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Entrepreneurial intentions among students: Towards a re-focused research agenda
Abstract
Purpose
This paper aims to address the need for a re‐focused research agenda in relation to graduate entrepreneurship. An important theme for some years has been the effort to monitor attitudes and intentions of students towards starting up their own businesses. It is timely, however, to raise some questions about both the impact of this research and likewise the general approach it has taken in understanding the phenomenon of graduate entrepreneurship.
Design/methodology/approach
The paper draws on a large data set (over 8,000 students) from one UK region. Specifically, it presents data from the 2007/2008 Entrepreneurial Intentions (EI) survey within the Yorkshire and Humberside region and reflects back over previous iterations of this research.
Findings
The paper identifies three key outcomes. First, it establishes that across all years of the survey a substantial minority of students consistently hold relatively strong start‐up intentions. Second, the paper highlights that, despite considerable efforts to increase the numbers moving to start‐up, little impact is discernible. Third, the paper suggests that, although the EI survey is useful as a stock‐taking exercise, it fails to address critical questions around the impact of higher education on entrepreneurship and the transition from entrepreneurial intent to the act of venture creation.
Originality/value
The paper provides an important positioning perspective on the relationship between higher education and graduate entrepreneurship. While highlighting the importance of the EI research, the paper establishes the need for a re‐focused research agenda; one that is conceptually robust and with a focus on the student journey from higher education to graduate entrepreneur.
... Theoretical integration of TPB with other models, such as Shapero and Sokol's Entrepreneurial Event Model (EEM), has enhanced the debate on entrepreneurial intentions, contributing to a holistic view of cognitive processes implicit in this phenomenon (Amofah and Solé, 2020;Esfandiar et al., 2019). Empirical research has confirmed entrepreneurial studies as predictors of the development of students pro-offering future behavior by increasing their attitudes and subjective norms (Buana et al., 2017;Esfandiar et al., 2019) stress that entrepreneurship education should aim to help participants develop the intention of becoming an entrepreneur, especially for university students with developmental signals during their career process, which also supports earlier results from Nabi et al. (2010) who claim that educational interventions can substantially enhance the students' intention to become an entrepreneur by promoting a fertile context for entrepreneurial thinking and behavior in general barred ordered (Nabi et al., 2010;Nabi and Liñán, 2011). Subjective norms, representing perceived social pressures to become involved in entrepreneurial activities, have also been identified as important determinants of EI (Şen et al., 2018;Heuer and Liñán, 2013), which has given TPB empirical support in diverse cultural contexts and confirmed its predictive accuracy at the entrepreneurial intention level. ...
... Theoretical integration of TPB with other models, such as Shapero and Sokol's Entrepreneurial Event Model (EEM), has enhanced the debate on entrepreneurial intentions, contributing to a holistic view of cognitive processes implicit in this phenomenon (Amofah and Solé, 2020;Esfandiar et al., 2019). Empirical research has confirmed entrepreneurial studies as predictors of the development of students pro-offering future behavior by increasing their attitudes and subjective norms (Buana et al., 2017;Esfandiar et al., 2019) stress that entrepreneurship education should aim to help participants develop the intention of becoming an entrepreneur, especially for university students with developmental signals during their career process, which also supports earlier results from Nabi et al. (2010) who claim that educational interventions can substantially enhance the students' intention to become an entrepreneur by promoting a fertile context for entrepreneurial thinking and behavior in general barred ordered (Nabi et al., 2010;Nabi and Liñán, 2011). Subjective norms, representing perceived social pressures to become involved in entrepreneurial activities, have also been identified as important determinants of EI (Şen et al., 2018;Heuer and Liñán, 2013), which has given TPB empirical support in diverse cultural contexts and confirmed its predictive accuracy at the entrepreneurial intention level. ...
