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Although entrepreneurial behaviour is considered a key element for economic development, yet very less is known about the determinants of factors leading towards entrepreneurial intention and behaviour. In order to bridge this gap, the purpose of this paper is to investigate the role of social support and entrepreneurial skills in determining entrepreneurial behaviour of individuals. Developing on the base of the theory of planned behaviour (TPB), this study investigates the relationship between social support, entrepreneurial skills and entrepreneurial behaviour along with existing constructs of the TPB (i.e. attitude, subjective norms, perceived behavioural control and entrepreneurial intention).

Data was collected from 281 respondents using a simple random sampling method, and the variance-based partial least-squares, structural equation modelling (PLS-SEM) approach was used for testing the proposed conceptual model.

Findings of this study have validated the proposed model, which have an explanatory power of 68.3 per cent. Moreover, findings reveal that social support and entrepreneurial skills have a significant impact on entrepreneurial intention of individuals. However, an unanticipated and non-significant relation between subjective norms and entrepreneurial intention is also found.

Due to the limited scope of this study, a multi-group analysis is not possible, which is considered as a limitation of this study. Moreover, due to time constraints, this study is conducted within a specified time-frame; however, a longitudinal study over a period of three to six years can overcome this limitation.

Findings of this study are expected to have substantial implications for policy makers, future researchers and academicians. Outcomes of this study can help to better understand the cognitive phenomenon of nascent entrepreneurs. Moreover, it is expected that this study can serve as a torch-bearer for policy makers to develop better entrepreneurial development programmes, policies and initiatives for promoting self-employment behaviour.

Findings of this study are a unique step forward and offer new insights towards a better understanding of the determinants of entrepreneurial behaviour. Moreover, this study extends Ajzen’s (1991) TPB in the context of entrepreneurial behaviour. By introducing and investigating the impact of two new variables, i.e. social support and entrepreneurial skills in the TPB and by validating the proposed model with PLS-SEM approach, this study makes a sizeable theoretical, methodological and contextual contribution in the overall body of knowledge.

The purpose of this paper examines the development of entrepreneurial skills amongst accounting students in public and private universities and its impact on career pathways, including self-employment. Also, the paper explores what skills have an effect on self-employment intentions.

This study uses a quantitative approach to measure the entrepreneurial skills developed by accounting students in business schools and whether these skills direct them to choose to start their own business. A questionnaire was developed and a sample of 583 Egyptian and Bahraini accounting students was used.

The study concludes that in private universities, there is no difference in the development of entrepreneurial skills and subsequent self-employment practices between students in Egypt and Bahrain. When it comes to public universities, students in Bahrain develop better entrepreneurial skills and subsequent self-employment practices than students in Egypt. In addition, private universities are better than public universities in representing the relationship between entrepreneurial skills and self-employment practices.

This study and its conclusions fill a gap in the literature in comparing public and private universities to highlight the relationship between developing accounting students’ entrepreneurial skills and their self-employment practices. This study is the first to compare universities in Egypt and the Kingdom of Bahrain.

The purpose of this paper is to examine entrepreneurial leadership and to determine the entrepreneurial leadership skills which are important for success in a developing economy environment. Specifically, the focus of this research was on entrepreneurial leadership within the retail pharmacy sector in Nigeria.

This study was guided by an interpretivist-constructionist perspective. By adopting a qualitative approach, the lived experiences of the retail pharmacy entrepreneurs could be understood. In total, 51 semi-structured interviews were the mode of data collection, and data were triangulated via three sources: entrepreneurs, employees, and literature.

From the study results, a vivid picture of entrepreneurial leadership was formed, which in turn provides the basis for an empirical skill-based model of this phenomenon in a developing economy. This study identifies four distinct entrepreneurial leadership skill categories. These include technical/business skills, interpersonal skills, conceptual skills, and entrepreneurial skills. The findings of this study also show the factors and conditions necessary for entrepreneurial leadership in a developing economy.

The findings of this study have implications in theory and practice. Its results provide an empirical, skill-based framework on entrepreneurial leadership in a developing economy, a subject area for which there exists a lack of background literature. In practice, the findings of this study serve as a useful reference for practitioners and policy makers of the skills and other factors required for people to succeed as entrepreneurial leaders.

This study aims to examine the effect of entrepreneurial skills, market orientation, sales orientations and networking on entrepreneurial competency and performance of micro-enterprises in Kelantan, Malaysia.

Adopting a cross-sectional design, this paper collected data through structured interviews from 403 micro-entrepreneurs from “Majlis Amanah Rakyat,” Kelantan and “Majlis Agama Islam dan Adat Istiadat,” Kelantan.

