Search Results (142)

Sustainability-oriented entrepreneurship is becoming more widely acknowledged as a mean of addressing social and environmental issues while promoting economic development, though little research has looked at the cognitive processes by which innovation-related thinking translates into sustainability entrepreneurial intention. The relationships between innovative mindset, entrepreneurial mindset, and sustainability entrepreneurial intention among university students are examined in this study. A mediation model is proposed in which innovative mindset positively influences entrepreneurial mindset (H1), entrepreneurial mindset positively influences sustainability entrepreneurial intention (H2), and entrepreneurial mindset mediates the relationship between innovative mindset and sustainability entrepreneurial intention (H3). In total, 163 university students in the United Arab Emirates provided the data, which was then analyzed using partial least squares structural equation modeling (PLS-SEM). All of the proposed hypotheses are supported by the results. These findings offer preliminary and partial support for a theoretically defined cognitive pathway connecting sustainability entrepreneurial intention, innovative mindset, and entrepreneurial mindset. In particular, the findings indicate a positive correlation between innovation-oriented cognitive abilities and entrepreneurial cognition, which is linked to sustainability-oriented intentions. The low explained variance in sustainability entrepreneurial intention, however, suggests that the model only partially explains the variables influencing SEI. As a result, this study advances a more complex, mechanism-based understanding of one potential cognitive pathway in sustainability entrepreneurship and emphasizes the need for more thorough models that include contextual, motivational, and sustainability-related predictors. Additionally, it provides cautious practical implications for entrepreneurship education, especially when it comes to combining learning that is focused on sustainability with the development of an innovative and entrepreneurial mindset. Full article

Studentpreneurship has gained prominence in South Africa as universities are increasingly expected to foster innovation, job creation, and youth participation in the economy. However, despite the establishment of incubators, entrepreneurship centres, mentorship programmes, and EDHE-aligned initiatives, support for studentpreneurs remains unevenly implemented, poorly integrated, and inconsistently accessible, particularly within a historically disadvantaged university. This study examines how university support mechanisms shape the experiences, challenges, and business development trajectories of studentpreneurs in a South African university. Guided by Entrepreneurial Ecosystem Theory, the study adopts a qualitative research design involving in-depth interviews with 15 studentpreneurs. Thematic analysis reveals significant gaps in awareness, accessibility, and continuity of institutional support. While students valued motivational workshops, pitching opportunities, and limited mentorship, these interventions lacked sustained follow-up, sector-specific guidance, and financial or infrastructural resources necessary for business growth. The study contributes to South African entrepreneurship scholarship by highlighting the lived realities of studentpreneurs at a historically disadvantaged university and by proposing institutional reforms to build more coherent, equitable, and sustainable studentpreneurship ecosystems. Full article

This study examines the relationship between university students’ financial literacy and their social entrepreneurship tendencies, using a convenience sample of 245 students from a single public university in Turkey. Two previously validated scales were employed, and reliability analyses indicated high internal consistency (α = 0.828–0.936). Regression analyses indicate that financial literacy partially and statistically significantly explains social entrepreneurship tendencies, although the effect size is modest (R² = 0.016), suggesting that additional individual, social, and contextual factors likely play a larger role. Sub-dimension analyses indicate that financial literacy is significantly associated with Financial Return, Sustainability, and Social Networks (p < 0.05; p < 0.01), while associations with Social Vision and Innovation were not statistically significant, reflecting its partial contribution to social entrepreneurship tendencies. Demographic comparisons indicate significant differences based on gender, academic level, academic achievement, parental education, and the presence of an entrepreneur in the family (p < 0.05). These findings suggest that financial literacy can support socially responsible entrepreneurial tendencies, while acknowledging that the observed effects are modest and the sample is limited to a single university. The study emphasizes the importance of integrating financial literacy and entrepreneurship education into higher education curricula, while clearly acknowledging the study’s methodological limitations and the small magnitude of observed effects. Full article