This study examines the influence of business education on entrepreneurial intentions among university students in Bangladesh, identifying key determinants, challenges, and policy implications for fostering entrepreneurship. A structured questionnaire was used to collect data over 6 months, employing Structural Equation Modeling (SEM) and Partial Least Squares (PLS-SEM) for hypothesis testing and analysis. Findings reveal that entrepreneurial education significantly enhances students’ self-efficacy, attitudes, and perceived behavioral control, directly impacting their entrepreneurial intentions. However, financial barriers and limited family support hinder entrepreneurial pursuits. Business education acts as a mediator, amplifying the effects of attitudinal and perceived control factors on entrepreneurial intentions. Additionally, the study confirms the moderating role of perceived social norms in shaping entrepreneurial behavior. The results emphasize the need for curriculum enhancements incorporating experiential learning, industry collaborations, and mentorship programs to bridge the intention-action gap. This research contributes novel insights by integrating the Theory of Planned Behavior (TPB) with entrepreneurial education in a developing economy context. Unlike prior studies, it empirically establishes the mediating role of business education, offering a nuanced understanding of entrepreneurial mindset formation. Policy recommendations include revising business education curricula to incorporate experiential learning, financial literacy, and entrepreneurial mentorship programs. Government support through accessible funding schemes and regulatory incentives is also essential to fostering youth entrepreneurship.
... On the one hand, some studies suggest that business students tend to have higher entrepreneurial intentions than engineering students [13], [14]. [13] measured the entrepreneurial intention of undergraduate students in England using the Entrepreneurial Intention Survey [15], with a sample size of 8,456 participants comparing the entrepreneurial intention of students from six different academic disciplines. ...
... On the one hand, some studies suggest that business students tend to have higher entrepreneurial intentions than engineering students [13], [14]. [13] measured the entrepreneurial intention of undergraduate students in England using the Entrepreneurial Intention Survey [15], with a sample size of 8,456 participants comparing the entrepreneurial intention of students from six different academic disciplines. The study found that 50% of business students wanted to start their own business, while about 45% of engineering and technology students showed this intention. ...
This study investigates the entrepreneurial intention of engineering and non-engineering students to understand the potential entrepreneurial gaps among future engineers. The study specifically examines the underlying factors, especially looking at the entrepreneurial scales of mindset and attitudes. The study is a quantitative research conducted by a survey with 112 participants. The results reveal that engineering students exhibit lower levels of entrepreneurial intention compared to the non-engineering group, showing that there is a gap between groups. The two groups exhibit similar levels of entrepreneurial attitudes, while the engineering group shows lower levels of entrepreneurial mindset. The effect of mindset on intention is significant among engineering students and insignificant among non-engineering students, whereas attitudes do not demonstrate a substantial discrepancy. The study found no notable variation in the promotion of entrepreneurial perception among students. The results show that developing an entrepreneurial mindset among engineering students is vital for promoting their entrepreneurial intentions. To achieve this, the research shows that institutions should provide the necessary skills and a supportive environment. Implications for institutions consist of establishing programs that advance entrepreneurial thinking and hands-on experience, leading to a new cohort of successful engineers turned entrepreneurs.
... Work experience provides invaluable tacit knowledge and skills for entrepreneurship (Ucbasaran, Westhead, and Wright 2008), as it exposes individuals to business intricacies, laying a foundation for entrepreneurial endeavours. Nabi, Holden, and Walmsley (2010) further support this assertion, revealing that students engaged in entrepreneurial education are more likely to view entrepreneurship as a viable career option compared to those without similar training experiences. ...
... The supported hypothesis regarding the positive relationship between self-efficacy and entrepreneurial intentions reaffirms the findings of previous studies in entrepreneurship literature. Numerous scholars have emphasized the pivotal role of self-efficacy in driving entrepreneurial behavior and intentions (Fayolle, Gailly, and Lassas-Clerc 2006;Nabi, Holden, and Walmsley 2010). The present study extends these findings by providing empirical evidence of the significant influence of self-efficacy on individuals' propensity to pursue entrepreneurial ventures. ...
This study explores the determinants of entrepreneurial intentions among rural students in Oman's Dhofar region, focusing on self-efficacy, skills, and education as components of human capital. Using Bandura's social cognitive theory, a quantitative approach examines how psychological factors and experiential learning influence entrepreneurial intentions. Data from 467 randomly selected students were collected via self-reported surveys. Results show a significant positive relationship between self-efficacy and entrepreneurial intentions, with higher self-efficacy levels correlating with greater entrepreneurial inclination. Skills also positively impact entrepreneurial intentions, highlighting the importance of diverse skill sets. Additionally, self-efficacy moderates the relationship between skills and intentions, suggesting that high self-efficacy enhances the translation of skills into entrepreneurial ambitions. Unexpectedly, no significant correlation between education and entrepreneurial intentions was found. This study emphasizes the importance of psychological factors and experiential learning in shaping entrepreneurial intentions in unique socio-cultural and economic contexts. Insights can help policymakers and educators promote entrepreneurship and economic development in rural communities, fostering resilience and empowerment. This research enriches our understanding of entrepreneurship in diverse settings by examining the under-researched Dhofar region.