The findings reveal that entrepreneurial skills, market orientation and networking have a positive effect on entrepreneurial competency. Then, entrepreneurial competency, entrepreneurial skills and networking have a positive effect on enterprise performance. The findings show a significant mediation effect of entrepreneurial competency on the relationships between entrepreneurial skills, market orientation and networking and enterprise performance.

Addressing the understudied “human factor” in entrepreneurship, this paper extends the resource-based view and enriches the existing entrepreneurship literature in Malaysia. It provides useful insights into the improvement of micro-enterprise performance, which is crucial for promoting entrepreneurial activities and for enhancing socio-economic conditions among low-income households in Malaysia. Thus, the government and developmental organizations should focus on the development of entrepreneurial skills, market-oriented approach, networking traits and entrepreneurial competencies and subsequently encourage poor households to perform entrepreneurial activities.

The purpose of this paper is to present the evidence of accounting undergraduates’ attitude toward entrepreneurship, in particular, whether entrepreneurial skills developed in accounting education engender cognition of skills and intentions of starting a business.

The study uses a χ² test statistic used to evaluate a logistic regression to gauge the effect of delivering six entrepreneurial skills (risk taking, critical thinking, problem solving, innovation, autonomy and need for achievement) on entrepreneurship attitudes (cognition of skills and intentions). Data consist of questionnaire responses obtained from 668 undergraduates attending Egyptian and Bahraini universities.

The results reveal that accounting students perceive the following four entrepreneurial skills as a key for starting their own business: risk taking, critical thinking, problem solving and innovation. In addition, Egyptian students incline toward cognition, whereas Bahraini students head toward intentions.

Some changes to accounting curricula are proposed to enhance entrepreneurial intention.

This paper offers a new contribution as it focuses on the challenges and the considerations in the Arab World Universities.

This paper seeks to advance ongoing research in entrepreneurial perseverance. While the concept of perseverance is not new, few researchers paid attention to behavioural persistence in the entrepreneurial context. The purpose of this paper is to explore the emergence of new technology based firms (NTBF) by focusing on the role of nascent entrepreneurs’ social skills in the meeting the changes of entrepreneurial perseverance.

In this paper the authors study the start-up phase of entrepreneurial process. The authors opted for a longitudinal case study approach in order to enhance the knowledge on entrepreneurs’ social skills and perseverance. For triangulation purpose the data were gathered using four different information sources. The use of Nvivo8 as the data analysis tool helped to impose a discipline and structure which facilitated the extraction of core insights.

This paper contributes to the understanding of the entrepreneurial perseverance in the context of new venture creation. Particularly, reading the entrepreneurial process through the lens of the perseverance strategies model (Van Gelderen, 2012) provided a way to identify and then to assess the impact of the social skills on the overall entrepreneurial perseverance and their combined impact on the performance of NTBF creation process. In doing so, the authors identify the impact of entrepreneurs’ social skills to deal with a series of entrepreneurial problems such as scarcity of resources, uncertainty and ambiguity and consequently their impact on the likelihood of survival for new ventures. The issues that arose mostly reflected the inherent complexity of technology transfer processes, the university and entrepreneurs’ diverging cultures, and the very characteristics of the start-up phase of NTBFs. The findings reveal how social skills impact the entrepreneurial paths and probable outcomes.

This paper contributes to the understanding of the entrepreneurial perseverance in the context of NTBF creation. The findings reveal how social skills and perseverance impact the entrepreneurial paths and probable outcomes.

The paper has implications for entrepreneurial support mechanisms such as technology business incubators in helping them to improve the efficacy and efficiency of their assistance to entrepreneurs through the development of their skill-sets and perseverance and providing enabling networking. In addition, the research has implications for entrepreneurship education and training. Indeed, there is an urgent need to design and implement courses and programs aiming at developing soft skills in entrepreneurship.

In exploring networking and issues of perseverance for nascent entrepreneurs operating in new technology-based sectors, which the authors consider as an under searched area in entrepreneurial literature.

Start-up intention among university students is related to the image of entrepreneurship as a career alternative. University is critical in developing the levels of motivation and capabilities of graduates to effectively engage in entrepreneurial activity. The purpose of this paper is to propose an entrepreneurial intention model focussing on higher education and the implementation of the model as a practical digital application which can be used in universities to improve the entrepreneurial intention of students enrolled in different courses.

This paper first discusses the importance of entrepreneurial intention in graduate entrepreneurship. Then, it proposes an entrepreneurial intention model based on the four propositions identified from the literature. Finally, the model is implemented as a practical digital application focussing on self-skill awareness, entrepreneurial resources and entrepreneurial support network. A survey is conducted with students to evaluate the model and the application.

Entrepreneurial awareness found to have a positive effect of entrepreneurial intention. Besides the conceptual model, this study has developed a digital application to enhance entrepreneurial intention of students focussing on information technology discipline. The application is evaluated through an online survey and the results show that the application can significantly improve entrepreneurial intention.

