Enterprise Growth Strategies Employed By Entrepreneurs In Kenya Today – The relationship between the Big Five model and the effectiveness and causal reasoning of entrepreneurs in new ventures. Estonian IT sector
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Enterprise Growth Strategies Employed By Entrepreneurs In Kenya Today
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Small And Midsize Enterprise (sme) Defined: Types Around The World
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Leo-Paul Dana 1, *, Mehdi Tajpour 2, Aydin Salamzadeh 3, *, Elahe Hosseini 4 and Mahnaz Zolfaghari 5
Africa’s Tourism: A Global Destination For Investment And Entrepreneurship
Received: Aug 1, 2021 / Revised: Sep 9, 2021 / Accepted: Sep 10, 2021 / Published: Sep 22, 2021
Technology-based enterprises play an important role in the country’s economic development. However, given the ability of society to run such enterprises in different eras, their scale is smaller than expected in many economies. Therefore, the creation of such enterprises is necessary for the development of each country, although its innovation system contributes to their creation. This article analyzes the impact of entrepreneurship education on the development of technology-based enterprises, including motivation as an intermediary variable, in the science-industrial city of Espahan. Despite many studies examining the correlation between entrepreneurial education and technology-based enterprise development, no study seems to have considered this correlation with motivation as a mediating variable. These applied studies follow a quantitative research design. The statistical population includes 500 enterprises in the science and industrial city of Isfahan, and the Cochran formula was used for sampling (n = 217). In addition, a questionnaire prepared by the researchers and PLS3 software were used to collect and analyze the data. The results showed that elements of entrepreneurship education (including entrepreneurial skills, entrepreneurial learning and entrepreneurial intention) positively influence the development of technology-based enterprises, considering motivation as a mediating variable. However, the impact of entrepreneurial intentions on technology-based ventures has not been confirmed. It shows that the entrepreneurial intention of motivated individuals can have a significant impact on the development of technology-based enterprises. Therefore, motivation is an important issue that managers and decision makers should consider when considering policies and initiatives related to entrepreneurship education.
In today’s busy life, changes in the environment of enterprises lead to changes in their attitudes (Tajpour et al. 2021a). Moreover, entrepreneurship is one of the important elements of economic development and has a significant impact on increasing employment opportunities, improving efficiency and increasing well-being in the scale of the economy and society (Hosseini et al. 2020a). In addition, the government should devote its resources to the development of entrepreneurship education and thus develop its potential to improve entrepreneurship (Karimi et al. 2010). A review of the entrepreneurship literature suggests that entrepreneurship education can improve entrepreneurial opportunities (Fayolle 2018; Tajpour et al. 2020a). Educational activities positively influence individuals and teams mainly through incentives and attitudes (Aguinis and Kraiger 2009). In addition, entrepreneurship education is very important in addressing youth and adult unemployment (Sondari 2014). Students may be willing to initiate new business models based on this approach (Jaafar and Abdul Aziz 2008). Therefore, one of the most important goals of entrepreneurship education is to facilitate the path and motivate the target group to be confident in starting a business (Karhunen et al. 2008). The important point is that universities play an important role in improving entrepreneurship as they can promote incentives and competition among their graduates and turn them into strong assets to enhance entrepreneurial activity (Askun and Yıldırım 2011). Entrepreneurial motivation results from agreeing with the positive intuition of entrepreneurs, prompting them to carry out the entrepreneurial process and create value by creating a new product or service (Murnieks et al. 2020). Recently emerging technology-based enterprises have resulted in a number of innovative products. Then, by removing barriers and expanding the corporation, business activities can develop.
Increased foreign investment, active supportive associations, and preparing the context for pioneering businesses have led to the emergence of technology-based enterprises in Iran (Salamzadeh and Kesim 2017). In light of the importance of entrepreneurship, various countries, including Iran, are seeking to establish and expand entrepreneurship institutes that will help them identify and train entrepreneurial individuals in various fields (Rezaei et al. 2017). Therefore, this study analyzes the impact of entrepreneurship education on technology-based enterprises, considering motivation as a mediating variable in the scientific and industrial city of Espahan. The main premise of this topic is that entrepreneurship education influences the development of technology-based enterprises and thus our propensity to start companies. The article fills the broadly understood research gap in entrepreneurship education, resulting from the development of technology-based enterprises, which is currently one of the most dynamically developing research areas. Unfortunately, relatively few researchers explore the link between entrepreneurship education and the development of technology-based enterprises. The article expands our understanding of entrepreneurship education in the development of technology-based enterprises. We hope that in this way we will present a new perspective on teaching entrepreneurship. Therefore, we set ourselves the goal of the article to empirically examine the impact of entrepreneurship education on the development of technology-based enterprises.
C Analysis Business Model In A Nutshell
The manuscript has the following structure. First, a literature review defines related hypotheses and extracts a conceptual framework from them. Secondly, data analysis is performed using the research method used. The article ends with some remarks and directions for further research.
By creating new opportunities, entrepreneurship plays a fundamental role in the economic and wage development of societies (Chitsaz et al. 2019). First of all, most countries are trying to raise the level of entrepreneurship education accordingly (Raposo and Pacho 2011). Entrepreneurship education is short-term training that covers the skills needed to start and build a business so that value is created soon after (Järvi 2012; Shinato et al. 2013; Tajpour et al. 2020b). In addition, entrepreneurship education aims to provide (potential) entrepreneurs with the necessary knowledge, skills and motivation, thereby increasing the chances of entrepreneurial success. Researchers present entrepreneurship education in an active approach, focusing on various criteria, such as educational standards, teaching methods, teacher competences, courses and laboratories, and finally educational resources (Valerio et al. 2014). Based on previous research, entrepreneurship education has a positive impact on individuals’ future entrepreneurial intentions, and as soon as the opportunity for self-employment arises, they choose their career path as an entrepreneur (Axelsson et al. 2015). The traditional approach to entrepreneurship ignores processes of uncertainty and ambiguity; therefore, there is a need to question entrepreneurial activity (Higgins et al. 2013). In addition, the use of new educational approaches can transfer entrepreneurial content to the thinking of individuals in different settings (Tajpour et al. 2018a). Fayola et al. (2021) highlighted the role of entrepreneurship education as a focal point in promoting entrepreneurial awareness and entrepreneurial behavior, which he argued are instrumental in shaping entrepreneurial intentions and increasing the potential of startups to plan growth strategies. Therefore, teaching entrepreneurship is not only a way to empower individuals to take risks, but also a way to foster a risk-taking culture and even political environments that reward or support risk-taking. Based on previous research, a number of experts and practitioners have reached a consensus on entrepreneurship learning methods, including group discussions, lectures, preparation of an entrepreneurial action plan, case studies, real entrepreneur mentoring, study visit methods and educational seminars. , stories of entrepreneurial experiences, and the role-playing method (Lonappan and Devaraj 2011). Despite massive research into entrepreneurship, there is no longer consensus on the basic elements of entrepreneurship; Therefore, many experts consider this area to be a neglected domain (Lee 2010). Entrepreneurship education is not about creating new tools or starting a new business, but about every attempt to remove obstacles that may affect the motivation of an entrepreneur (Otuya et al. 2013).
Therefore, one of the most important goals of entrepreneurship education is to create incentives for individuals to set up businesses (Karhunen et al. 2008; Tajpour et al. 2021b). Many researchers believe that self-motivation is a significant (if not the most important) factor leading to higher entrepreneurial intentions (Bigos and Michalik 2020). Intrinsic and extrinsic motivations are also influenced by the context in which individuals enter. Although it poorly explains the intention of the entrepreneur, social norms