Many factors contribute to business and entrepreneurial success. Raw material, labor, capital, and entrepreneurship are common inputs into most business organizations (enterprises). Entrepreneurship is the one factor of production that is needed in all successful business organizations. In Southeast Kentucky, there has been much attention given to small business development and the need for more entrepreneurship. However, little research has been done on the “self-directedness” and “emotional intelligence” that are needed for entrepreneurial success. This study investigated the possible association between self-directed learning and emotional intelligence with entrepreneurial success in a Southeast Kentucky group consisting of independent small business owners. This study also examined the relationships of age, gender, annual salaries, years of college education, and years of business experience with entrepreneurial success. The Learning Preference Assessment (LPA), the online BarOn EQ-i survey, and a short demographic survey were used in this study. Of the 250 entrepreneurs randomly selected, 104 responded by completing and returning the Self-Directed Learning Readiness Survey instrument (SDLRS) and the demographic questionnaire. Due to technical difficulties, the results from the online BarOn EQ-i survey were not available. The mean SDLRS score for all 104 entrepreneurs was 239.63. The minimum SDLRS score was 206, and the maximum SDLRS score was 284. Correlational analysis revealed a moderate-size, positive correlation of SDLRS with years of experience. More experience tended to go with higher test scores. Also, a moderate- to large-size positive correlation of SDLRS scores with sex (gender) was discovered. Males tended to score higher than females on the SDLRS. There was no correlation whatsoever of SDLRS scores with age. There was a large positive correlation of educational level with SDLRS scores. Individuals with higher education were associated with higher scores. Lastly, there was a very large correlation between SDLRS scores and income. All variables, except age and experience, were significant when compared to self-directedness.

Social entrepreneurs utilize the traits of commercial entrepreneurs; organizational abilities, opportunity identification, combining resources in novel ways, willingness to accept and manage risk and explosive growth or returns, to create enterprises that return high social value. As educators, we see opportunities where entrepreneurial skills can be applied to education, not-for-profit organizations, government offices and programs and philanthropic concerns and create service learning opportunities for students beyond the boundaries of the university. Many of us involved in higher education are frustrated with students who do not attend class, turn in assignments late or exhibit a lack of effort in classes where they pay tuition and receive a grade. It is a challenge, therefore, to gain the involvement of students in social entrepreneurship efforts where the reward (grade, pay or recognition) is not immediate or minimal and the trade-off (time management for their schedule) may be more fun or financially rewarding. This paper discusses the evolution for the process of enlisting student involvement in two distinct social entrepreneurship programs at our university. The first program involves linking university skill sets in the arts, digital media, technology and project management to the planning, implementation and evaluation of a regional arts and music festival held in the city where our university operates. Students involved in this social entrepreneurial venture work with community volunteers, city government officials and local business owners for a period of nine to ten months. In the first two years of sponsoring this program the strategy has evolved from enlisting the help of a student technology club (Edge Club, Digital Media) to working with a small volunteer student team (3 to 4 students). In each case, the organization or student team that worked on the project received no academic credit for the work involved beyond enhancement of their resume. Initial enthusiasm was high but tended to decline as the time horizon for finishing the project extended beyond the current semester and other activities or demands competed for the students’ participation. The second program also utilizes a student organization (Students In Free Enterprise, SIFE) to work on social entrepreneurship projects. In SIFE we have found that the students prefer projects that entail an afternoon of preparation for a short presentation, or service within a 3-4 day period. In that this group is involved in a “competition” with SIFE teams from other institutions at the end of the year, it is important that they seek projects that will differentiate themselves. The short-term projects that they prefer do little to accomplish this differentiation. The projects that truly differentiate are those that require a high degree of preparation for an event that culminates at the end of the semester, or even the following year. To that end, all students of this select team are required to create a long-term project that they will spearhead throughout the year. This leads to an escalation of commitment due to their “ownership” of that project. They are also required to assist another team member on their long-term project. Their efforts on these projects tend to be greater in that they realize that the other members will be assisting them on their project and they want to receive a conscientious effort from their teammates. This synergistic performance enhances both the number and quality of the projects. Using this method, we typically create 5 to 6 viable projects each year. Most teams that we compete with tend to have one major project per year. Using this system our university team has completed an average of 10 projects per year for presentation, of which 2 to 3 have been major projects.

Teaching students entrepreneurial skills and the utility of cross-disciplinary teams is difficult if only classroom exercises are employed. In this program, university students worked together with commercial artists and business-persons residing in our declining downtown region to assist in the organization, planning and management of an established regional arts festival and to launch a new feature of the festival based on digital animation. Through experiential learning, students gained an appreciation for “real-life” budgets, deadlines, responsibilities and an appreciation of working on cross-disciplinary teams while the community observed first-hand the benefits of students trained in digital media, entrepreneurship and project management.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management, specialising in Entrepreneurship and New Venture Creation Johannesburg, 2016 / The main thrust of this study was to investigate and explain the influence of human, social and financial capital on the internationalisation of SMMEs in South Africa in the context of women entrepreneurs. A cross-sectional quantitative study was employed on a sample of 135 women-owned SMMEs, by way of an online survey. This tested the association between social, human and financial capital, and the degree of internationalisation of women-owned SMMEs. This study revealed that women entrepreneurs in South Africa do not view international social ties and business networks, and financial capital availability as significant barriers to determining the degree of internationalisation. On the other hand, the study showed that women within this context believe that international education, knowledge and experience all play key roles in inducing the degree of internationalisation. The study suggests that the results may have deviated from widely accepted theories, due to emerging markets being different from developed economies, in which the majority of empirical studies have thus far been conducted. The findings strengthened the emerging, but sparsely researched second approach to the resource-based theory, which suggest that SMMEs internationalise to gain access to entrepreneurial capitals. The study further revealed that women entrepreneurs that had internationalised did so, through industries in which women are typically under-represented. Although not pervasive in literature, women entrepreneurs within South Africa were motivated to internationalise mainly due to external growth prospects and not by poor domestic demand. / MT2016