Science, Technology and Innovation through Entrepreneurship Education in the United Arab Emirates (UAE)

Abstract

The purpose of this study is to investigate the ways of achieving Science, Technology and Innovation (STI) in UAE. Previously, sustainability within an entrepreneurship context has been related to economic viability as opposed to sustainability in its broadest sense. Through a survey research method, we have highlighted the effects of three independent variables and two intervening variables on three important outcomes, innovation, need for achievement and motivation, which ultimately contributes towards STI. These data have been collected from the students of a well-known university in Al-Ain, UAE. The responses of 251 students have been utilized for analysis. For hypotheses testing, we used AMOS 18 (Structural Equation Modeling) and SPSS 20. The study revealed that all of the predictors have a strong effect on the outcome variables, which leads to STI in UAE. There is a strong need to revise the curriculum of higher education institutions of UAE to develop self-confidence, locus of control and risk taking propensity among students. The study provides novel insight into entrepreneurship education and serves as an initial benchmark in the field.

A Serial-Mediation Model to Link Entrepreneurship Education and Green Entrepreneurial Behavior: Application of Resource-Based View and Flow Theory

“…Universities being the hierarchal organizations have the access to the resources and have developed incubation centers for the support of its graduating students. These incubation centers provide students with the necessary resources to start and operate the business at the initial stages [ 46 ]. Further, universities help students to develop market-based competencies and resources to step into the market.…”

Exploring Factors Link to Teachers’ Competencies in Entrepreneurship Education

“…Hayat and Amer (2013) found that student perception can be explained using the innovativeness, proactiveness, and risk-taking attributes of a teacher in Finland and Pakistan. Hameed et al (2016) found a strong need to revise the curriculum of higher education institutions in the UAE to develop self-confidence, locus of control, and risk-taking propensity among students. Winkler (2014) found that EE is a dynamic field of inquiry that considers the triadic reciprocal relationship of the personal, behavioral, and environmental factors of entrepreneurial learning.…”

Entrepreneurs Experience and Firm Innovativeness: Multiple Mediation of Attitudinal and Behavioral Competencies

“…Education and exposure to the actual entrepreneurship experience were seen to supersede indoctrination (Hameed et al 2016). Grassroots innovations are commercialized or scaled-up only rarely as innovators experience lack of tangible and intangible resources (Centre for Social Innovation (ZSI) 2016).…”