Improving the Entrepreneurial Competence of College Social Entrepreneurs: Digital Government Building, Entrepreneurship Education, and Entrepreneurial Cognition

Abstract

This study examines the pathway of entrepreneurship education (EE), digital government building (DGB), and gender differences on entrepreneurial competence of college social entrepreneurs and analyzes the role of entrepreneurial cognition (EC). A sample of 20,134 college students from higher education institutions in 31 provinces of China was used to test the hypothesis. This study found that EE and DGB have positive influence on entrepreneurial competence of social entrepreneurs; compared with men, female social entrepreneurs have a higher level of social entrepreneurship competence. Moreover, EC plays a mediating role among EE, DGB and entrepreneurial competence of social entrepreneurs; however, EC plays a masking role in the relationship between gender and entrepreneurial competence of social entrepreneurs. This study empirically analyzed the mechanisms that influence college social entrepreneurs and provides a new perspective on the role of EC in entrepreneurial competence. It is suggested to strengthen the building of a digital government and entrepreneurship education of college students’ social entrepreneurs in the future, and to pay attention to the important role of individual psychological cognition in individual social entrepreneurship ability.

Open Education on Social Entrepreneurship: A comparative study between Mexico and Bolivia to Scale up Complex Thinking

“…The results of Table 2 could mean that the interventions or experiences between the two test periods were effective in changing the perceptions or skills assessed in the categories of thinking mentioned, especially in Mexico. As curriculum development is adapted and modified to new forms of education [30,31,34], new forms of evaluation of relevant learning experiences may emerge that locate the development of competencies in a variety of situations in which learners combine their personal experiences, disciplinary field, and cultural background with educational content. These new forms of assessment require an understanding of the moments and forms of the learning process and how learners provide evidence of learning outcomes.…”

“…Today there is a growing need to understand the impact of curricular [30,31], extracurricular [32,33] or both [34] offers that seek to create a culture of social entrepreneurship. In this context, several studies seek to validate a social entrepreneurship training model based on key competences for the good performance of social entrepreneurs [35,36,37].…”

Impact Investing: Determinants of External Financing of Social Enterprises in Brazil

“…There is a relationship between social entrepreneurship and sustainability because social entrepreneurship is essential for sustainable development [3]. This relationship also exists because social entrepreneurship is a construct focused on sustainability and shaped by environmental dynamics [4], thus serving as a response of public and private value to social, economic, and environmental challenges discussed in the business and sustainability literature [5].…”

Conceptualizing the Role of Social Entrepreneurial Orientation in the Triple Bottom Line in the Social Enterprise Context: Developing Country Perspective

“…The most common dimensions to define EO in the extant literature are proactiveness, innovativeness, and risk taking [4]. The EO concept has been expanded into a variety of areas [5] and is a prominent and commonly utilized theoretical framework in management [6].…”