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The purpose of this paper is to identify human capital factors that pertain both to setting up and successfully running a business. To achieve this objective, the authors apply and extend the theory of career choice offered by Lazear (2005) that explains individual selection into entrepreneurship.

The authors hypothesise that individuals with broader educational and professional backgrounds are more likely to start a business and are more likely to run a business in the long term. The authors tested the hypotheses using unique data from 800 current entrepreneurs, 800 employees who were previously entrepreneurs and 842 employees with no entrepreneurial experience, by means of a logit regression with robust standard errors and extensive robustness checks.

The authors empirically show that individuals with more diverse educational and professional backgrounds tend to have both greater chances of starting a company, as well as a higher probability of entrepreneurial success. Surprisingly, having managerial experience proved to exert a negative influence on the likelihood of starting a business while having an insignificant impact on the odds of entrepreneurial success.

The findings are informative for those planning or pursuing an entrepreneurial career, but they are also relevant for the purpose of entrepreneurship education.

The author's extend the body of research supporting Lazear's (2005) theory by showing that broad education and professional experience not only contribute to a higher propensity to start a company but they are also success factors in business per se.

This study aims to systematize the drivers of nascent entrepreneurship in tourism and to suggest avenues for future research. As a consequence of the pandemic, a reduction in early-stage entrepreneurial activity was reported worldwide. The countries that responded best to this situation were those that fostered entrepreneurship at this early stage, designated as nascent. Hence, research on nascent entrepreneurs requires particular attention.

To address this study’s goal, the authors have examined the development of nascent entrepreneur literature in the last two decades and discussed how the literature on tourism nascent entrepreneurship relates to the mainstream literature in terms of theoretical frameworks. The authors explored specificities of the tourism industry to propose new research avenues to explore the theme of new venture creation in the hospitality and tourism sector.

The authors divided the implication of tourism specificities into main themes: motivations, human and social capital and government and incubators. Several research questions for future research are proposed.

By focusing on nascent entrepreneurship, researchers and policymakers can obtain important insights from projects that have not been implemented, going beyond those that have been successfully undertaken, as aimed at in entrepreneurship research.

This research contributes to the nascent tourism entrepreneurship literature by providing theoretical and empirical research questions to advance existing knowledge in tourism nascent entrepreneurship.

More and more workers in Western economies are operating as freelancers in the so-called “gig economy”, moving from one project – or gig – to the next. A lively debate revolves around the question as to whether this new employment relationship is actually good for innovation in the 21 st century economy. Proponents argue that in this gig process valuable knowledge is created and transferred from one organization to the next via freelancers through their sequence of temporary gigs or projects. Antagonists reason that freelancers are only hired as one-trick ponies on a transactional basis, where knowledge is neither created nor shared. In this study, we focus on the characteristics of gigs. Which project characteristics lead to increased engagement of freelancers, and hence to knowledge-sharing behavior? Our study suggests that the gig economy can indeed lead to increased knowledge sharing by and engagement of freelance workers, provided that organizations and freelancers structure and shape gigs in such a way that they: (1) not only suit the task requirements at hand and (2) fit with the acquired skills of the freelancer, but that these gigs also (3) leave ample of room for the freelancer’s individual growth and development of new skills. This suggests that innovative organizations will need to shape gigs in such a way that freelancers are not only hired for their expertise, but rather that gigs also provide a learning opportunity for freelancers.

The aim of this study is to analyze the differences between non-standard forms of employment (FoE) (i.e. dependent self-employment/business-to-business/B2B contract and contract of mandate) in terms of investing in the development of future competencies by employees and employers. This study also examined additional factors which influence these investments.

To collect data, the computer-assisted telephone interview technique was used. 200 employees from different companies located in Poland participated in this study, wherein each of the above-mentioned FoEs (i.e. dependent self-employment and contract of mandate) was represented by 100 people. The Chi-Square test and multivariate logistic regression analysis were used in the statistical analyses.

In the case of only 2 out of 14 competencies, there were statistically significant differences between the two groups of respondents: the employers financed training courses for B2B employees more frequently than for mandate contract workers. Moreover, in only one case there was a statistically significant difference: the self-employed financed training courses themselves more often than mandate contract workers. This study revealed an important impact of other variables such as respondents’ age, education level, parental status and industry on the training activities undertaken by employers and employees.

Although the issue of developing future competencies is important, there is little research examining this problem in the context of people who work in non-standard FoE. Moreover, previous research primarily focused on identifying differences between people working under employment contracts and the self-employed. This article fills these research gaps as well as shows that more factors should be considered in the research models to get a deeper insight into the problem of non-standard FoEs.

This study aims to determine the contribution of financial skills to entrepreneurial intentions among women involved in university education.

Clustering and logistic regression analyses were used to infer the determinants and motivators of entrepreneurial intention in a sample of women students at a Spanish online university.

Financial and numerical skills could play a significant role in boosting entrepreneurial culture, overcoming reticence and increasing awareness of business opportunities, particularly when women are motivated to increase their autonomy and income. The study offers meaningful implications for policymakers.

Further research will be needed before these conclusions may be inferred to other settings and circumstances. Comparison with a similar sample of potential male entrepreneurs may also be necessary to deduce the influence of gender.

The introduction of certain financial content into the education system by governments and policymakers would produce remarkable results on entrepreneurship intention among women.

Relational capital and positive social influences also contribute to mitigating the effects of risk aversion, one of the main barriers for potential female entrepreneurs.

The role of financial literacy in entrepreneurial intention among women has scarcely been addressed in academic research. The literature also has paid little attention to the analysis of what motivates women into entrepreneurship, and whether women who decide to embark on a business venture show different profiles. The aim of this study is to contribute to closing these gaps, exploring the effect of cognitive skills, personality traits, contextual factors and motivations.