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MICROECONOMICS (23 journals)

Showing 1 - 23 of 23 Journals sorted alphabetically
American Economic Journal : Microeconomics     Full-text available via subscription   (Followers: 83)
Contabilidad y Negocios     Open Access   (Followers: 2)
Entrepreneurship and Innovation Management Journal     Open Access   (Followers: 25)
Entrepreneurship Education     Hybrid Journal  
Entrepreneurship Research Journal     Hybrid Journal   (Followers: 16)
Family Business Review     Hybrid Journal   (Followers: 20)
Handbook of Population and Family Economics     Full-text available via subscription   (Followers: 5)
International Journal of Entrepreneurship     Full-text available via subscription   (Followers: 16)
International Journal of Entrepreneurship and Small Business     Hybrid Journal   (Followers: 32)
International Journal of Globalisation and Small Business     Hybrid Journal   (Followers: 14)
Journal of Entrepreneurship Education     Full-text available via subscription   (Followers: 6)
Journal of Family and Economic Issues     Hybrid Journal   (Followers: 4)
Journal of Family Business Strategy     Hybrid Journal   (Followers: 6)
Journal of Innovation and Entrepreneurship     Open Access   (Followers: 7)
Journal of Management Analytics     Hybrid Journal   (Followers: 1)
KCA Journal of Business Management     Open Access  
Local Economy     Hybrid Journal   (Followers: 9)
Professions and Professionalism     Open Access   (Followers: 9)
Review of Economic Studies     Hybrid Journal   (Followers: 202)
Small Business Economics     Hybrid Journal   (Followers: 12)
Small Enterprise Research     Hybrid Journal   (Followers: 3)
Small Group Research     Hybrid Journal   (Followers: 7)
Universal Journal of Industrial and Business Management     Open Access   (Followers: 2)
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Entrepreneurship Education
Number of Followers: 0  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2520-8144 - ISSN (Online) 2520-8152
Published by Springer-Verlag Homepage  [2626 journals]
  • Impact of social learning on entrepreneurial behavior: case of
           entrepreneurship education at state sector universities in Sri Lanka
    • Abstract: The purpose of this study is to explore the impact of social learning in entrepreneurship education conducted by the universities on the development of entrepreneurial behaviors of the course participants. Primary data are collected from 185 students of extension courses on entrepreneurship offered by three Sri Lankan universities namely, University of Colombo, University of Sri Jayewardenepura and University of Moratuwa. According to the factor analysis result, social learning process comprised four factors, namely attention, retention, motoric reproduction and motivation. The results show that social learning exists in entrepreneurship education and it positively impacts the development of entrepreneurial behaviors namely planning activities, establishing legitimacy and market behavior. Specially, motoric reproduction was found to be significant predictor of all three entrepreneurial behaviors. Further, entrepreneurs shall engage in social learning in entrepreneurship education to develop their entrepreneurial learning. The research provides important insights to the higher education sector in framing the delivery of its entrepreneurship courses to ensure effectiveness in entrepreneurship education. Nevertheless, this study affirms the existing arguments on the association between social learning and entrepreneurship development through a quantitative analysis.
      PubDate: 2019-09-24
  • A qualitative analysis of the ‘experiential learning’ of business
           school students and graduates through their participation in The
           University of Manchester’s annual business start-up competition
    • Abstract: Business model tools are viewed with importance by entrepreneurs and also by the academic community that offer entrepreneurship education. Business schools teach business model tools with great importance, so that the students can understand their usefulness and also apply these to their ideas. Students pursuing courses on entrepreneurship and related business programs are taught about these tools by presenting to them case studies where these tools are applied, etc. However, it is of question as to how much importance do the students give to these tools when they are being taught in their courses, and also, whether they get a chance to experience the usage of these business model tools. Business start-up competitions play an important role in giving students an opportunity to apply the business model tools to their own ideas, explore their (business model tools’) usefulness and also gain an experiential understanding of using these. It is important to analyse as to whether these business school students are able to learn through the experience of using these tools for their business ideas in the competition. In this paper, it is examined, as to whether business start-up competitions provide experience to the business school students of using the business model tools and whether through these competitions, students of the University of Manchester feel more confident of knowing how to use these tools for entrepreneurship. The particular business idea competition that is a focus of this paper is the Venture Further competition of 2017.
