PurposeInstitutional environment plays a crucial role in determining the nature of entrepreneurship that prevails in an economy. In this paper, the authors address how business, labour and credit regulations contribute differently to both the overall prevalence of opportunity-driven entrepreneurship (ODE) and its gender gap in high-income and emerging economies.Design/methodology/approachOn the basis of an unbalanced panel of 41 countries over the period 2005–2016, the authors estimate system generalised method of moment models. The authors also perform an ordinary least square analysis to address gender differences in ODE.FindingsThe authors find that higher credit market liberalisation is especially associated with more entrepreneurship by opportunity. Nevertheless, while credit market regulation stands out as a key element to promote opportunity-based entrepreneurship in both high-income and emerging countries, in the emerging world business regulation is also largely related to the prevalence of opportunity entrepreneurship. In terms of gender gap, business and labour market freedom seem to exert an equalising effect on the divide in entrepreneurship by opportunity, specifically in emerging economies.Originality/valueFindings allow the identification of regulatory policy reform priorities to enhance the prevalence of ODE depending on the level of a country's development. They also identify which specific areas of economic regulation would speed up closing the gender gap in opportunity entrepreneurship.
Economic parity continues to be one of the main challenges to achieving gender equality worldwide, even though disparities between countries in the economic gender gap are frequently neglected. In this paper, we use a fuzzy logic approach to measure the extent to which countries are narrowing this gap. Specifically, we evaluate the degree to which 110 countries evolved from 2006 to 2019 in each of the three dimensions of the World Economic Forum?s Economic Participation and Opportunity Index (remuneration, participation and advancement). We focus on which countries have been left behind and to what extent they have pulled away from the rest. The findings reveal that differences across countries in advancement gender gaps are more evident than in the other dimensions. Moreover, while there are signs of convergence in the closure of the gender gaps in remuneration, we do not find such evidence for the advancement and participation gender gaps.
This study examines the influence of students’ individual attitude and social interactions on participation in collaborative and gamified online learning activities, as well as the influence of participating in those activities on students’ online class- and test-related emotions. Based on a sample of 301 first year Economics and Law university students and using the Partial Least Squares-Structural Equation Modelling approach, all the relationships among first-order and second-order constructs included in the model are validated. The results support all the hypotheses studied, confirming the positive relationship that both students’ individual attitude and social interactions have on participation in collaborative and gamified online learning activities. The results also show that participating in those activities is positively related with class- and test-related emotions. The main contribution of the study is the validation of the effect of collaborative and gamified online learning on university students’ emotional well-being through the analysis of their attitude and social interactions. Moreover, this is the first time in the specialised learning literature that students’ attitude is considered as a second-order construct operationalised by three factors: the perceived usefulness that this digital resource brings to the students, the entertainment that this digital resource brings to the students, and the predisposition to use this digital resource among all those available in online training. Our findings aim to shed light for educators when preparing and designing computer mediated and online teaching programs that seek to generate positive emotions as a motivation for students.
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