social dynamics, and entrepreneurship. These discussions aimed to equip Haiti to navigate the impacts of climate change effectively. In partnership with the Haiti Development Initiative (HDI), we engaged in a dynamic brainstorming session to generate innovative approaches for cultivating a resilient and sustainable economy. Our guiding mantra, the Haitian Creole phrase “Chanjman atmosfè a,” reflects our commitment to transforming the environmental landscape—shifting the atmosphere. A highlight of the event was the presentation by Computational Biology students from the University of Wyoming. Their project, titled “Using R Software to Compare Climate Data,” showcased an innovative pedagogical approach to analyzing climate data using statistical software. Their presentation demonstrated the practical application of computational tools in understanding and addressing climate change, providing valuable insights and methodologies that can be applied to environmental research in Haiti and beyond. Full article