Entrepreneurial Competencies Research Articles

Leveraging Knowledge Management for Business Success: The Influence of Dynamic Capabilities and Entrepreneurial Competence, Moderated by Government Policy

This study examines the impact of knowledge management on business performance, mediated by dynamic capabilities and entrepreneurial competence, and moderated by government policy. A survey of 156 small and medium-sized enterprises (SMEs) in the Riau Coastal Food sector was conducted, and data were analyzed using Structural Equation Modeling (SEM). The findings reveal that knowledge management positively influences business performance, with dynamic capabilities and entrepreneurial competence acting as key mediators. However, government policy does not significantly moderate this relationship. The study highlights the importance of internal organizational capabilities in enhancing SME performance, suggesting that firms must focus on dynamic capabilities and entrepreneurial competence to maximize the benefits of knowledge management.

Sustainable Entrepreneurship: Key Competencies Determining Entrepreneurial Intention in Peruvian Secondary Students

In the current global context, characterized by increasing competitiveness and dynamism, entrepreneurship has emerged as a fundamental driver of economic development and job creation. This study aims to compare the levels of entrepreneurial competence and intention among fifth-year high school students in Chepén and Pacasmayo, Peru, as well as to identify the key entrepreneurial competencies that significantly influence entrepreneurial intention. Additionally, it seeks to examine the moderating roles of self-assessed entrepreneurial capabilities and perceived risk in starting a business on the relationship between competencies and entrepreneurial intention. Additionally, it seeks to examine the moderating role of self-assessment of entrepreneurial capabilities and the perception of risk in starting a business in the relationship between competencies and entrepreneurial intention. The study is based on Ajzen’s theory of planned behavior. The sample included 305 students, divided between 205 from Chepén and 100 from Pacasmayo, who participated in a structured survey. The results of the structural equation modeling (SEM) analysis revealed that creativity, risk-taking, and initiative significantly influence students’ entrepreneurial intentions. However, competencies such as problem solving, networking, achievement orientation, teamwork, and autonomy did not show significant relationships with entrepreneurial intention. Moreover, neither the self-assessment of entrepreneurial capability nor the perception of the risk of starting a business had significant moderating effects on the relationship between entrepreneurial competence and intention. The discussion highlights that these findings contribute to understanding the psychological mechanisms underlying the formation of entrepreneurial intentions among high school students and offer valuable guidance for designing educational programs that enhance key entrepreneurial competencies. In conclusion, this study represents a significant advancement in comprehending the role of entrepreneurial competencies in shaping entrepreneurial intentions among secondary school students and opens new avenues for future research in this field.

Innovation of Moringa Leaves as Natural Resources of Ketimang Village, Wonoayu Sidoarjo, into a Health-Beneficial Tea

Education is a critical determinant of successful development across economic, social, and cultural dimensions. In parallel, entrepreneurship plays a significant role in regional advancement, particularly within Micro, Small, and Medium Enterprises (MSMEs). Despite the nutritional benefits of Moringa leaves, there is limited awareness among MSME actors regarding their potential applications in health-focused products. This community service program aims to enhance the competencies of MSME entrepreneurs in Ketimang Village by promoting Moringa leaves as a health-beneficial tea. Implementation involved a series of activities, including a location survey, problem formulation, execution, and monitoring, culminating in the development of a community service journal. The outreach efforts led to a marked increase in public awareness about the health benefits of Moringa leaves, particularly in tea form. This initiative uniquely combines educational elements with practical processing methods for Moringa leaves, fostering innovation among local entrepreneurs. The findings underscore the potential of Moringa leaves as a valuable resource for health promotion and entrepreneurial development, suggesting that similar programs could further empower MSMEs while enhancing community health awareness. Highlights: Increased awareness of Moringa leaves' health benefits among MSME entrepreneurs. Utilized a systematic implementation approach, including surveys and evaluations. Fostered innovation by providing practical methods for processing Moringa into tea. Keywords: Moringa leaves, health benefits, MSMEs, community service, entrepreneurship

Assessing Entrepreneurial Readiness in Teacher Education Graduates for Future Success

