Can retained knowledge from business schools make better enterprising communities? Evidence from transition economies

Kumrije Gagica and Sejdi Xhemaili

Journal of Enterprising Communities: People and Places in the Global Economy, 2023, vol. 18, issue 2, 288-302

Abstract: Purpose - The purpose of this paper was to explore how retained knowledge from degrees in business administration or management served entrepreneurs in building up successful enterprises in a high environmental turbulence and competitive condition in the region. Design/methodology/approach - The survey was conducted in the country of Northern Macedonia and Kosovo, targeting only owners of the enterprises in any of the business sectors. The sample consisted of 400 respondents. Data obtained was analyzed using descriptive statistics, reliability measures and Pearson correlation coefficient using SPSS. Findings - Main findings reveal strong positive relationship between knowledge gained at formal learning on promotion of organization’s positive image and an appreciation of the human resources contribution within organization; entrepreneurs who promote organization’s positive image are found to be effective negotiators, which develop sustainable and respectful relationships with business partners. Finally, strong positive correlation is found between the entrepreneurs who are able to control their emotions at any given situation, and avoid making a sudden decision, during a highly emotional moment. Originality/value - To the best of the authors’ knowledge, this research is among the first research that explores the power of degrees in business administration/management and career development as entrepreneurs and how these relationships influenced individuals’ learning and affect behavior at workplace in transition communities, such as Kosovo and North Macedonia.

Keywords: Degree; Entrepreneur; Enterprising communities; Learning; Ethics; Emotional intelligence (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:eme:jecpps:jec-11-2022-0181

DOI: 10.1108/JEC-11-2022-0181

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