The proposed entrepreneurial intention model and the digital application offer guidance to universities as to how online systems can be used to create an environment that fosters individual intentions to select entrepreneurship as a career option, even for students doing non-entrepreneurial courses.

The international community recognizes the role of entrepreneurship education in fostering economic growth and sustainable development. However, preparing the next generation of entrepreneurs is not an easy task, since today’s complexity requires the creation of skills and capabilities for which the traditional programs reveal their inadequacy. Some scholars remark how entrepreneurship education and entrepreneurial intention are not necessarily related and, in line with policy makers’ concerns, call for educational programs more routed in financial skills’ enhancement. The purpose of this paper is to explore the potential of system dynamics (SD) for entrepreneurial education, investigating the relationships between financial and entrepreneurial skills’ formation and business development.

The paper introduces the main elements of SD, describes literature streams of SD applications fitting the entrepreneurial education spheres and proposes an SD’ insight model based on selected literature and declined in terms of stock-and-flow and causal loop structures.

The study provides a causal model capturing the links between the processes of entrepreneurial skill formation and firms’ start-ups and closures. Such model introduces a double effect of financial literacy on entrepreneurial orientation and locates the contribution of simulated entrepreneurial decisions in formal and informal educational contexts.

The paper displays how SD can contribute to entrepreneurship and presents an original causal model highlighting the accumulation of financial and non-financial skills through education and experience, their impact on business development and the usefulness of SD methodology for skill achievement.

In Ghana, graduates often have limited entrepreneurial skills and rarely undertake entrepreneur initiatives as they are persistently in search of non-existing jobs in the formal sector. On this basis, this study was conducted to identify underlying strategies for improving entrepreneurial skill requirement of technical and vocational students in developing countries using Ghana as a case study.

The study approach was largely mixed, as the study aimed at testing existing theories on the entrepreneurial development of Technical and Vocational Education and Training (TVET) graduates and tutors using a quantitative approach. The findings of the study were further validated qualitatively by interviewing TVET experts and tutors. The analysis of the quantitative data gathered was done using relative importance index (RII) and factor analysis (FA). The thematic analysis was employed in analyzing the qualitative data gathered.

The study revealed that four key strategies needed in improving the entrepreneurial skills and entrepreneurial education among TVE students in Ghana: comprised learner/student centred education; problem-based learning (PBL); classrooms that encourage development of intellectual aptitudes and activity-based learning (ABL). However, the leading reasons for non-usage of the underlying strategies were the lack of capacity of the tutors in the adoption of the strategies, lack of availability of human resources at TVET and the poor perception of TVET tutors and students. Some challenges included faced in adopting the strategies encompassed inadequate training resources, tutors’ training not tailored to the emerging technological advancement, insufficient resources and infrastructure, lack of industrial collaboration and readiness of the job market to absolve graduate from TVET.

The results of the study showed the mode of instruction delivery of entrepreneurial education should be improved by adopting the key strategies identified in this study in comparison to the conventional mode of education. The findings of this study would stir the policy debate on entrepreneurial education in Ghana. Similarly, further studies could develop relevant hypothesis for testing the identified strategies and its impact on entrepreneurial skill development in Ghana.

Various studies on entrepreneurial education has been developed all over the world. This study focused on how the skills of TVE students can be improved. The study further identified reasons for non-usage of these strategies in improving the entrepreneurial skills and entrepreneurial education by TVET tutors and other challenges faced by tutors who adopted the underlying strategies. A study of this nature in Ghana is novel and cogent findings were elicited from this study that could form the basis for policymaking and curriculum development in developing countries.

Entrepreneurship is currently at the focus of much theoretical, practical and political interest. In Europe, agriculture has faced dramatic pressures for restructuring, and facilitation of the entrepreneurial skills of farmers and stronger entrepreneurial orientation in the rural areas have been hailed as possible solutions for the emerging problems. The aim of this paper is to use this nexus of agriculture and entrepreneurship as an illustrative example, through which the nature of entrepreneurial skills and the elements underpinning their adoption can be examined.

The task is carried out by reflecting theoretically on the concept of entrepreneurial skills and on their embedded nature, before demonstrating the usefulness of the concept as a tool in understanding the case of an enterprising Finnish farmer, active both in conventional farming and in diversified business.

The theoretical and case study analyses reveal that the concept of entrepreneurial skills is far from an unambiguous one, as well as is the aim to develop them through teaching. If proper care is taken to distinguish the concept from, and relate it to, the elements in which it is embedded, the notion is a useful tool for empirical investigation. By applying such a procedure, it is shown that the contexts of conventional farming and business diversification call for clearly different entrepreneurial skills, some of which are more amenable to teaching than others.

This paper shows how one can develop a fuller understanding of the skills that farmers need to become entrepreneurial by diversification.