Entrepreneurship education is increasingly recognized as essential for cultivating an entrepreneurial mindset among students. The College of Teacher Education (CTE) at Mariano Marcos State University (MMSU) has integrated the "Entrepreneurial Mind" subject into its curriculum to equip future educators with vital entrepreneurial skills. This study assesses the entrepreneurial competencies, attitudes, and intentions of MMSU-CTE graduates who completed this subject. This study evaluates key competencies such as opportunity recognition, innovation, risk management, and leadership, alongside graduates' perceptions of the subject's effectiveness. Data were collected from 150 graduates via a structured questionnaire online and analyzed using descriptive and inferential statistics. Results indicate high proficiency in opportunity recognition, resource management, and innovation, but moderate levels in risk management and financial planning, suggesting areas for curricular enhancement. While 65% of graduates exhibit positive entrepreneurial attitudes, only 50% have strong intentions to start a business, highlighting the need for additional support mechanisms like mentorship and funding. Graduates reported significant improvements in entrepreneurial skills and confidence, validating the subject's integration. The study underscores the importance of entrepreneurship education in non-business disciplines and recommends curriculum enhancements, support mechanisms, broader implementation, and longitudinal research to optimize entrepreneurial readiness and drive innovation.

Beyond teaching: the extended role of informal entrepreneurship education and training in challenging contexts

PurposeWe seek to understand how informal entrepreneurship education and training (EET) processes support marginalised women in challenging institutional contexts into gainful participation in entrepreneurial activities, facilitating empowerment and emancipation.Design/methodology/approachThe study employs an inductive qualitative approach drawing on in-depth individual interviews, a focus group and observation of how female informal EET educators facilitate hands-on EET to marginalised female entrepreneurs in Uganda.FindingsWe specify a range of novel complementary practices that informal EET educators undertake during the main instructional EET stage and present the wraparound purposive work, both pre-and-post the instructional stage, they enact to support female empowerment processes for their disadvantaged learners. We then propose a grounded model capturing practices enacted by EET practitioners that illuminates ways in which informal EET can contribute to processes of empowerment and emancipation.Originality/valueOur contributions are twofold. First, we conceptualise EET educators as institutional entrepreneurs undertaking institutional work beyond core teaching. Second, we specify a range of novel complementary practices they undertake before, during and after the conventional instructional part. This illuminates how EET can contribute to processes of empowerment and emancipation. Drawing on data from a unique institutional context, we illuminate novel practices enacted by informal EET educators thereby extending both the pedagogy and the realm of entrepreneurship education with implications for grander empowerment and emancipatory outcomes beyond the development of entrepreneurial competencies.

The impact of executive team competency-sharing degree on firm innovation performance

In China’s high-quality development context, the key role of executive teams in corporate innovation is increasingly prominent. However, effectively utilizing the synergistic effect of competencies within these teams to boost innovation performance remains a crucial research issue. A sample of 2,350 companies in Shanghai and Shenzhen A-shares from 2010 to 2022 was used to examine the impact of the executive team’s capability-sharing degree on firm innovation performance. The study indicates that the degree of managerial competence sharing, entrepreneurial competence sharing, and technological competence sharing within the executive team positively impacts firm innovation performance. These findings remain robust in the face of variations in dependent variable measures, lagged independent variables, and the propensity score matching method. Environmental dynamism is identified as playing a positive moderating role in the relationship between the influence of managerial, entrepreneurial, and technological capability-sharing degrees and firm innovation performance. Further analysis of heterogeneity reveals that the impact of the executive team’s capability-sharing degree on firms’ innovation performance varies based on the nature of property rights, firm size, and industry competitiveness. This study, grounded in top-level ladder theory, offers a framework for enhancing team capabilities and overcoming growth obstacles through executive team competence sharing.