... Every individual aiming to become a successful entrepreneur must acquire skills through education. Possessing entrepreneurial knowledge and skills enhances the attitudes of individuals involved in sports, such as coaches, athletes, analysts, researchers, etc., towards entrepreneurship and increases their motivation to participate in entrepreneurial activities (Nabi et al., 2010). Skill-based knowledge can complement theoretical knowledge, and currently, university graduates constitute a significant portion of the unemployed population in the country, where skill-based education can provide an important foundation for job creation and economic prosperity in society. ...
... An entrepreneurial culture can facilitate organizational performance, as it provides the foundation for creating innovation. Additionally, culture can increase speed and diversity in the context of innovation and creativity in various organizational processes (Nabi et al., 2010). Creating the groundwork for commercializing research findings and delivering knowledge to the market and society not only provides significant economic values for individuals and research organizations but also leads to technical and economic growth and increased societal welfare. ...
Objective: In today's world, creating movement and dynamism in business is not solely achieved through capital and a skilled workforce. The entrepreneur is a new player who provides the necessary dynamism for economic activities in today's complex economy. The aim of this study was to identify the factors influencing the development of innovations and inventions in Iranian sports. Methods and Materials: The present research was conducted using a mixed-method approach. The first part was exploratory and conducted through exploratory factor analysis. The second part was qualitative, focusing on the opinions of experts. The sample in the quantitative section included 178 individuals, comprising sports management professors, ideators, inventors, entrepreneurs, and entrepreneurship and sports business instructors. They were selected through non-random snowball sampling and purposive non-random sampling. The qualitative section included 16 experts in the field of sports business and entrepreneurship. Data collection tools in the quantitative section included a valid and reliable 66-item researcher-made questionnaire, and in the qualitative section, in-depth individual interviews were conducted. Findings: The results indicated that six factors were identified by the sample members as influencing the development of sports innovations and inventions in Iran: managerial, intrinsic/infrastructural, procedural, economic, legal, and political. Together, these six factors explained approximately 74% of the variance in the development of sports innovations and inventions. Conclusion: Overall, it can be stated that attention to the factors influencing the development of inventions and innovations can pave the way for the development of sports in the country and create entrepreneurial opportunities in Iran's sports industry.
... Hence, RP being the most important personality trait of an entrepreneur, this study integrated RP into the research model to find the influence on EI. Various studies in the literature highlighted that the person possessing a high-risk propensity has higher intentions to become an entrepreneur Influence of culture (Maheshwari, 2021;Nabi et al., 2010;Taatila, 2010). Various studies have linked personality factors with entrepreneurial attitude (Lüthje and Franke, 2003;Hatten and Ruhland, 1995), and further, scholars have also reported the indirect influence of RP on EI mediated by attitudes (Farrukh et al., 2018;Fini et al., 2012). ...
... RP has also been found to indirectly influence EI through PA and PBC, with the greatest influence on EI through PA. The study results are consistent with various previous studies by Maheshwari (2021), Nabi et al. (2010), Taatila (2010), Farrukh et al. (2018). It is believed that an individual's risk-taking capacity could help in defining their attitude towards entrepreneurship and how they perceive their entrepreneurship abilities. ...
Purpose
Culture plays a significant role in shaping the decision of the youths to start the new venture, and Vietnam being one of the collectivist societies in Asia, it is critical to know whether culture plays any role in the formation of entrepreneurial intentions (EI) of the Vietnamese youth. However, there are limited studies in Vietnam that investigate the effect of culture on the EI of students. Hence, this study aims to integrate the direct influence of culture and personality factors in view of mediating role theory of planned behaviour components to measure the EI of students.
Design/methodology/approach
The data for this study were collected from 393 undergraduate/post-graduate university students using an online survey. The data were analysed using structural equation modelling to test the designed hypotheses of the study.
Findings
The study results showed that attitude (PA) towards entrepreneurship and perceived behavioural control (PBC) mediated the relationship between risk-propensity (RP) and EI, subjective norms (SN) and EI and also had a direct influence on EI. Risk-propensity was found to have a direct influence on students’ entrepreneurship intentions. Further, there was no direct influence of culture and SN on EI of students, but culture had a direct influence on SN, while SN indirectly influenced EI mediated by PA and PBC.
