Purpose: The purpose of this paper is to systematically review the literature on entrepreneurship education (EE) in the Asia Pacific spanning a ten-year publishing period. The results of previous EE research are summarily analyzed and the key themes are critically addressed. Design/methodology/approach: This paper presents a systematic literature review of EE articles published from 2007 to 2016 in peer-reviewed, English-speaking journals that are available on the Scopus database. Frequency, bibliometrical data, and research content of the literature review are analyzed. Findings: Research in this area is experiencing a steady growth, and a small percentage of scholars or countries in the Asia Pacific are found to make significant contributions to a body of knowledge on EE. The findings also show that the majority of studies lack theoretical legitimacy on the definition of EE and its underpinning theories; however, some articles consider an institutional or contextual perspective on EE, present individual-centered pedagogy in a traditional educational context, or indicate the intertwined connections between EE initiatives and economic growth. Thus, the findings manifest EE research in the Asia Pacific as relatively limited across research agenda, viewpoints, and levels. Research limitations/implications: Based on the discussion on key themes, a multi-faceted and multi-tier perspective and a longitudinal study are suggested to provide broader and deeper understanding of the complexities in EE provision and its role in the relationship with national entrepreneurship. Thus, the gap between Western/Asian research contexts and enabling a common evolving body of knowledge can be bridged. Practical implications: This study provides valuable insights that can aid educators and policymakers to establish and improve EE design and operations. This study would benefit EE systems in countries of the Asia Pacific region and should improve their practical outcomes. The relevance of integrating functional, personality, and behavioral views into EE development seems difficult but is suitable for EE advancements, thereby boosting the acceptance of entrepreneurship in society and subsequently impacting the economic development of a country. Originality/value: This study is the first literature review on EE research in the Asia Pacific; it provides a summary analysis of the current state of EE and future directions in theory and practice.

Purpose: This study aims to reach academic consensus on key factors and boundaries used in defining the concepts of “social entrepreneurship” (SEsh), “social entrepreneur” (SE), and “social enterprise” (SEV). This study also explores the complex relationships among social/business enterprises, definitional categories and factors, missions, and impacts on effectiveness of practices and organizing for venture success.Design/methodology/approach: Content analysis is conducted on articles published from 1998 to 2016 in peer-reviewed academic journals in the fields of management and organization. Furthermore, 80 articles are obtained and analyzed in terms of factors and frequently used terms for unified definitions and their intertwined linkages.Findings: The unifying factors for the definitions of SEsh, SE, and SEV include primary mission and processes and resources. Strong linkages are observed between SEsh and actors, SE and characteristics, and SEV and organizational form. Results indicate that definitional categories and factors share numerous joint terms that can be used to propose unified definitions. This study identifies the effective interactions of variables among social mission, capabilities to manage resources and processes, entrepreneurial characteristics of actors, and forms of ventures in a process that provides potential for organizational sustainability and impact maximization.Research limitations/implications: This paper contributes to research by identifying clear and agreed-upon factors and traits as boundaries to propose definitions that can advance the legitimacy of social entrepreneurship as an academic field worthy of future exploration.Practical implications: The findings emphasize social mission that achieves public benefits while preventing mission drift. Economic value and choice of organizational form can advance the fulfillment of objectives and governance practices. This study also presents the key influencing factors at various stages of an entrepreneurial process to determine how these concepts interact to increase the likelihood of organizational emergence and survival.Originality/value: This work is the first to systematically review management and organizational literature on the key factors and terms that constitute the distinct definitions of SEsh, SE, and SEV and help clarify their complex relations in an entrepreneurial process.

Information security awareness (ISA) has become a vital issue, as security breaches often attributed to humans lead to losses for individuals and organizations. Information security (IS) education may be an effective strategy to improve students’ ISA; however, studies associated with the relationships between teaching effects and information security learning are few. This study adopted gamification practice and examined its effect on students’ ISA knowledge enhancement, attitude and intention of security compliance, and willingness for continuous IS education. This study also examined the gender difference in a gamified learning system. One hundred ten undergraduates participated in a quasi-experimental study. The results indicated that students within a gamified class performed better than students within a lecture-based instructional group. We found significant gamification effects on the three security focus areas of password management, Internet use, and information handling. Gamification did not significantly impact the attitude and intention of participants’ security compliance and students’ willingness for continuous IS learning. Gender difference in the effect of gamification on ISA knowledge enhancement was not observed as well. The research provides theoretical and practical contributions by incorporating gamification into IS learning and suggests gamification as an effective means to enhance students’ knowledge acquisition in an engaging, timely, economical, and repeated manner.