Unlocking potential: exploring the interplay between entrepreneurship and research competence across diverse academic disciplines

This study aims to identify and analyze the self-assessment of entrepreneurship sub-competences among students at Latvian higher education institutions. The research questions addressed include: What is the self-assessment of students’ entrepreneurship competence at different levels of education? How and to what extent does the self-assessment of students’ entrepreneurship competence vary across different thematic groups? How and to what extent does the self-assessment of students’ entrepreneurship competence differ between academic and professional programs? Do bachelor’s and Master’s students’ entrepreneurship competences improve during the study process? Additionally, the study explores the correlation between students’ self-assessment of their entrepreneurship competence and their research competence. Data were collected using an assessment tool for students’ transversal competences developed in the ESF project “Development and implementation of the education quality monitoring system”, which consists of an online survey data and were analyzed with SPSS Statistics v.21. The results show that students evaluated their entrepreneurship competence just above average. Bachelor-level students improved their entrepreneurship competences during their studies, but there were no statistically significant differences between Master’s students’ evaluations in their first and last study years. Network analysis indicates that the entrepreneurship sub-competence “Identification, mobilization, and efficient use of internal and external resources” is connected with most research competence dimensions, and improving this sub-competence will therefore have the most effect on influencing research competence.

Enhancing entrepreneurial competencies through experiential and reflective learning: a comparative study of the BETA module at Singapore polytechnic

Enhancing entrepreneurial competencies through experiential and reflective learning: a comparative study of the BETA module at Singapore polytechnic

Board Games and Entrepreneurial Skills Acquisition: A Mixed-Methods Study on the Efficacy of the EntreComp Framework in Higher Education

The landscape of higher education has witnessed a paradigmatic shift towards methodologies that are more interactive and engaging. The integration of gamification and board games as active learning methodologies in higher education, as well as the instruction in entrepreneurial competencies, has garnered significant interest for its potential to engage and motivate students, thereby enhancing learning outcomes. Gamification, characterized by the incorporation of game design elements into non-game contexts, offers a captivating and novel learning experience that fosters intrinsic motivation and active participation among students. One of the main ways of applying gamification is through board games, providing hands-on opportunities for students to apply theoretical knowledge in practical scenarios. A critical aspect of this educational innovation is its contribution to the instruction of entrepreneurial competencies, a domain gaining traction within higher educational settings. The European Entrepreneurship Competence Framework (EntreComp) stands at the forefront of this educational endeavor, offering a comprehensive blueprint for cultivating entrepreneurial skills and mindsets. This study is anchored in the context described above, with a focused aim to delineate which entrepreneurial competencies, as outlined by the EntreComp framework, are most effectively developed through these novel educational interventions. To facilitate this investigation, the "Game It Away!" project was initiated, encompassing three pilot studies. These pilots innovatively employed board games as the medium through which participants could acquire and hone their entrepreneurial skills. A key component of the learning process within these pilots was the maintenance of a learning journal by the students. This journal, filled with various reflective questions, provided a structured mechanism for participants to document and reflect upon their learning journey throughout the project. In this way, by using qualitative and quantitative methodologies, it is possible to verify the evolution of certain competences. The integration of gamification and board games within educational settings, particularly through the lens of the "Game It Away!" project, represents a pioneering approach to fostering entrepreneurial competencies among students. This study, leveraging both qualitative and quantitative methodologies, has illuminated the substantial potential of these innovative pedagogical strategies to revolutionize the teaching and acquisition of entrepreneurial skills as outlined by the EntreComp framework.

Social media and entrepreneurial competence: the impact of Linkedin on boosting entrepreneurial engagement of Gen-Z