Originality/value
Only a few studies have been conducted to determine the role of culture affecting entrepreneurial intentions of the students in Vietnam, where strong emphasis is put on society and culture. The study demonstrates that culture plays a significant role indirectly, as the societal culture influences the close networks and family’s approval (SN) towards encouraging the youths to become entrepreneur and further this encouragement enhances the attitude and self-belief (PA and PBC) of an individual in their capabilities which affects their intentions (EI) to become an entrepreneur. Hence, this study adds this new important dimension of culture in existing academic literature in Vietnam’s context.
... Practically, the young generation seeds its career with a job or becoming an employee. The researchers are now able to visualise entrepreneurial intention more than a snapshot after conducting numerous surveys on graduate students (Nabi, Holden, & Walmsley, 2010). Kristiansen and Indarti (2004) found that an individual's educational qualification, past employment experience, as well as demographic characteristics like gender and age impact entrepreneurial intention of an individual. ...
... The findings also revealed that demographic characteristics such as study area influenced entrepreneurial intention as a perceived support and parent's occupation is an obstacle in a way of entrepreneurial intention. Contextual factors like perceived barriers and support are given a direct link to entrepreneurial intent rather than being channelled through the broad notion of 'attitude towards entrepreneurship' (Nabi, Holden, & Walmsley, 2010). Interestingly, the researcher AMC Indian Journal of Entrepreneurship • April -September 2020 41 found no significant impact of age, gender, residing area, level of education, past work experience, and even parent's education on entrepreneurial intention which is in confirmation with the findings (Jayalakshmi & Saranya, 2015;Kristiansen & Indarti, 2004). ...
... Personal traits are responsible for the individual attitude, while contextual variables are considered environmental factors that could support or undermine IntEnt. According to Nabi et al. (2010), Lüthje and Franke Model (LFM) provides a robust framework for assessing the antecedents of IntEnt. Previous research frequently used this model to investigate the personal and environmental determinants of IntEnt (Kristiansen and Indarti, 2004;Schwarz et al., 2009;Sesen, 2013;Al-Qadasi et al., 2021). ...
... The findings of this research have implications for IntEnt theories and entrepreneurship development policy. The first theoretical contribution affirms that theories such as TPB, EE, Davidsson's model, and LFM are helpful for understanding individuals' IntEnt (Nabi et al., 2010). The study model tests the interaction of a set of personal, environmental, and situational factors that influence IntEnt; this will inspire future studies to add more variables as antecedents to the IntEnt models (Davidsson, 1995). ...
... Personal traits are responsible for the individual attitude, while contextual variables are considered environmental factors that could support or undermine IntEnt. According to Nabi et al. (2010), Lüthje and Franke Model (LFM) provides a robust framework for assessing the antecedents of IntEnt. Previous research frequently used this model to investigate the personal and environmental determinants of IntEnt (Kristiansen and Indarti, 2004;Schwarz et al., 2009;Sesen, 2013;Al-Qadasi et al., 2021). ...
... The findings of this research have implications for IntEnt theories and entrepreneurship development policy. The first theoretical contribution affirms that theories such as TPB, EE, Davidsson's model, and LFM are helpful for understanding individuals' IntEnt (Nabi et al., 2010). The study model tests the interaction of a set of personal, environmental, and situational factors that influence IntEnt; this will inspire future studies to add more variables as antecedents to the IntEnt models (Davidsson, 1995). ...
While entrepreneurship is believed to play a crucial role in economic growth and job creation in various parts of the world, particularly in developed countries, the key factors enhancing entrepreneurship behavior and intention in developing countries still need to be discovered. Therefore, this study examines the influence of personality traits and environmental and situational factors on the development of entrepreneurial intention among young students in Yemen. Data were collected through a survey responded to by 487 final-year university students from two universities (public and private) in Yemen. The study’s hypotheses were tested using structural equation modeling (SEM). The study reveals that personality traits of the need for achievement (nAch) and locus of control (LoC) positively correlate with entrepreneurial selfefficacy (ESE) and entrepreneurial intention. Instrumental readiness positively correlates with ESE but not with entrepreneurial intent. The situational factors show a positive association with entrepreneurial intention but not ESE and a positive relationship between ESE and entrepreneurial intention. Furthermore, the study’s findings show that ESE partially mediates the relationship between the nAch, LoC, instrumental readiness, and entrepreneurial intention. However, ESE did not mediate the relationship between situational factors and entrepreneurial intention. The study suggests that situational factors can influence entrepreneurial intention among Yemeni students and provide several recommendations to academicians and policymakers.
