Identifying success factors for female entrepreneurs using the AMO framework: Empirical evidence from Japan

This study applies deep insights from the ability, motivation, and opportunity (AMO) framework as an overarching theoretical perspective to identify critical success factors for female entrepreneurs. In doing so, it investigates how entrepreneurial persistence (i.e., motivation or “M”), together with prior venture experience (i.e., ability or “A”) and competitive intensity (i.e., opportunity or “O”) influence the success of women's entrepreneurial activities. Using data from 308 Japanese female entrepreneurs, we show a positive association between entrepreneurial persistence and female entrepreneurs' venture growth, which becomes stronger when prior venture experience and competitive intensity are considered. Most importantly, the three-way interaction between these factors maximizes the business performance of female entrepreneurs. Thus, venture growth is the highest in the presence of high levels of entrepreneurial persistence, prior venture experience, and competitive intensity. Our findings suggest that policy makers should improve the competitiveness of women-led ventures and create supportive business environments for female entrepreneurs.     

高校在线教育常态化发展:基本含义、逻辑和研究框架

新发展阶段高校在线教育常态化发展，即高校在线教育形成常态长效高质量发展的新形态、新格局、新生态的过程和结果，具有历史必然性和现实必要性。体系化的理论发展、战略思考和策略设计是高校在线教育常态化发展的基本命题。文章尝试构建了“1核4圈9维”的分析框架，以支持对这些命题所蕴含的重要问题进行研究：一是高校在线教育常态化发展的假设、逻辑、规律、范式等基本理论问题的研究；二是高校在线教育常态化发展的理念、定位、格局、国际交流合作等重要战略问题的研究；三是高校在线教育常态化发展的方式、机制、对策等路径问题或者应用性问题的研究。     

高校学生跨文化能力发展框架建构研究

基于跨文化能力的代表性理论模型，建构适合我国学情的高校学生跨文化能力发展框架。其中，三维立体模型从整体上呈现跨文化能力发展的动态过程，二维平面模型则进一步直观阐释其所涵盖的文化知识、语言能力、交际能力、跨文化意识、跨文化情感和学术素养六大核心要素。两大模型有机融合，从宏观和微观层面展现高校学生跨文化能力的建构及发展。