• Journal of Information Technology Services
• /
• v.23 no.3
• /
• pp.91-101
• /
• 2024

Based on the analysis of 174 Young Startups Project Papers from university students majoring in entrepreneurship, this study aimed to identify the thoughts and characteristics of prospective entrepreneurs and derive their main agendas. Detailed information was collected on their preparation and ambitions for entrepreneurship, market research in their fields of interest, analysis of potential target users, requirements, and team management. We refined, categorized, and interpreted 84,818 words across 396 digital pages on LMS, and visualized using word clouds program. Additionally, interviews about peer learning were conducted by Zoom. The analysis revealed unique differences in students' perspectives on entrepreneurship based on their major, academic year, and gender. Also we could find that they actively utilize AI tech with a strong spirit of challenge in the startups. Interestingly, they emphasized horizontal communication and collaboration capabilities to improve productivity. This suggests the need to consider diversity in the design of entrepreneurship incubating content and programs for generation Z technically and academically.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.17 no.2
• /
• pp.153-165
• /
• 2022

The COVID-19 Pandemic incident forced all educational and learning activities to move online, so it is no longer an option to use information and communication technology for education and learning. Venture capital has made the largest investment ever in Edu-tech startups. This study investigates the factors influencing the intention to use digital technology in education, taking into account the Unified Theory of Acceptance and Use of Technology (UTAUT) along with digital literacy, which has become an essential ability in the digital age. As a result of the structural equation model analysis, we find that performance expectation, effort expectation, and social influence have a positive effect on the intention to use digital technology in education. Moreover, digital literacy has a positive effect on performance expectation, effort expectation, and social impact, but the direct effect on the intention to use digital technology on learning is not significant. Furthermore, to see the moderating effect of age, the results of multi-group analysis present that the differences between 10s and 60s, between 20s and 60s, between 30s and 60s on the path of social influence on the intention to use digital technology in education are significantly reduced. This study academically contributes to expanding the research on the factors affecting the intention to use digital technology in a specific situation of education by considering both digital literacy and Unified Theory of Acceptance and Use of Technology (UTAUT). In addition, it can be used as a practical guide to the factors to be considered for each age when making learning participants more actively use digital technology.