Successful Internet Entrepreneurs Don't Have To Be College Dropouts

Zhang, Sonya

doi:10.4018/ijicte.2014100105

Cited by 2 publications

(3 citation statements)

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“…Elements of technology, business and environment in appropriate proportions of knowledge and experience can create successful Internet startups (Zhang, 2014). Experience obtained through authentic situations, such as student clubs, workshops, incubators, internships and maker spaces is an important driver for students' entrepreneurial selfefficacy (Monllor and Soto-Simeone, 2020) and helps them develop the required mindset in terms of traits, skills and competencies, especially in the field of digital technology (Chang et al, 2018b;Le Dinh et al, 2018;Secundo et al, 2020b).…”

Section: Pedagogy and Learningmentioning

confidence: 99%

Digital entrepreneurship and entrepreneurship education: a review of the literature

Sitaridis,

Kitsios

2023

IJEBR

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PurposeContinuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.Design/methodology/approachA concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.FindingsThematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.Practical implicationsThe classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.Originality/valueAlthough digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.

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Section: Pedagogy and Learningmentioning

confidence: 99%

Digital entrepreneurship and entrepreneurship education: a review of the literature

Sitaridis,

Kitsios

2023

IJEBR

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“…In this case, however, it is rather about bad judgment. As statistics shows, 80 percent of new businesses will fail in its first 5 years (Zhang, 2014), the issue can have a positive explanation. In the Czech Republic, start-ups are developing more and more as a form of business support.…”

Section: -1617mentioning

confidence: 99%

“…As an example, we can list names like Richard Branson, founder of Virgin Group, Steve Jobs, co-founder of Apple Inc., or Mark Zuckerberg, founder of Facebook. Many young people are trying to go along the same path today, but often without the expected success which was achieved by their famous precursors (Zhang, 2014). An exaggerated willingness to give up a college degree for the sake of business success could be caused by several reasons.…”

Section: Introductionmentioning

confidence: 99%

Education towards Entrepreneurial Careers in a Czech College: An Empirical Study

et al. 2020

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The article presents the results of research into entrepreneurship education in economic and noneconomic study programmes of the College of Polytechnics Jihlava (n = 104). The College represents a regional public college of professional orientation in the Vysočina Region, where the business potential is relatively high. Significant differences in attitudes concerning entrepreneurship among students of economic and non-economic programmes have not been proven. As well the correlation between attitudes (interest in conducting business, having preconceptions to start a business and subjective evaluation of one's own ideas) and the students' knowledge of entrepreneurship was not significantly demonstrated. Despite these insignificant differences, there have been links in students' attitudes. Students of both programmes have a great interest in doing business even at the cost of having preconception to start a business. Above all, the high risk and uncertainty of business earnings are perceived very negatively. They also admit that they do not have enough knowledge and are thus afraid of starting a business, even though they have their own business ideas. Therefore, it is desirable to focus on new platforms for the development of entrepreneurship education and thus support the potential of students.

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Successful Internet Entrepreneurs Don't Have To Be College Dropouts

Cited by 2 publications

References 0 publications

Digital entrepreneurship and entrepreneurship education: a review of the literature

Digital entrepreneurship and entrepreneurship education: a review of the literature

Education towards Entrepreneurial Careers in a Czech College: An Empirical Study

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