Advancing Entrepreneurship in the United Arab Emirates

Minhas, Wasif A.

doi:10.1007/978-3-319-76436-8

Cited by 5 publications

(3 citation statements)

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“…However, starting a business venture involves a complex and challenging decisionmaking process (Pérez-López, González-López, & Rodríguez-Ariza, 2016) in which essential factors must be considered, such as the choice of business partners, a source of funds, and the choice of industry. Before the actual foundation of a business venture, entrepreneurial intentions are the core factors and the best signals for entrepreneurial action (Kruger, 1993;Minhas, 2018). Kautonen, Gelderen, and Fink (2015) also confirmed that entrepreneurial intentions predict entrepreneurial action.…”

Section: Introductionmentioning

confidence: 88%

Connecting Social Capital, Cognitive Bias, and Entrepreneurial Intentions: About Gender Differences

Cheng¹,

Liao²

2020

CMR

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This study combines the SC-E model and entrepreneurial bias research to formulate a "social capital-cognitive bias-entrepreneurial intentions framework," and to discuss the differences between gender in the relationship among social capital, cognitive bias, and entrepreneurial intentions. Additionally, it also explores the mediation effects of optimism and overconfidence. Structural equation modeling is used to examine the hypotheses on a sample of 511 students at a Taiwanese university. Empirical results show that neither bonding nor bridging social capital has a direct impact on entrepreneurial intentions. They also indicate that male students are more optimistic and have higher entrepreneurial intentions than females. Regarding the mediation effect, bridging social capital may evoke both optimism and overconfidence, but bonding social capital only affects optimism. Furthermore, optimism is the antecedent of overconfidence, and it creates another channel of the mediation effect.

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Section: Introductionmentioning

confidence: 88%

Connecting Social Capital, Cognitive Bias, and Entrepreneurial Intentions: About Gender Differences

Cheng¹,

Liao²

2020

CMR

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“…According to Schumpeter (1934, p.78), "everyone is an entrepreneur only when he actually carries out new contributions and lose that character as soon as he has built up his business, when he settles down and is running it as other people run their business". Additionally, Minhas (2018) defined entrepreneurship as business undertaken by someone confronted with enormous risk and immense challenges in the conduct of either setting up or running a business to make a profit through combining innovative ideas, leadership, motivating people, and decision-making that harnesses resources, their allocation and use, in an efficient and effective way, ensuring profitability of the business (Minhas, 2018). Thus, collaboration and initiative are important characteristics of an entrepreneur.…”

Section: The Interconnection Between Industry 40 and Entrepreneurshipmentioning

confidence: 99%

Interrogating the challenges and opportunities for entrepreneurs in the Fourth Industrial Revolution: a developing country perspective

Oyebanjo

Tengeh

2021

WREMSD

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“…The newly implemented innovations, such as the development of new entrepreneurship courses, extra-curricular support activities, seminars, and training, as well as the use of accelerators like incubators and business plan competitions (Schimperna, 2022) have been conducive to some changes in entrepreneurship (Hahn, 2019). For instance, the UAE has always aimed to improve and develop its entrepreneurship for economic growth, by relying on creating more entrepreneurship-oriented future generations (Minhas, 2018). To this end, many governmental and public university programs have been launched to teach Entrepreneurship globally as a mandatory course in the education programs.…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurship Mentorship for HCT Education Alumni to Transition as Lead Businesswomen in the UAE Education Sector

Yammahi¹

2023

IJHE

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Digital video annotation tools, which allow users to add synchronized comments to video content, have gained significant attention in teacher education in recent years. However, there is no overview of the research on the use of annotations, their implementation in teacher training and their effect on the development of professional competencies as a result of using video annotations as a supporting tool for video-based learning. In order to fill this gap, this paper reports on the results of a systematic literature review which was carried out to determine 1) how video annotations were implemented in studies in educational settings, 2) which professional competencies were investigated to be further developed with the aid of video annotations in these studies, and 3) which learning outcomes were reported in the selected studies. A total of 18 eligible studies, published between 2014 and 2022, were identified via database search and cross-referencing. A qualitative content analysis of these studies showed that video annotations were generally used to perform one or more of three functions, these being feedback, communication, and documentation, while they also enabled a deeper content knowledge of teaching, reflective skills, and professional vision, and facilitated social integration and recognition. The convincing evidence of the positive effect of using video annotation as a supporting tool in video teacher training prove them to be a powerful tool supporting the development of professional vision and other teaching skills. The use of video annotation tools in educational settings points towards further research as well.

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Advancing Entrepreneurship in the United Arab Emirates

Cited by 5 publications

References 0 publications

Connecting Social Capital, Cognitive Bias, and Entrepreneurial Intentions: About Gender Differences

Connecting Social Capital, Cognitive Bias, and Entrepreneurial Intentions: About Gender Differences

Interrogating the challenges and opportunities for entrepreneurs in the Fourth Industrial Revolution: a developing country perspective

Entrepreneurship Mentorship for HCT Education Alumni to Transition as Lead Businesswomen in the UAE Education Sector

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