Research Objective: This study examines the impact of LinkedIn usage on entrepreneurial competence and engagement of Gen-Z aged between 18-27. Motivation: This study is motivated by the increased dependence young entrepreneurs have on social media as a channel for professional development and networking. The study builds on works of Banerji & Reimer, (2019) on start-up founders and their LinkedIn connections, Franc, Stampfl, & Geyer, (2024) worked-related learning on LinkedIn, and Vitelar (2019) on Gen-Z and the use of social media. Idea: This research tests the direct effect of the usage of LinkedIn on Gen-Z individuals' entrepreneurial competence and engagement. It assumes that high engagement in learning and networking activities on LinkedIn will be followed by an equivalent improvement in their entrepreneurial outcomes. In this research, the independent variables are the patterns of usage on LinkedIn, while the dependent variables are entrepreneurial competence and engagement. Data: The quantitative research methodology was adopted, and the survey was conducted through Google Forms among 350 Gen-Z users on the professional networking site LinkedIn. Tools: Descriptive statistics, Pearson's correlation, and multiple regression analyses were used for the collected data. Findings: The results indicated that the different usage patterns—such as the frequency of login and engagement on LinkedIn Learning—had a significantly positive correlation with both entrepreneurial competence and engagement. Regression analysis pointed out entrepreneurial competence as one of the chief predictors for entrepreneurial engagement. Therefore, it is concluded that LinkedIn is quite instrumental in enhancing the entrepreneurial capacity of Gen-Z; it therefore gives relevant insights to entrepreneurs and the developers of this particular platform. Contribution: The paper thereby provides empirical evidence on the specific impact of LinkedIn on Gen-Z entrepreneurs, which enriches the literature of social media and entrepreneurship. Keywords: LinkedIn, Gen-Z, Entrepreneurial Competence, Social Media, Professional Networking.

The Role of Financial Literacy in Enhancing Entrepreneurial Competencies Among Business Education Students in Nigerian Colleges of Education

The Role of Financial Literacy in Enhancing Entrepreneurial Competencies Among Business Education Students in Nigerian Colleges of Education

Exploring the role of entrepreneurial self-efficacy into performance of graduate-owned small and medium-sized enterprises in Tanzania

PurposeThe study assessed the role of entrepreneurial self-efficacy (ESE) in the performance of graduate-owned small and medium-sized enterprises (SMEs). Specifically, the paper focused on how graduate owners’ confidence in identifying and commercializing new business opportunities and create new commodities according to the market demand influences both, the financial and non-financial performance of graduate-owned SMEs.Design/methodology/approachThe study employed a cross-sectional survey design, in which 228 SME graduate owners majored in entrepreneurship were involved through online structured questionnaires. The relationship between the variables was determined by using partial least squares structured equation modeling (PLS-SEM).FindingsThe results indicate that entrepreneurial self-efficacy of graduate SME owners influence the financial and non-financial performance of their SMEs. Specifically, financial performance values have a ß-value of 0.576 and a p-value of <0.0001, non-financial performance values have a ß-value of 0.275 and a p-value of <0.0001.Practical implicationsIn order to improve the performance of graduate-owned SMEs, universities should strive to equip graduates with self-confidence, which will enable them to utilize their entrepreneurial competences acquired through the entrepreneurship course programs. This will enable them to tackle business environmental challenges and be able to run successful businesses.Originality/valueThe results of this study extend the use of the self-efficacy theory in explaining the performance of graduate-owned SMEs in Tanzanian. Further, the study focused on ESE as a specific domain developed from entrepreneurship learning for entrepreneurial outcomes. Therefore, the study engaged graduate entrepreneurs who majored in entrepreneurship, which has not been the focus in most studies.

Female and Migrant Entrepreneurship in SOS Children’s Villages in the Lambayeque Region, Peru

This quantitative research analyzes the entrepreneurial competencies of in-migrant women in the Children’s Village of the Lambayeque Region. With a sample of 79 women, 39 Peruvian and 40 Venezuelan, online surveys and observation forms were operated for 18 months (2021–2022). Using a Likert scale of 55 questions and nine dimensions, competencies such as opportunity seeking, risk anticipation, persistence, self-exertion, and more were assessed. Data were analyzed using correlations, ANOVA, logistic regression, and principal component analysis (PCA). The results revealed significant differences between nationalities, with Venezuelan women having higher competencies. The study identified two principal components that explain 57.663% of the total variance, representing initiative and quality, as well as control and responsibility. These findings suggest the need for specific training programs to strengthen the entrepreneurial competencies of these women. The inductive methodology and quantitative analysis provided a clear vision of entrepreneurial competencies, contributing to the improvement of support and training programs.