Digital Twin (DT) technologies are widely discussed in the context of Industry 4.0 and advanced manufacturing; however, their role in supporting the sustainability and survival of academic spin-offs remains underexplored. This paper argues that, particularly in peripheral and resource-constrained innovation ecosystems, Digital Twins should be understood not merely as optional technological enhancements but as strategic capabilities that support sustainable technology commercialization in early-stage, research-driven ventures. Building on literature on academic entrepreneurship, technology commercialization, digital innovation, and regional innovation systems, the study develops a conceptual framework that positions Digital Twins as entrepreneurial infrastructures linking scientific outputs to market readiness through three interrelated mechanisms: the reduction in technological uncertainty, the acceleration of market validation, and the enhancement of organizational learning and strategic adaptability. Extending beyond conceptual development, the paper proposes a staged Digital Twin adoption roadmap aligned with Technology Readiness Levels, offering a practical pathway for integrating DT capabilities across venture maturation phases while strengthening investor readiness and commercialization outcomes. The analysis further connects DT-enabled experimentation with sustainability objectives by demonstrating how virtual testing, digital validation, and data-driven learning support capital-efficient, resource-conscious, and resilient innovation processes. By integrating theoretical insights with operational guidance, this conceptual study contributes to research on technology transfer, deep-tech entrepreneurship, and sustainability-oriented innovation by proposing a framework that may guide future empirical investigations of Digital Twin adoption in academic spin-offs. The framework also offers actionable implications for spin-off founders, university technology transfer offices, and policymakers seeking to foster resilient and inclusive innovation ecosystems. Full article

Access to finance is believed to be a key enabler that enhances women’s entrepreneurship and improves business performance, sustainability, and their empowerment. Despite its importance, scholarly literature has mentioned financial challenges as one of the factors that hinder women’s entrepreneurship success, not only in South Africa but also in other developing countries. There is, however, scant literature regarding the enablers that help women entrepreneurs navigate financial challenges in South Africa. To address this gap, this study conducted a systematic review of literature, where 21 documents drawn from Google Scholar, Scopus, and Google databases were used to identify the enablers that help women entrepreneurs navigate their financial challenges in businesses. Identified enablers that help women entrepreneurs navigate their financial challenges include stokvels, government finance programs, banks, Microfinance Institutions (MFIs), and financial education programs. The study shows how women entrepreneurs navigate financial gaps through informal networks, MFIs, and banks, while government support, institutional innovations, and tailored financial products promote sustainable business growth. The study also highlights the need for governments, banks, MFIs, universities, and NGOs to improve awareness, accessibility, gender-sensitive financial services, digital solutions, training, and mentorship for women entrepreneurs and, therefore, promote sustainable entrepreneurial growth. 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

This study explores how immersive e-learning technologies influence entrepreneurial intention among business education students, with a focus on the mediating role of learning satisfaction. Using a quantitative approach, data were collected from 561 final-year undergraduate students enrolled in business and entrepreneurship programs at globally ranked universities. The relationships between immersive learning design features, learning satisfaction, and entrepreneurial intention were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study draws on Experiential Learning Theory, Self-Determination Theory, and Expectancy–Value Theory to explain how immersive learning experiences shape entrepreneurial motivation. The results show that interactivity, experiential engagement, and personalization positively influence entrepreneurial intention, primarily by enhancing learning satisfaction. Students are more inclined toward entrepreneurial careers when immersive learning environments support autonomy, meaningful engagement, and perceived value. In contrast, high levels of realism and multisensory intensity do not consistently strengthen entrepreneurial intention, suggesting that excessive immersion may create cognitive strain or diminishing motivational returns under certain conditions. These findings highlight the importance of balanced and learner-centered immersive learning design rather than increased technological intensity alone. From a practical perspective, the study suggests that business schools should integrate immersive technologies in ways that emphasize experiential learning, adaptability, and cognitive balance. However, the findings should be interpreted with caution due to the cross-sectional design, reliance on self-reported data, and focus on final-year students. Overall, the study provides a nuanced understanding of how immersive e-learning can support entrepreneurial intention while also identifying important boundary conditions that shape its effectiveness. Full article

