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This study aims to introduce and prove the existence of negative rivalry in use, which should be an integral part of goods taxonomy, from the perspective of knowledge sharing and further present the critical role of knowledge sharing in the digital economy era by reviewing the literature, theoretical analysis and real-world cases. It also aims to open a new door for re-recognizing knowledge sharing through an interdisciplinary framework.

This study proves the existence of negative rivalry through both theoretical analysis (4-E model) and real-world cases, especially the cases of Tesla and ChatGPT, and puts up new reasons for knowledge sharing in the era of digital economy through interdisciplinary methods.

The authors find out that there are many new phenomena beyond the spectrum of current goods taxonomy, especially beyond the priori understanding of rivalry in use. Digital platforms such as ChatGPT should have been “used up” in no time, for they have attracted so massive users according to (positive) rivalry in use, or should have been unchanged at most according to non-rivalry in use. But what we see is their rapid upgrading with the help of billions of users. The reason is that negative rivalry in use has completely been neglected. The authors find out that the process of knowledge sharing unveils the unrecognized attribute of rivalry in use, i.e. negative rivalry in use, which serves as the fundamental driving force of the breathtaking growth of all kinds of digital platforms.

This study originally put up a 4-E model of goods’ rivalry in use, the brand new term, i.e. negative rivalry in use, and proves its existence and working mechanism from the perspective of knowledge sharing. With the introduction of negative rivalry in use, the traditional four-type goods classification model is extended into a six-type model, which may be a sound marginal contribution, to the best of the authors’ knowledge. The study may reshape people’s mindsets on goods usage, especially knowledge management, into a more open-sharing model because it shows that there is very likely a positive-sum game instead of a zero- or negative-sum game for shared knowledge per se and its platform in the process of knowledge sharing in the era of digital economy.

For entrepreneurship education issue, the purpose of this paper is to apply a novel four-step method of comparative education research and assessment items for university-based entrepreneurship ecosystems (U-BEEs), with a specific focus on universities in Taiwan and Singapore. In this paper, entrepreneurship education development is explored, and important implications for the further improvement of entrepreneurship education are provided.

This study is based on the comparative education research method and proceeds in four steps (i.e. description, interpretation, juxtaposition, and comparison). The U-BEE items are applied to exemplify the similarities and differences of the process by which entrepreneurship education developed in two universities each in Singapore (National University of Singapore and Nanyang Technological University) and Taiwan (National Taiwan University and National Tsing Hua University).

From the country-based standpoint, the findings include considering broader factors (i.e. history, education) in such a comparison of the similarities and differences among four universities, reflecting the reality in the Asian region and introducing the method application of comparative education research for the first time in entrepreneurship education. From holistic and specific perspectives of U-BEE, the findings consist of presenting similarities and differences based on the comparisons of each item and showing the classified findings.

This study provides helpful insights based on the perspectives of academics and practitioners. First, the authors urge the necessity of the theoretical base of teaching and learning in education when universities plan for entrepreneurship education. Second, the authors stress the critical impact of the government on the execution of entrepreneurship education in the higher education context.