Search Results (3)

Entrepreneurship is deeply rooted in tradition and culture in many countries; however, transitional market economies in Central and Eastern Europe (CEE) underwent 40–45 years of socialism, which disrupted these traditions by collectivising private property. Education is recognised as a key tool for regional development and restoring entrepreneurial knowledge and skills, potentially enhancing entrepreneurial intentions within society. This paper investigates the impact of entrepreneurial education on entrepreneurial activity in transitional CEE countries. Pearson’s correlation analysis was conducted using a combined national-level dataset from the Annual Population Survey (APS) and the National Expert Survey of the Global Entrepreneurship Monitor (GEM) spanning 2021–2023. Results reveal inconsistent findings across the years. In 2021 and 2022, there was a significant moderate correlation between total early-stage entrepreneurial activity (TEA) and an indicator of entrepreneurial education at primary and secondary levels in CEE countries. In contrast, no such relationship was observed in other regions. In 2023, however, no significant correlations were identified for any country group. These results highlight the temporal variability of education’s influence on entrepreneurship in transitional economies. Full article

In recent decades, entrepreneurship has become increasingly important for innovation and economic growth. However, few studies demonstrate the role of information and communication technology systems (ICT) in promoting entrepreneurship, and even fewer studies show that ICT is a crucial resource for entrepreneurs. This study examines the direct influence of ICTs on entrepreneurial activity in OECD countries in the context of the open innovation dynamic. Based on an unbalanced dynamic longitudinal panel of data, we conclude that access to ICTs (mobile-cellular telephone subscriptions, individuals using the internet, and fixed-broadband subscriptions) positively influences Total early-stage Entrepreneurial Activity (TEA). However, the importance of ICTs for entrepreneurial activity is not equal, with mobile-cellular telephones having the strongest influence on the rate of new firm creation, followed by fixed-broadband, and internet access. This study contributes to the rationale of resource-based theory by demonstrating that ICTs are a valuable resource for boosting the capabilities for creating, collecting, processing, and interpreting information, which is vital for entrepreneurial activity. On the other hand, this study attempts to suppress an existing gap in the literature due to the still scarce studies demonstrating how macro-level ICTs affect the creation of new firms in countries. Finally, it contributed to empirically substantiating the relationship between open innovation dynamic and entrepreneurship, as very few studies do. Full article

There is a need to evaluate entrepreneurial education programs (EEPs) to see the impact they have on a country’s development. Previous work has focused mostly on entrepreneurial intentions, mainly in a university context. Additionally, literature reviews on the impact of entrepreneurial education have not yet been conclusive, mainly due to the use of subjective indicators and a low consideration of objective indicators. The purpose of this article is to respond to some of these challenges. Specifically, this study used an objective indicator, Total Early-Stage Entrepreneurial Activity (TEA), in a non-university context. A database was created that included programs categorized by autonomous communities. The analysis showed that EEPs significantly influenced the entrepreneurial activity of autonomous communities. This implies that entrepreneurial education should be a prioritized objective in the educational policy of these communities. The recommendations derived from these results are, among others, to promote role models, continue supporting the financing of entrepreneurial initiatives through education and training, continue implementing government policies to support entrepreneurship, and carry out evaluations on the impact that these programs have on skills acquired in the short and medium terms, as well as their maintenance over time. Full article