중학생을 위한 OECD 학습 나침반 2030 기반 기업가정신 교육 프로그램의 효과 검증 : 진로개발역량과 창의성역량을 중심으로

Based on OECD Learning Compass 2030, competencies required for students to shape their futures in an era of increasing uncertainty, this study attempted to verify the effectiveness of the entrepreneurship education program developed with the aim of improving the entrepreneurial competence of all students rather than simply cultivating prospective entrepreneurs. First, a draft of an entrepreneurship education program was developed by examining related literature such as entrepreneurship, entrepreneurship education, OECD learning compass 2030, self-regulated learning, and creative problem solving, and applied it to the educational field by looking for a school that wishes to introduce an entrepreneurship education program in terms of career education. A total of 17 classes were conducted for 26 students in the first class, and a total of 14 classes were conducted for 16 students in the second class. To verify the effectiveness of education, quantitative and qualitative data collection were conducted in parallel. First, among the sub-areas of career development competency, career design and pioneering spirit, which are highly relevant to entrepreneurship education, were included in the pre- and post-test for quantitative data collection, and creativity competency measurement tools that represent entrepreneurial behavioral characteristics were included. In addition, in order to closely observe the learner's response to the educational program, the researcher directly played the role of the instructor and conducted participation observation and field records, and FGI was conducted at the end of the education to collect specific opinions from students on the educational program. In the first class, the average score of post-test of career design, pioneering spirit, and creativity competency improved, but significant differences were found only in the area of career design, and in the second class, significant differences were found in all areas. This is thought to be the result of reflecting the improvements of the first class in the second class. In the 1st and 2nd FGI results, students were able to confirm the educational effect by saying that they could use it later because they experienced the process of coming up with ideas themselves like entrepreneurs and opinions that it helped them design the future. In the future, it is necessary to introduce the entrepreneurship education program developed in this study to more diverse educational fields and verify its effectiveness, and through this, students are expected to be able to independently design their lives and contribute to the world even in uncertain situations.

A Moderated Mediation Model of Entrepreneurship Education, Competence, and Environmental Dynamics on Entrepreneurial Performance

This study explores the relationship between entrepreneurship education, entrepreneurial competence, and entrepreneurial performance, focusing on the moderating role of environmental dynamics under conditions of high and low environmental dynamics. Using SPSS 21.0 and Smart PLS 4.0 software, this quantitative research analyzed survey data from 424 college students in China who have started their own businesses. The results indicate that entrepreneurship education has a significant positive impact on entrepreneurial performance. Furthermore, environmental dynamics moderate the indirect effect of entrepreneurship education on entrepreneurial performance through entrepreneurial competence, with the indirect effect being stronger when environmental dynamics are high. The study also underscores the need for the sustainable development of entrepreneurship education, ensuring that educational programs evolve continuously to meet the changing demands of entrepreneurial environments. The findings highlight the importance of entrepreneurship education in fostering entrepreneurial competence and enhancing entrepreneurial performance. However, due to the cross-sectional design and self-reported nature of the data, the ability to draw causal inferences is limited. Future research should adopt longitudinal designs and objective performance measures to further investigate these relationships.

Surviving the Storm: The Vital Role of Entrepreneurs’ Network Ties and Recovering Capabilities in Supporting the Intention to Sustain Micro and Small Enterprises

Micro and small enterprises (MSMEs) play a positive and significant role in developing economies by creating job opportunities and mitigating poverty; this necessitates their attention and focus, mainly during challenging times. Accordingly, this study explored the key factors contributing to enhancing entrepreneurial competency (EC) and the intention to maintain business continuity among MSMEs in Yemen during adverse times. A sample of 280 responses was collected from MSMEs operating diverse types of businesses in the capital of Yemen, Sanaa. The collected data were analysed using partial least squares–structural equation modelling (PLS-SEM), which is considered suitable for this purpose. The data collection process included an online questionnaire and a physical visit to the business locations of the business owners. The findings of the study reported that entrepreneurs’ network ties (ENT), as well as recovering capability (RC), positively and significantly influence the EC of MSMEs in the context of the study. Additionally, EC positively and significantly influences business continuity intention (BCI). Finally, EC partially mediates the relationship between ENT, RC, and BCI. The study concludes by providing recommendations and implications for policymakers.

