Purpose The purpose of this paper is to conceptualise social media usage (SMU) as a contributory, knowledge management (KM) tool towards entrepreneurial behaviour amongst small- and medium-sized enterprises (SMEs). Although an underdeveloped concept in entrepreneurship, the conceptual analysis of KM presents evidence which links SMU as complementary to changing KM conventions. Design/methodology/approach The pertinent KM and SMU literatures of the SME context were reviewed to form an understanding of this context. Employing a mixed-methods approach, a pragmatic, thematic investigation of SMU-enhanced KM was facilitated. Findings Substantial benefits of innovative SMU, as a management tool towards SME entrepreneurialism, were witnessed. SMU enhances the administration of real-time knowledge, encouraging creativity. However, longer-term costs of employing requisite personnel, and anticipated organisational restructuring, present challenges. The paper identifies the potentials of social media technologies in overcoming KM issues. The authors propose a reasoned process model towards entrepreneurial exploitation by acknowledging systematic phases of research, concept, institutionalise, develop, target and assess, referred to as the RCIDTA model. Practical implications The authors argue that KM, through social media, facilitates interactions to execute innovative processes within SMEs ever-changing infrastructures. It also informs nascent entrepreneurs, in considering the benefits of systematic KM, and novel SMU, opportunities. The RCIDTA model for SMEs can be utilised in improving knowledge ecosystems of entrepreneurial SMEs, promoting innovation towards sustained organisation growth. Originality/value This paper embraces the growing approach of SMEs applying SMU. SMU and its cost efficiency support the start-up activity. This paper highlights central issues concerning the exploitation of sector-specific KM, including organisational strategy, structure, brand formation, fiscal and personnel resource allocation and market share.

PurposeThis paper analyses the transition of university students from initial perceptions of enterprise to potentially heightened levels of proclivity towards creative behaviours and future entrepreneurial activity.Design/methodology/approachAdopting a positivist approach, an intention-based scorecard survey targeted to two cohorts totalling 75 undergraduate students leading to 150 responses at a Scottish university. These were circulated at start and end sessions of four relevant courses, to establish a measure for self-evaluation with respect to perception and proclivity.FindingsThe data gathered from the Entrepreneurial Scorecard emphasised differences in perception and proclivity between the two cohorts, namely creativity, risk-taking, leadership and business aspiration. This re-emphasised the three identified themes: awareness through trait identification; autonomy through developing enterprising skills; and achievement through practicing entrepreneurial activities. This formed the basis for our novel model in supporting the entrepreneurial development of students: The Perception to Proclivity Process Model.Research limitations/implicationsThis study focusses on a single case and further research within other institutions and domains is encouraged to contextually test the transferability of the two key outputs: the Entrepreneurial Scorecard and the Perception to Proclivity Process Model.Practical implicationsThe practical output of this research is a novel tool for evaluating entrepreneurial perceptions and proclivity through the scorecard. This study adds to the existing research base around entrepreneurial intention and action whilst providing a new model for a guiding framework for the entrepreneurial student and educator journey.Originality/valueThis paper's approach outlines many themes and inherent questions of concern to enterprise educators and university management towards the creation, maintenance, or development of an enterprise course or programme. This research introduces the concepts of entrepreneurial perception and entrepreneurial proclivity, explaining the important role they play in developing students. Additionally, the scorecard has potential for application in a longitudinal context as a means of establishing potential shifts in entrepreneurial perception and proclivity. However, the application is not limited to the scope of higher education, with clear potential to apply this tool and approach within other domains.

No abstract

No abstract

No abstract