      PubDate: 2019-08-23
  • Management education in India: the challenges of changing scenario
    • Abstract: In India, management education has made significant growth since its inception in 1950s, and by the mid 1960s, India became one of the leaders in the field of management education; at present, India has the second largest number of business schools in the world. However, the mushrooming of B-Schools in India led by globalization has resulted in an intense competition among the B-Schools themselves giving rise to many contemporary issues and challenges in the changing time affecting the quality of management education in the country. The present study is a review paper in nature and aims to study the growth of B-Schools in India and the resultant competitive landscape. The analysis found that although the number of B-Schools has increased significantly in India, the quality aspect did not receive due attention. The B-Schools in India have been facing a number of key issues and challenges which have been addressed in this paper. Moreover, the distribution of B-Schools across states and zones in India has been found to be very much uneven and highly correlated with industrialization.
      PubDate: 2019-08-01
  • The ASKO dialectical framework for entrepreneurial courses construction:
           theoretical foundation
    • Abstract: Entrepreneurship education undergoes a growing phase with numerous courses and programs provided worldwide. Entrepreneurship is also extensively studied in order to attain its own theory. Evidently, disperse outcomes from diverse entrepreneurial courses, either formal or informal, are observed. The article adopts dialectics aiming to conceptually assemble factors, promoted as crucial for viable business venturing, into a holistic and theoretically consistent two-dimensional representation. The emergent framework can be quantified and utilized for entrepreneurial courses construction or pre/post-course measurements. Shifts in trainees’ perceptions, indicative for the outcome of a course, can be consistently mapped. The ASKO framework (i.e., ability, support, knowledge, and opportunity) addressed in the present article is a first attempt to obtain a coherent base for further development of educational tools for the construction and assessment of entrepreneurial courses. It also provides a typology of four complementary conceptualizations for business venturing along with a new set of entrepreneurial beliefs regarding factors of success.
      PubDate: 2019-08-01
  • Preservice teacher learning experiences of entrepreneurial thinking in a
           STEM investigation
    • Abstract: Connections between innovation policy and science, technology, engineering, and mathematics (STEM) education practices are poorly defined across a variety of national and international contexts. This disconnect is particularly evident in countries such as Australia that are not traditionally associated with an entrepreneurial culture. This study explores connections between entrepreneurial thinking and STEM education in the context of a preservice teaching course where learning is experienced through an integrated STEM investigation project. An entrepreneurial problem-validation technique is applied by preservice teachers as the starting point for their investigation, and it is the performance and experience of learning through that technique, which is the focus of this paper. My research question is: How do preservice teachers perform and experience entrepreneurial validated learning as part of a STEM investigation' To address this question, the study is informed by a phenomenological orientation drawing upon preservice teachers’ investigation reports and reflective journals. Data were analyzed using a phenomenological form of inductive analysis to develop key themes that describe learning experiences when generating and validating ideas and problems for a STEM investigation. Findings from this study point to the emotional experiences of learning through entrepreneurial thinking, how these experiences challenge learner values, and the need to explore further the connections between entrepreneurial thinking and STEM education in naturalistic contexts.
      PubDate: 2019-08-01
  • Feasibility analysis of entrepreneurship from the perspective of financial
           management: a study on Chinese university students
    • Abstract: The theory and practice of feasibility study of industrial projects originates from the development of the Tennessee River basin in the USA in the 1930s. It is a scientific analysis method that conducts investigation and study of new industrial project’s technology advantage, economical rational as well as the implementation feasibility in order to achieve maximum returns of the investment. The traditional Chinese medicine project has the characteristics of large investment, long cycle and high cost of capital. Due to the irreversibility of construction investment, once the project is implemented, most investments will become sunk cost. This paper takes the project “eaves outside bamboo and Chinese medicine in garden” as an example, focusing on the feasibility analysis of entrepreneurship projects in the business plan from the perspective of financial management. The project is a 5-year traditional Chinese medicine electronic commerce project, focusing on providing healthcare services and disseminating Chinese medical culture. The economic evaluation of investment projects is mainly based on dynamic indexes, while static indexes only play a supporting role. The net present value indexes coincide with the goal of pursuit maximizing enterprise value. The internal rate of return is the rate of return that an investment is expected to achieve. Investors are more willing to adopt the net present value as the evaluation index of decision making. Study found feasibility analysis can improve the scientific and democratic decision making of investment projects on the one hand, and reduce the waste and loss caused by decision-making errors on the other hand. For independent project, the final conclusions were consistent through NPV, IRR, payback period and the investment effect coefficient.