ECONOMIC ACTIVITY OF THE UKRAINIAN PEOPLE AS A CONTINUOUS PROCESS OF DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN THE HISTORICAL AND PEDAGOGICAL CONTEXT

In the scientific research the analysis of the economic activity of Ukrainians and their motivation for entrepreneurial activity in the historical and pedagogical contexts has been conducted. The authors have identified the factors influencing the formation of entrepreneurial initiative of modern Ukrainians, determined the reasons for their demotivation in engaging in entrepreneurship, highlighted the historical factor, which has a significant impact on the economic behavior, motivation, and self-motivation of Ukrainians. The article emphasizes the importance of incorporating an economic component into the training programs of future professional (vocational) education teachers, the necessity of developing their entrepreneurial competence, the need to enhance motivation and self-motivation for entrepreneurship.The study concludes that the entrepreneurial activity of the Ukrainians represents a continuous process of developing entrepreneurial competence. The authors propose considering the historical factor when designing national strategic programs, both during the current wartime period and in the post-war recovery phase for maintaining business activity within small and medium-sized enterprises. They substantiate the need to include an economic component and implement a motivation system in the training programs for future professional education teachers, who initially serve as recipients and later as providers of educational services. The necessity of integrating a motivation system and entrepreneurial practice into these programs has also been demonstrated for fostering the development of entrepreneurial competence, increasing motivation and self-motivation for entrepreneurship, enabling these future teachers to implement entrepreneurial competence in their subsequent work.

The Development of Entrepreneurship Courses for Prospective Teacher Students: Competency Analysis and Study Materials

Entrepreneurship courses are one of the important courses to be developed in the curriculum of education study programs. This is to equip students, apart from having abilities in the field of education, to have an entrepreneurial spirit. Prospective teacher students need to be equipped with entrepreneurial competencies as a provision for living life after graduating from lectures as prospective teachers. Currently, there are rarely studies on the development of entrepreneurship courses for prospective teachers. This study aims to develop competencies and study materials that need to be mastered by prospective teacher students in entrepreneurship courses. This research was conducted using the delphi method involving expert consensus to determine the competencies and study materials for entrepreneurship courses. These competencies and study materials are used as the basis for developing semester learning plans (RPS) by lecturers. The results showed that there are ten competencies that must be mastered by prospective teacher students in carrying out entrepreneurship lectures. The most important thing is about exploring local potential which can be utilized for entrepreneurial activities. The ten competencies were also analyzed based on priority order factors that must be trained to students. Through this research, it is necessary to develop a more practical curriculum for educational study programs.

The Influence of Entrepreneurial Competence on Coffee Farm Performance in Tanggamus

The Influence of Entrepreneurial Competence on Coffee Farm Performance in Tanggamus

Bridging the Gap: Experiential Learning's Role in Transitioning from Hybrid to Full-Time Entrepreneurship

The transition from hybrid entrepreneurship- where individuals maintain part-time employment while nurturing their business ventures-to full-time entrepreneurship presents unique challenges and opportunities. This conceptual paper examines the critical factors that influence the possibility of making the transition from hybrid to full-time entrepreneurship. To develop a more sophisticated knowledge of the dynamic entrepreneurial journey, it is imperative to assess the experience learning that occurs throughout the hybrid phase. To present a conceptual model and related claims, this conceptual paper used secondary data analysis of previously published academic literature, specifically utilizing a thematic analysis. Three elements are identified in the proposed conceptual model as being likely to affect the decision to transition: fear of failure, entrepreneurial competency development and self-efficacy. In this study, hybrid entrepreneurship is demonstrated to be a useful training ground and a route for full-time entrepreneurship. There are three main sources of value in the paper. First, applying an established theory to a novel setting in order to provide a transdisciplinary approach. Secondly, a conceptual model is established, providing statements that are easily connected to theories for further empirical analysis. Third, raising the profile of hybrid entrepreneurship in the literature to promote support and involvement from the public policy sphere.