This study investigates effective strategies for fostering entrepreneurship within Vietnamese universities. Grounded in social cognitive theory, it develops and tests a moderated mediation model to explain how peer groups, educational support, and entrepreneurial attitude interact in shaping entrepreneurial self-efficacy, ultimately influencing entrepreneurial intentions. Using a 7-point Likert scale, a two-wave survey yielded 427 responses from university students in Vietnam. The hypotheses were tested using OLS regression and a bootstrapping approach. The findings offer three key insights. First, peer groups exert a stronger influence on students’ entrepreneurial intentions than educational support. Second, entrepreneurial self-efficacy mediates the relationships between peer groups, educational support, and entrepreneurial intentions. Finally, entrepreneurial attitude positively moderates these mediation pathways, strengthening the effects of peer groups and educational support on entrepreneurial self-efficacy and, in turn, on entrepreneurial intentions. Full article

The study examines the relationship between entrepreneurial education and society’s approach to green energy. The findings highlight the crucial importance of this process for promoting an ecological and responsible economy. The starting point is the assumption that entrepreneurial competencies, particularly innovation and communication competencies and learning ability, can foster the perception of RES technologies as solutions that combine economic profitability with environmental benefits. Based on a literature review, a research gap was identified regarding the insufficient number of empirical analyses demonstrating the relationship between entrepreneurship education, key competencies, and attitudes toward renewable energy technologies. The study is quantitative in nature and is based on the analysis of survey data collected among high school and university students. The obtained results indicate that the effectiveness of entrepreneurship education is determined by the interaction of individual competencies and environmental conditions. Innovation and communication competencies and learning ability enhance educational outcomes, while technological barriers can significantly limit their positive impact. The analysis highlights the importance of a supportive institutional environment for the effective utilization of educational potential. On this basis, recommendations were formulated for the design of entrepreneurial education programs, emphasizing the need to integrate content related to renewable energy sources, the development of future competences and the reduction in technological barriers as elements supporting the transformation towards sustainable development. Full article

Education in entrepreneurship offers university students the opportunity to develop sound problem-solving and critical-thinking dexterity, which are crucial for navigating contemporary higher education. This research explores the opportunities and challenges of education in entrepreneurship within universities based in Lebanon, focusing on the role of fostering entrepreneurial alertness/awareness. This paper further examines how emerging technologies—specifically Generative Artificial Intelligence (Gen-AI)—impact these relationships. In spite of the increasing relevance of entrepreneurship, the results reveal constant limitations in students’ innovation and creativity, together with a lack of mentorship and training prospects for teachers. The study underlines the importance of integrating innovative systems, digital technological means, and sustainable education values to support SDG 4 (Quality Education) and reinforce learning quality environments. To empirically explore the relationships between the variables, the research uses a quantitative research design, using SmartPLS4 to investigate the structural paths between entrepreneurship education, student innovative behavior, entrepreneurial alertness, and the use of Gen-AI. Our data was collected from 197 participants through a validated survey scheme, together with insights received from instructors and students. The results indicate that instructors consider entrepreneurship education positively and recognize the potential of Gen-AI to improve teaching quality, encourage entrepreneurial alertness, and strengthen quality learning practices. Students also highlighted their requirement to acquire new skills and access new opportunities to enhance their decision-making abilities. Generally, the results/findings suggest that entrepreneurship education—emboldened by entrepreneurial alertness and moderated by Gen-AI—plays a vital role in improving students’ innovative behaviors and progressing SDG 4 through high-quality, inclusive, and transformative higher education. Full article

This study explores how small and micro fashion and apparel enterprises (SMFAEs) conceptualize and structure social and environmental responsibility within an industry characterized by fragmented supply chains and limited institutional guidance. A qualitative, exploratory case study design examined four Québec-based enterprises through semi-structured interviews; these were analyzed using a hybrid thematic approach interpreted through stakeholder and legitimacy theories. The findings reveal three interdependent dimensions of responsible entrepreneurship: foundational commitments rooted in personal values; organizing mechanisms combining formal tools and informal learning to support continuous improvement; and contextual constraints related to sourcing and systemic opacity. The study advances understanding of early-stage responsibilization as a dynamic alignment between conviction, method, and feasibility. It contributes an integrative model that reframes sustainability from a compliance-oriented goal to an adaptive practice grounded in dialogue and learning. This perspective shows that meaningful sustainability emerges not from universal standards alone but from strengthening everyday human-scale processes of collaboration and adaptation. Full article