      PubDate: 2019-08-01
  • Entrepreneurial entrepreneurship youth education: initiating grounded
    • Abstract: We seek to fill a gap in the understanding of pre-entrepreneurial education. We use a field study to flesh out initial prescriptions on how to build successful high school entrepreneurship education programs. We draw from the applicable studies and related theoretical frameworks to highlight drivers of success. We conclude that the kind of heterogeneity in embodied in the ‘pre-entrepreneur’ high school students needs to be addressed better in our educational systems and our other societal support systems, that our educational systems need to recognize that people not only ‘think differently’ as entrepreneurs but also at different points in their lives, and that points to a need for innovation in business schools, especially in entrepreneurship education, to leverage what potential that the new high school models build. Thus, we propose that programs that leverage identifiable and meaningful heterogeneity in their students, expectations, and communities will experience greater success across many measures of value creation.
      PubDate: 2019-08-01
  • Ranking university innovation: a critical history
    • Abstract: Noting that university rankings are not new, this article reviews the effects of more than a century of higher education ranking schemes. It notes that a pursuit of high rankings has led not to “innovation” but rather to “imitation” and institutional conformity. It uses three US education thinkers—Thorstein Veblen, John Dewey, and Joseph Jastrow—to show how rankings drove American universities to pursue international publicity and profit rather than local service to the public good. Significantly, the result of a competition for external rankings was a loss of internal academic creativity and autonomy. The article concludes with two proposals, or thought experiments, concerning alternative rankings strategies.
      PubDate: 2018-11-01
  • Richard Weber: Evaluating entrepreneurship education
    • Abstract: Entrepreneurial failure can be costly for both individual and society. Many countries believe that entrepreneurial skills, attitudes, and behaviors included in entrepreneurship courses can motivate students to start their own businesses. Researchers have emphasized the importance of entrepreneurship education; however, there is a lack of research on the effects of entrepreneurship education on individuals and society as a whole. Evaluating entrepreneurship education, a pioneering thesis by Richard Weber, focuses on evaluating the effects of entrepreneurship education through empirical analysis. Based on the dataset collected from questionnaires of two universities and the theories of social psychology, economics, and sociology, the author presents three approaches to evaluate the size and nature of the effects of entrepreneurship education and suggests an approach to improve its design to achieve the set goals.
      PubDate: 2018-11-01
  • Differences in entrepreneurial intentions of Chinese college students:
           evidence from an Oaxaca–Blinder decomposition
    • Abstract: China has been characterized by sharp regional differences in quality of higher education. Using the data from a field survey on the entrepreneurial intentions of Chinese college students, this work adopts the Oaxaca–Blinder decomposition method to assess the extent and the determinants of the disparity of entrepreneurial intentions of college students from rural and urban areas. The analysis shows that both endowment and coefficient effects contribute to the rural–urban gap in entrepreneurial intentions of college students. This suggests that, though the different entrepreneurial intentions are mainly the result of the different personal qualities, more profound works are required to encourage the entrepreneurial intentions of college students from rural and urban areas.
      PubDate: 2018-11-01
  • The entrepreneurship skills that biotechnology graduates need: findings
           from entrepreneurial employees in a developing economy
    • Abstract: Biotechnology is a focus for many developing countries, but educators are grappling with the problem of how to prepare graduates for entrepreneurial biotechnology employment in these environments. This study addresses this problem by examining entrepreneurship and entrepreneurship skills from the perspective of employees in the Malaysian biotechnology industry. Twelve biotechnology and science graduates who work for biotechnology-related industry and academic employers in Malaysia were interviewed. We asked how they define entrepreneurship and what entrepreneurship skills best support their work and their identification of entrepreneurial opportunities. The employees had a multi-faceted understanding of how they work entrepreneurially within their organizations, and they identified multiple skills and attributes that contribute to their entrepreneurial activity. This pilot study provides new information about the entrepreneurship skills that biotechnology employees see as valuable for their work in the service of their employing organizations. As a result, educators will be better able to design entrepreneurship training programs in science and biotechnology that are relevant to graduate employment needs. Although Malaysia, a developing economy, is used as a context for the study, this work has broader implications. We anticipate these findings will be useful for educators and policymakers worldwide who have an interest in designing and delivering biotechnology entrepreneurial learning programs that help students prepare for employment.
