Academic journal article Journal of Entrepreneurship Education

The Role of Information Systems for Entrepreneurship Education and Enterprise in Developing Countries

Academic journal article Journal of Entrepreneurship Education

The Role of Information Systems for Entrepreneurship Education and Enterprise in Developing Countries

Article excerpt


Innovations depend on the particular policy and actions of the country, as well as on the meso-macroeconomic context in which firms operate (Hartley & Rashman, 2018; DeLone & McLean, 2016; Markina et al., 2017). In developed countries, such as the USA, Germany, the Innovation System (IS) concept was developed to take into account the role of institutions and organizations that systematically interact and influence the speed and direction of technological changes in the economic system (Pietrobelli & Rabellotti, 2011; Lucas, 2008).

There are a number of reasons why it is difficult to implement IS in entrepreneurship education in developing countries. First, innovations in entrepreneurship education in developing countries differ from the innovations in developed countries in terms of the new knowledge and technologies (Nabi et al., 2017). For developed countries, the introduction and development of new technologies happen much faster and more often (Schmitz & Strambach, 2009). The analysis of information systems in industrialized countries is mainly focused on research and information innovation. In most non-developing countries the nature of technological efforts is quite different. It is mainly based on company activities that are not considered to be innovative (Binz & Truffer, 2017; Markina et al., 2017). In developing countries, most innovations are based on the activities which are not related to R&D activities that include the introduction of new technologies (Bell, 2007). Secondly, the main scientific and technical organizations analyzed in the context of developed countries, such as universities, Research and Development laboratories (R&D) and research institutes may be absent in some developing countries or may be inadequate. At the same time, the relations between them and local companies may be nonexistent or very weak (Ockwell et al., 2015; Walsh, 2016). Thirdly, there are significant knowledge and technology inflows from external sources of innovative and learning processes in non-developing countries (Pietrobelli & Rabellotti, 2011).

IS in an entrepreneurship education helps to organize learning process. Consequently, it is necessary to investigate the impact of e-learning on the quality of teaching and the level of graduates' knowledge to ensure the expected results (Churchill et al., 2013; Wan & Sadiq, 2012).

Introduction of IS will only benefit the student (Churchill et al., 2013). An important task of e-learning systems is to provide instructions that can give equal or better results than face-toface training systems. E-learning requires knowledge of the quality of systems, information quality and learning outcomes (Saba, 2012). However, e-learning has not still had a significant impact on the quality of teaching and pedagogical innovations (Wan & Sadiq, 2012).

Information systems also play an important role for the development of the enterprise and E-banking. Modern enterprises critically rely on timely and sustainable information delivery (Cai et al., 2006). To solve this problem, corporate information systems such as enterprise Resource Planning (ERP), Supply Chain Management (SCM), Customer Relationship Management (CRM), Manufacturing Execution System (MES) (Wang et al., 2010; Izza, 2009). The actual topic today is the introduction and use of Mobile Banking services (MB). This technology allows people to make banking transactions at any time and from any place (Zhou, 2013). When using MB, banks get an advantage by increasing efficiency and improving service quality, instant communication, convenience and interactivity (Akturan & Tezcan, 2012; Goh & Sun, 2014).

With the help of MB, users can access account balances, pay bills and transfer funds using mobile devices, rather than visit banks or use computer-based e-banking (Blaya et al., 2010). Banks in different countries offer their customers MB technology. But despite the widespread use of mobile devices such as smartphones and tablets, the adoption rate of MB is still low (Febraban, 2015; Zhou et al. …

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