Risky business: Experiential learning, information and communications technology, and risk-taking attitudes in entrepreneurship education

Bandera, Cesar; Collins, Regina; Passerini, Katia

doi:10.1016/j.ijme.2018.02.006

Cited by 61 publications

(68 citation statements)

References 58 publications

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“…This is in line with several literature. For example, Bandera and Passerini (2018) integrating entrepreneurship education with Information and Communication Technology (ICT), in order to enhance students' technology skills especially in communication technology. In the 21 st century, in line with the industrial revolution 4.0, digital economic has been growing tremendously, technology skill is a vital skill to survive in the future business.…”

Section: Findings and Discussionmentioning

confidence: 99%

Effectiveness of Entrepreneurship Programmes in Developing Entrepreneurship Skills towards Quality TVET Graduates

Ismail¹,

Adnan²,

Masek³

et al. 2019

JTET

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Section: Findings and Discussionmentioning

confidence: 99%

Effectiveness of Entrepreneurship Programmes in Developing Entrepreneurship Skills towards Quality TVET Graduates

Ismail¹,

Adnan²,

Masek³

et al. 2019

JTET

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“…Other studies (Bandera, Collins, & Passerini, 2018;Cujia Berrio, Redondo, & Hernández, 2018;Barnett, Hu, & Wang, 2019) have found that the use of ICT has positive effects on entrepreneurs, is stimulating them and is moderating the relationship between entrepreneurial attitudes and risk. Moreover, the increase in information available due to new technologies positively affects aggregate entrepreneurship in national economies (Hanoteau & Rosa, 2019).…”

Section: Literature Reviewmentioning

confidence: 96%

E-entrepreneurship in EU countries: evolutions and challenges

Rusu

Roman

2019

Proceedings of 6th International Scientific Conference Contemporary Issues in Business, Management and Economics Engineering ‘2

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Purpose – the purpose of this paper is to identify how entrepreneurs from European Union (EU) use informational and communicational technologies in their business activities. We also try to identify the benefits and the challenges arisen for the European entrepreneurs in using information technologies. Research methodology – we analyze a sample of EU countries, by including them into two groups, according to the stage of their economic development. As methods, we use the logical-constructive method and also comparative methods. We also use the benchmarking method in order to estimate country indicators in the sample and compare them. Findings – the results of our study emphasize that e-entrepreneurship in developed countries is more advanced compared to developing countries. There are also significant differences regarding the use of informational technologies between types of firms by their size. Research limitations – are given by the availability of data. Practical implications – we emphasize that in order to support the development of E-entrepreneurship in the EU, government policies should pay more attention to the development of information technology infrastructure. Originality/Value – comes from grouping the EU countries into two groups, according to their stage of economic development. And, comparing the two groups as regards the use of informational and communication technologies. Keywords: information technology, e-entrepreneurship, e-business, innovation, EU countries

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“…The risk that the future entrepreneur is willing to take depends on several variables, be they internal or external to the actions [52]. The study [53] points out that, among several variables, the entrepreneur's sense of power (the feeling that he will achieve everything he wants, when he wants it, with a low level of fear) is a peculiar characteristic even among entrepreneurs who have already failed.…”

Section: Risk Propensitymentioning

confidence: 99%

Entepreneurship Education and Entrepreneurial Intention: the Case of Portugal

Ramos¹,

Madeira²,

Duarte³

2020

EoR

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ENTEPRENEURSHIP EDUCATION AND ENTREPRENEURIAL INTENTION: THE CASE OF PORTUGAL1 Entrepreneurship promotes job creation, increase of competitiveness and new forms of economic development and growth of countries or regions. The research aims to understand how it has influenced the intention and entrepreneurial skills of the trainees of the project Apreender 3.0. It is important to examine how various factors, including entrepreneurship education, family background, prior experience/vocational training and propensity to take the risks, will condition the entrepreneurial intention of the respondents of this study. Based on these variables, we formulated four hypotheses. For this empirical analysis of research hypotheses, we used primary data in a form of a sample of 150 responses, collected through the online survey application. We opted for the method of the Exploratory Factor Analysis (EFA), also called Common Factor Analysis (CFA), which can provide important information on the multivariate structure of this study, identifying the theoretical constructs. The obtained results allowed us to conclude that the entrepreneurship education and propensity to take risks influence positively the entrepreneurial intention. As for the factors of family background and prior experience/ vocational training, the research did not provide satisfactory results that would allow us to confirm their influence on the entrepreneurial intention.

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Risky business: Experiential learning, information and communications technology, and risk-taking attitudes in entrepreneurship education

Cited by 61 publications

References 58 publications

Effectiveness of Entrepreneurship Programmes in Developing Entrepreneurship Skills towards Quality TVET Graduates

Effectiveness of Entrepreneurship Programmes in Developing Entrepreneurship Skills towards Quality TVET Graduates

E-entrepreneurship in EU countries: evolutions and challenges

Entepreneurship Education and Entrepreneurial Intention: the Case of Portugal

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