      PubDate: 2018-11-01
  • The ASKO dialectical framework for inter-comparisons between
           entrepreneurial courses: empirical results from applications
    • Abstract: Entrepreneurship education and its evaluation appear complex due to the large spectrum of parameters and methods that affect its implementation and objectives. Hence, disperse outcomes from diverse entrepreneurial courses are expected. Inter-comparisons between courses’ outcomes are yet unclear lacking a commonly accepted framework for the representation of the results. The present article aims to provide empirical data from the application of a new dialectical framework for entrepreneurial factors affected from entrepreneurial instruction. This framework provides a two-dimensional pattern for Ability, Support, Knowledge and Opportunity (the ASKO framework) as a base for comparing entrepreneurial conceptualizations for different courses or pre–post-course outcomes. Results from different entrepreneurial courses, either in situ or online, are illustrated and discussed for distinct instructional methods. Additionally and for the primary ‘average’ conceptualization of potential trainees, a broader sample of alumni of a Greek university was contacted and compared with a random group of graduated or non-graduated adult learners and a group of undergraduates. ASKO results indicate that the majority conceives business knowledge, innovation adoption and the initial capital of the new firm as the most crucial factors for its success. Personal abilities appear underestimated toward success. Possible transformation of dominant conceptualizations revealed through the ASKO framework depends on efficient instruction for higher-level learning.
      PubDate: 2018-11-01
  • Entrepreneuring for transition: A participatory action research on
           community-engaged curriculum design in higher education
    • Abstract: The paper is grounded in higher education in a local context in Taiwan. The purpose is to explore pioneering efforts against poverty and social exclusion and to create a context and opportunity for authentic participation among educational institutions and communities in the co-creation of meaning, knowledge, and action during community transitions. Based on participatory action research, the researcher initiated an entrepreneurial spirit through teaching and learning in the context of community-engaged curriculum design. The paper provides an analysis of how university and local actors reach the common objective of local development, after which they initiate processes of personal transition as well as community transition. Participatory planning processes create a space for transformative social learning that leads to the evolution of academic research into partnership research, the transformation of oneself and others, and a shift in relationship dynamics leading to solutions for societal challenges and convivial and inclusive social action.
      PubDate: 2018-11-01
  • Evaluating the learning environment of a cross-institutional postgraduate
           programme in entrepreneurship
    • Abstract: This article evaluates the learning environment of a joint distance learning postgraduate programme in entrepreneurship between the University of Peloponnese and the Technological Educational Institute of Peloponnese in Greece. Following the Illeris’ theory for learning, factors from the content, incentives and environment learning dimensions are evaluated by the 87 alumni of the programme. The analysis indicates which components in each dimension prevailed and how the three dimensions are compared in the formulation of the educational setting. It appeared that significant drivers for participation and engagement with the programme emanated from modern social trends. The novelty of the method pertains to the adoption of elaborated learning theories in the assessment of entrepreneurship education. The pilot results of the present case offer the basis to enrich and implement the Illerian dimensions of learning in future entrepreneurship programmes.
      PubDate: 2018-11-01
  • A critical analysis of the development of the US research university and
           emergence of the neoliberal entrepreneurial model
    • Abstract: This article examines the present-day US research university by exploring what is described as “neoliberal entrepreneurialism,” a phrase meant to capture the shift to a model of university innovation heavily tied to marketization and commercialization. The article also examines key historical periods that helped give rise to the contemporary neoliberal form. A particular focus is the commodification of research and research-related outcomes. Although the article highlights some of the benefits of the neoliberal model, the primary intent is critical in nature and thus focuses on negative aspects of the model. Related to the article’s argument is an important reality worth consideration: In addition to neoliberalism other competing influences (discussed in terms of “regimes of power”) continue to shape the contemporary US research university. In concluding, the article points to the need for other sources of influence, beyond neoliberalism, to shape emerging forms of entrepreneurial education.
      PubDate: 2018-11-01
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