• Asia-Pacific Journal of Business
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• v.14 no.1
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• pp.93-112
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• 2023

Purpose - Due to the outbreak and spread of COVID-19, companies have reduced their hiring needs in the short term, reducing employment opportunities for most university students and putting pressure on their employment since 2019. This study aims to improve university students' employment options and increase the possibility of entrepreneurship. Design/methodology/approach - In this study, a research survey is conducted on 4-year Chinese university students who have received entrepreneurship education courses, and statistical tests are conducted using SPSS 26.0 and PROCESS 3.3 model 1. The main focus of the study is on the effects of risk perception and five personality factors on entrepreneurial intentions of Chinese university students and the effect of entrepreneurship education on the moderation of entrepreneurial intentions. Findings - The results of the study show that the risk perception of Chinese university students have a significant effect on the will to start a business. Five personality factors have a significant effect on entrepreneurial intentions. Entrepreneurship education has a moderating role in the relationship between risk perception and entrepreneurial intention, and the entrepreneurship education support has a moderating role in the relationship between the influence of five personality factors and entrepreneurial intentions. Research implications or Originality - The results of the study reveal that Chinese university students' exposure to entrepreneurship education support positively influenced entrepreneurial intentions. Such results imply that university students gain information and knowledge related to entrepreneurship through the entrepreneurship education support, which leads to positive perceptions and motivation towards entrepreneurship.

• Management Science and Financial Engineering
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• v.16 no.2
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• pp.115-138
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• 2010

People acknowledge that mobile technology has improved their lives in terms of convenience, flexibility, connectedness, and new freedom of choice. However, as people increase usage of technology, they may become frustrated, challenged, annoyed, and irritated with it. This is the main characteristic of mobile technology paradoxes. Once technology gets into people's daily life, which it already has, people will look for a way to minimize the dependency on the technology, as well as finding a way to use the technology to improve the quality of their life. The focus of this study is to understand the mobile technology paradoxes and to develop coping strategies. As mobile technology is already a part of people's daily life, it is inevitable that people need to utilize technology as part of their lifestyles. This study developed a research model regarding the relationship between mobile technology perception and choice of coping strategies, including personal risk propensity as a mediating factor. Discussion on the importance of the technology paradoxes for developing mobile solution and services from the customers' perspectives followed after hypotheses testing.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.6
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• pp.105-114
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• 2022

The purpose of this study is to analyze the influence of the nation's institutional environment on start-up intention of employees and the mediating role of risk-taking propensity in the relationship between these variables. This study classified the institutional environment into institutional profile regulation, institutional profile norms, and institutional profile recognition. The research data were collected through questionnaires for office workers belonging to domestic companies, and 322 copies of questionnaire data were used for hypothesis verification, except for questionnaires that were omitted or unfaithful. The results of this study are as follows. First, institutional profile regulations and norms were positively related to start-up intention of office workers, while institutional profile cognition had no significant effect on the start-up intention. Second, institutional profile regulations and norms were positively related to risk taking, while institutional profile cognition had no significant effect on risk taking. Finally, risk taking was found to partially mediate the relationship between institutional profile regulation and start-up intention, and completely mediate the relationship between institutional profile norms and start-up intention. The theoretical implications of this study are as follows. First, this study makes a theoretical contribution in that it revealed that the country institutional profile regulation and norms are important prerequisites for start-up intention and risk taking. Next, unlike previous studies, this study makes a theoretical contribution by presenting a start-up intention model of office workers consisting of perception of the institutional environment and risk taking, which is the individual characteristic of entrepreneurs. The practical implications of this study are as follows. First, the government and local governments should strengthen regulations on institutional profiles so that start-ups can be activated. Second, the government and local governments should strengthen the norms for institutional profiles so that start-ups can be activated. Finally, the government, local governments, and educational institutions should devise measures to strengthen the risk taking of start-ups.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.6
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• pp.75-87
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• 2018

