This research presents an integrative model about the use of those services that have been specifically designed to support entrepreneurial initiative. By contrast with conventional perspectives from the entrepreneurship field, mainly drawn from a resource-based view, we propose a two-fold approach to explain the utilization of services that are oriented to new business creation: by considering the role of resources within the start-up's reach (internal and external); by incorporating a behavioral and decision-making approach. On the basis of the suggested decision-making framework, a multi-stage decision model is developed and tested by means of a representative sample of entrepreneurs linked to a local development agency. The results show that the adoption and use of support services for new business creation is a complex and reflexive process, triggered by the entrepreneur's internal forces. The entrepreneur searches for information throughout the process and, with assistance from internal teams and external networks, evaluates the choices of businesssupport services. Our findings offer relevant implications and recommendations for business incubators and institutions.
Wikipedia is an open educational resource whose frequency of use and importance in higher education are growing. However, empirical evidence about Wikipedia’s contribution to students’ academic performance is scant and many higher education actors express concern regarding its value. By applying a combined theoretical and empirical approach, we examine the impact of Wikipedia as a primary learning resource on both students’ academic performance and the perceived value of Wikipedia. Based on an experimental research design conducted with 2,330 university students, we show that the primary use of Wikipedia in combination with conventional learning resources has a positive effect on students’ academic performance, and that this effect is moderated by course discipline. Furthermore, the students’ perceived value of Wikipedia is positive and, generally, not influenced by individual academic performance.
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