Grounded in the Theory of Planned Behavior (TPB), this study examines how perceived educational support influences entrepreneurial intentions among university students in India and the People’s Republic of China (PRC), through the mediating effects of entrepreneurial attitude, subjective norms, and perceived behavioral control. It further explores how gender and cultural context moderate these relationships, extending the TPB into cross-cultural and gendered domains. Using survey data from 734 undergraduate students, structural equation modeling was employed to test the proposed model. The results reveal that perceived educational support significantly enhances entrepreneurial attitude, subjective norms, and perceived behavioral control in both contexts, although the magnitude and pathways differ across gender and country. Entrepreneurial attitude and perceived behavioral control emerge as consistent predictors of entrepreneurial intention, while subjective norms exert a greater influence for Indian women. These results highlight that entrepreneurial intentions are culturally and gender-contingent, challenging TPB’s universal applicability. The study advances TPB-based entrepreneurship research by embedding perceived educational support within a contextualized, gender-sensitive framework, contributing to a deeper understanding of entrepreneurship education in Asia. These insights can guide universities and policymakers in designing entrepreneurship education that fosters inclusive innovation across diverse cultural contexts. 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

Fostering a generation of entrepreneurial graduates from all disciplines capable of addressing complex societal challenges has become a key objective for higher education. Stimulating entrepreneurial competence across disciplines depends critically on university educators, yet many feel like “outsiders” to entrepreneurship, lacking the confidence or pedagogical strategies to integrate entrepreneurial thinking into their teaching. This study explores how a targeted professional development course can empower educators from diverse disciplines to become “entrepreneurial insiders.” Drawing on the experiential learning theory and emotional engagement, the course design employs a three-dimensional pedagogical model—inspiration, immersion, and implementation—to guide participants from emotional engagement to practical application. Using a convergent mixed-methods approach exploiting both quantitative and qualitative data collected via pre- and post-course surveys, we find significant increases in educators’ competence and confidence to implement entrepreneurial elements into their teaching. Qualitative analyses further reveal that the educators’ transformation is sparked by perceptual change, emotional connection, and intentions to apply entrepreneurial pedagogy. Creating a safe learning environment and explicitly communicating supportive behavior are considered as critical success factors for the transformation. The study contributes to entrepreneurship education research by offering a replicable, educator-centered model for training educators to embed entrepreneurship across disciplines. Full article

Based on the Theory of Planned Behavior (TPB), this is the first study that integrates Entrepreneurial Policy (EPL) and Entrepreneurial Network Relations (ENR) to examine the direct and indirect effects on entrepreneurial intention (INT) in Thailand. The quantitative method employs a structural equation model (SEM) to analyze 420 valid samples from eight universities. Model fix with χ2 = 183.31, df = 224 p = 0.98 GFI = 0.97 AGFI = 0.95 RMR = 0.031 RMSEA = 0.000. The results showed EPL has the most direct influence on (INT) β = 0.38, like ENR, which indirectly shapes (INT) through attitude and self-efficacy. The model’s R² of 0.69 highlights the significance of policy support and social networks in (INT). The findings provide theoretical contributions and practical implications. Theoretically, expanding TPB by incorporating policy and social network dimensions offers a comprehensive understanding of entrepreneurial behavior. Universities integrate entrepreneurship education and innovation into engineering curricula and implement these concepts in other faculties or institutions. Government agencies support startup policy funds, tax incentives, and innovation hubs. Industries can establish a mentorship network to promote entrepreneurial intention and reduce graduate unemployment. Support both the ecosystem and innovative commercialization. Full article