This study is to identify the structural relationships among undergraduates' individual characteristics(need for achievement, risk-taking propensity), startup education, startup-relevant knowledge and the entrepreneurial intentions. The mediating variables examined were startup education and startup-relevant knowledge. In results, the higher need for achievement the undergraduates get, as the individual characteristics of college students, the more active the entrepreneurial education is to receive. Students with a risk-taking propensity have a positive influence on their knowledge of entrepreneurship and expect to acquire any knowledge of entrepreneurship even if they are not actively receiving entrepreneurial education. However, risk-taking propensity showed that entrepreneurship education and need for achievement had no effect on entrepreneurial knowledge. On the other hand, entrepreneurship education itself shows that it can be a driving force to promote entrepreneurship. In addition, since entrepreneurship education positively affects the entrepreneurial will with the knowledge of entrepreneurship as a parameter, it is necessary for the students to increase entrepreneurial will by getting entrepreneurship education and improving the knowledge about entrepreneurship. In order to do this, the school should formalize regular business start-up education and acquire business startup-relevant knowledge. Therefore, although the individual characteristics of college students influence the will to start a business, it is necessary to find out the will and opportunity of the startup by implementing and acquiring the startup education and startup-relevant knowledge. In this study, some of the universities in the specific area have been studying on the startup education. However, the future study should be conducted on the schools that have startup education nationwide.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.217-225
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• 2016

This study examines whether personal traits and globalization capability would affect the entrepreneurial intention. Survey using questionnaires was conducted toward 257 male and female adults aged 21 above across the nation. The analysis of the data shows that the desire for self-fulfillment, risk-taking propensity and sense of self-efficiency as personal traits have positive influence on entrepreneurial intention. And the globalization capability as mediating variable has meaningful influence on entrepreneurial intention, that is, globalization capability under the control of respective personal trait makes positive influence on entrepreneurial intention. Current study would support the potential entrepreneur and the educator to create effective entrepreneurial education program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.5
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• pp.1428-1445
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• 2008

This study focuses on examination a) of impacts of entrepreneurs' psychological characteristics on business performance (need fur achievement and risk-taking propensity), b) of impacts of entrepreneur's competency characteristics(vision, opportunity recognition, social deftness, frequency of networking and reliability) on business performance, and c) of controlling impacts of business incubator on the relationship between entrepreneurs' characteristics (psychological characteristics and competency) and business performance. According to a study, among entrepreneurs' psychological characteristics, need for achievement has a significant impact on business performance, whereas risk-taking propensity is found to have no significant impact on business performance. In addition, among entrepreneurs' competency characteristics, vision, social deftness, and network reliability have no impact on business performance, whereas opportunity recognition and frequency of network have an impact on business performance. On the other hand, need for achievement has a negative impact on controlling business incubator services. Business incubator services have a significant impact on the relationship between vision, network reliability and business performance.

• Journal of Distribution Science
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• v.15 no.7
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• pp.61-71
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• 2017

Purpose - This study empirically analyzed the effect of the customer orientation in Insurance Salespersons on the perceived referral risk and referral intention. In the empirical study, we try to provide suggestions for reducing the perceived referral risk of customer oriented selling activities and improving the referral intentions according to customers' tendencies. Research design, data, and methodology - Data collection was conducted through the convenience sampling method for customers who had insurance coverage for about two months from March to May 2015. A total of 700 copies were distributed and 670 copies (95.7% recovery) were collected. Finally, 661 copies were used for final analysis. With the IBM PASW 22.0 statistical program. The interaction effect for the hypothesis test was generated by multiplying the average centralized independent variable and the control variable, and the average centralization variable was used to minimize the multi-collinearity problem of the interaction effect between the independent variable and the control variables. Results - Hypothesis 1 was adopted because the effect of customer-oriented selling activities on perceived referral risk were significantly negative. The effect of customer orientation on perceived referral risk is affected by innovative tendency, risk-taking tendency, and interpersonal tendency Interaction effect was observed. Therefore, Hypothesis 2-2, Hypothesis 2-3, Hypothesis 2-4 were adopted. The effect of customer-oriented selling activities on referral intention was significantly positive, and Hypothesis 3 was adopted. The effect of customer orientation was influenced by the interaction effect of innovative tendency. Therefore, only Hypothesis 4-2 was adopted. Finally, the effect of perceived referral risk on referral intention was significantly negative and hypothesis 5 was adopted. Conclusions - This study suggests that it is important for the salespeople to grasp the customers' propensity in consideration of the perceived referral risk and referral intention according to the moderating effect of customer orientation. In this study, we showed that customer-oriented selling activities positively influence referral intention by inducing perceived referral risk in customers with stronger risk-taking tendencies. It is thought that it will be an important basic data in designing a customer's selling strategy or conducting selling activities.