This study investigated students’ flow states and attitudinal beliefs in a social media-mediated e-commerce entrepreneurship education (EE) context that mediates the entrepreneurial intention-behavior relationship by a structural equation model using the theory of planned behavior (TPB) and the flow theory. This study collected questionnaire data from students to examine the conceptual model. Such learning environments enhanced students’ perceived behavioral control, increased their flow experience, improved attitudes toward social media-assisted entrepreneurial learning, and facilitated the intentions, which led to learning behavior performance achievement in a digital economy. Notably, the flow and attitudes constructs mediated the linkage between students’ perceived entrepreneurial feasibility and the intention-behavior relationship in the social media-assisting EE context. This study contributed to theory by emphasizing the importance of digital entrepreneurial learning in facilitating prospective entrepreneurs’ TPB cognitions, by identifying the mediation effects of learners’ flow and attitudes on the intention-behavior relationship, and by adding the flow concept into the TPB to understand the mechanism through which EE influences students’ exploratory behavior. The findings highlighted EE practices in computer-mediated environments that facilitate students’ active and meaningful learning for flow experience and attitude enhancement, which likely increases their entrepreneurial intentions and behavior in a digital business environment.

This study investigated the differences in programming novices’ intrinsic motivation and performance within a Scratch-based programming learning environment using a pretest–posttest intervention design. Specifically, this study aimed to examine what and how achievement emotions were aroused to impact learners’ academic success during Scratch implementation processes by employing regression analyses. One hundred and seventy-two undergraduates (Mage = 20.44, SDage = 1.09, 55.8% female) were voluntarily recruited to participate in a Scratch-based instruction workshop during a 6-week period. The workshop was structured with regard to preparation, Scratch-based programming learning and projects, and assessment activities and questionnaire implemented both before the instructional period and after the workshop. The results suggested that the Scratch-based intervention significantly increased students’ overall motivation and examination performance. Concerning achievement emotions, the outcome emotion of hopelessness first negatively predicted students’ motivation and performance. Anxiety then replaced hopelessness as a negative predictor, while enjoyment was the strongest predictor of motives and performance. Taking eight emotions together, the arousal of activity and outcome emotions within visual programming environments facilitated students’ emotion dynamics that impacted motivation and performance. The discussion and contributions concerning the mechanism behind the effectiveness of visualization and the emotion-performance relationship are presented herein.

Purpose: This study proposes the use of cumulative prospect theory (CPT) to predict over- and under-estimation of risks and the counteractive adjustment in a cold chain context. In particular, the purpose of this paper is to address the importance of the socio-demographic characteristics of an individual in influencing risk attitude and the analysis of measurable risk probability. Design/methodology/approach: This study uses CPT as the basis to develop a decision analysis model in which the two functions of value editing and probability weighting are nonlinear to adequately determine the flexible risk attitudes of individuals, as well as their prospects with numerous outcomes and different probabilities. An experiment was conducted to obtain empirical predictions, and an efficient Markov Chain Monte Carlo algorithm was applied to overcome the nonlinearity and dimensionality in the process of parameter estimation. Findings: The respondents overweigh the minor cold chain risks with small probabilities and behave in a risk-averse manner, while underweighting major events with larger ones, thereby leading to risk-seeking behavior. Judgment distortion regarding probability was observed under risk decision with a low probability and a high impact. Moreover, the findings indicate that factors, such as gender, job familiarity and confidentiality significantly influence the risk attitudes and subjective probability weighting of the respondents. Research limitations/implications: The findings fit the framework of CPT and extend this theory to deal with human risk attitudes and subjective bias in cold chains. In particular, this study enhances the literature by providing an analysis of cold chain risk from both the human decision-making and managerial perspectives. Moreover, this research determined the importance of the socio-demographic characteristics of an individual to explain the variability in risk attitudes and responses. Practical implications: Managers must consider the issues of flexible risk attitude and subjective judgment when making choices for risk mitigation strategies. Given the focus on counteractive adjustment for over- and under-estimated risk, firms could evaluate cold chain risk more accurately, and thereby enhance their resilience to risky events while reducing the variability of their performance. Originality/value: The current study is the first to materialize the phenomena of over- and under-estimation of cold chain risks, as well as to emphasize the different characteristics for loss aversion and judgment distortion at the individual level.