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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/112045

    Title: Relationships between Online Behaviors and Entrepreneurial Intentions Explained by Fuzzy Statistics
    Authors: Chang, Dian-Fu;Tzeng, Hsiao-chi Chang
    Keywords: Online behaviors, entrepreneurial intention, entrepreneurship, fuzzy statistics, fuzzy correlation
    Date: 2017-08-28
    Issue Date: 2017-11-10 02:10:59 (UTC+8)
    Publisher: ICIC International
    Abstract: The impact of web startups on economic innovation and job creation has increased as the functionalities of Internet expand. The new web businesses could be as one of the primary creators of economic growth and new jobs for the young generation. Knowledge the trend of new development, this study aims to realize the relationship between college students’ online behaviors and entrepreneurial intentions to enhance the related promoting programs. We selected six universities as our target group and invited 1,500 college students to participate this survey. In this study, the collected fuzzy interval data have been transformed by fuzzy statistics to interpret their fuzzy means, centers, radius, and correlation with the fuzzy format. The result reveals the relationships between online activities and entrepreneurial intentions have low to moderate positive fuzzy correlations. Males’ online behaviors are similar to that of females according to the fuzzy centroids. The gender differences have shown in the entrepreneurial intentions. The results of fuzzy correlations demonstrate that the students’ online behaviors and entrepreneurial intentions have positive relationships. Both online behaviors and entrepreneurial intentions might reinforce each other. This study suggests that the higher education institutions can engage more workable actions to enhance students’ entrepreneurship.
    Relation: ICIC Express Letters, Part B: Applications, Volume 8, Issue 9, September 2017
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Proceeding

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