• Advances in nano research
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• v.13 no.2
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• pp.175-186
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• 2022

This study is a randomized pretest-posttest design that aims to investigate the effect of early entrepreneurship education on cognitive and non- early entrepreneurship education, non-cognitive skills, creativity, self-efficacy, Bizworld cognitive skills of male sixth-grade primary school students. A total of 45 students were selected by multi-stage random sampling method and were assigned randomly to experimental, active-control and control groups. The experimental group received entrepreneurship education based on the Bizworld entrepreneurship program. The results indicate that early entrepreneurship education had an effect on non-cognitive skills (such as risk taking propensity, creativity, self-efficacy, persistence and need for achievement. It seems that early entrepreneurship education is a proper strategy to develop children's non-cognitive skills in late years of primary school. These skills will affect children's individual, educational, social and occupational future and can have long term benefits for students, families and society.

• Advances in nano research
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• v.14 no.1
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• pp.93-101
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• 2023

This research aims to explore the influence of early entrepreneurial education on cognitive and non-cognitive abilities of male sixth-grade primary school pupils using a randomized pretest-posttest control group design. A total of 45 students were randomly allocated to experimental, active-control, and control groups using a multi-stage random selection procedure. The experimental group was taught entrepreneurship using the Bizworld entrepreneurship education package. The active control group did not get entrepreneurship education but was instructed on a non-entrepreneurship-related issue (hygiene). The Control group received no instruction. The findings revealed that early entrepreneurial education skills impacted noncognitive abilities (such as risk-taking propensity, creativity, self-efficacy, persistence, and need for achievement). Early entrepreneurship education seems to be an effective technique for developing children's non-cognitive abilities in the late years of primary school. As a result, entrepreneurship education may be taught in primary schools, emphasizing the development of non-cognitive abilities, which will affect children's individual, educational, social, and vocational futures and can have long-term advantages for students, families, and society.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.10 no.3
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• pp.61-74
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• 2015

This study attempts to empirically examine the influence of entrepreneurial education in university on entrepreneurial intentions of undergraduate and graduate students as potential entrepreneur and new moderating factors on the relationship between entrepreneurial education and entrepreneurial intentions. We suggested EO(innovativeness, risk-taking propensity, proactiveness and locus of control) and environmental factors(entrepreneurial family background and resource accessibility) as new moderating factors in the relationship. For this study, the following research questions are raised : First, is there a significant difference in entrepreneurial intentions of enrolled and unenrolled students in entrepreneurial education? Second, does entrepreneurial education affect entrepreneurial intentions positively? Finally, do EO and environmental factors have moderating effects in the relationship between entrepreneurial education and entrepreneurial intentions? In order to test our research model, the current study collected data from 265 undergraduate and graduate students who are majoring in natural sciences or engineering in Seoul National Univ., Hanyang Univ., and KAIST. To investigate our research questions and hypotheses, independent-sample T-test and hierarchical regression analysis were employed. The results of empirical analysis revealed that entrepreneurial education positively related to entrepreneurial intentions and that the relationship between entrepreneurial education and entrepreneurial intentions moderated by EO and environmental factors. First, the result showed the significant difference in entrepreneurial intentions between enrolled and unenrolled students in entrepreneurial education. Entrepreneurial intentions of students who enrolled entrepreneurial education was higher than others. Second, entrepreneurial education affected the entrepreneurial intentions positively. Finally, the moderating effects of innovativeness, risk-taking propensity, proactiveness and entrepreneurial family background among investigated six moderators were significant. entrepreneurial education-entrepreneurial intentions relationship was even stronger under high innovativeness and high proactiveness. But risk-taking propensity and entrepreneurial family background decreased the effect of entrepreneurial education on entrepreneurial intentions.