... Personal traits are responsible for the individual attitude, while contextual variables are considered environmental factors that could support or undermine IntEnt. According to Nabi et al. (2010), Lüthje and Franke Model (LFM) provides a robust framework for assessing the antecedents of IntEnt. Previous research frequently used this model to investigate the personal and environmental determinants of IntEnt (Kristiansen and Indarti, 2004;Schwarz et al., 2009;Sesen, 2013;Al-Qadasi et al., 2021). ...
... The findings of this research have implications for IntEnt theories and entrepreneurship development policy. The first theoretical contribution affirms that theories such as TPB, EE, Davidsson's model, and LFM are helpful for understanding individuals' IntEnt (Nabi et al., 2010). The study model tests the interaction of a set of personal, environmental, and situational factors that influence IntEnt; this will inspire future studies to add more variables as antecedents to the IntEnt models (Davidsson, 1995). ...
While entrepreneurship is believed to play a crucial role in economic growth and job creation in various parts of the world, particularly in developed countries, the key factors enhancing entrepreneurship behavior and intention in developing countries still need to be discovered. Therefore, this study examines the influence of personality traits and environmental and situational factors on the development of entrepreneurial intention among young students in Yemen. Data were collected through a survey responded to by 487 final-year university students from two universities (public and private) in Yemen. The study’s hypotheses were tested using structural equation modeling (SEM). The study reveals that personality traits of the need for achievement (nAch) and locus of control (LoC) positively correlate with entrepreneurial self-efficacy (ESE) and entrepreneurial intention. Instrumental readiness positively correlates with ESE but not with entrepreneurial intent. The situational factors show a positive association with entrepreneurial intention but not ESE and a positive relationship between ESE and entrepreneurial intention. Furthermore, the study’s findings show that ESE partially mediates the relationship between the nAch, LoC, instrumental readiness, and entrepreneurial intention. However, ESE did not mediate the relationship between situational factors and entrepreneurial intention. The study suggests that situational factors can influence entrepreneurial intention among Yemeni students and provide several recommendations to academicians and policymakers.
... In 2017,Kolvereid & Isaksen (2017) found that industry involvement as an external source can enrich the learning experience. These findings are supported byLiñán & Alain (2015) who assert that strategic resource management is key to achieving learning goals.Montes et al. (2023) once again look at the influence of educational resources on entrepreneurial intentions asNabi et al. (2010) and Mwasalwiba(2010 ), came down to obtain findings that support the relationship. Adding to the educational experience relationship in 2021, Garmendia & De-Miguel clearly confirmed that an optimised educational experience can improve students' competitiveness. ...
Objective: This study aims to examine the influence of community-based entrepreneurship education and social institutions on the growth of Small and Medium Industries (SMEs), by taking entrepreneurial experience as a moderation variable. Theoretical Framework: The theory underlying this research is The Resource Based View (RBV) theory. Method: This study was conducted through a quantitative approach with non-probability sampling, involving 33 SME entrepreneurs. Questionnaires are used as a data collection tool. Data analysis was conducted with Structural Equation Modelling (SEM) to determine the correlation between variables and test the research hypothesis, using SmartPLS-3.0 software. Results and Discussion: The results showed that community-based entrepreneurship education and social institutions had a positive and significant influence on the growth of SMEs, while entrepreneurial experiences had no impact on community-based entrepreneurship education and SME growth. This shows that SMEs can achieve growth through community-based entrepreneurship education. This study aligns with Sustainable Development Goal 8 (Decent Work and Economic Growth) by highlighting how entrepreneurship education and institutional support can foster inclusive and sustainable growth of small and medium industries at the regional level. Research Implications: The findings of this study can focus on the development of skills and knowledge supported by the government and social institutions to encourage participation in community and local development. Additionally, awareness to build trust and effective communication from other business activities can increase innovation in the face of competition. Originality/Value: This study provides a new perspective by examining how community-based entrepreneurship education and social institutions influence SME growth, with entrepreneurial experience as a moderating factor. The research fills a gap in understanding how local educational efforts and institutional support drive business development. Its findings offer practical value for policymakers and community leaders in designing effective entrepreneurship programs.
... According to Tomasello (2023), intentions are auto-generated cognitive command system that guides individual's behavior. EI is defined as "a consciously acknowledged conviction by an individual that he/she intends to set up a new business venture and plan to do so in the future" (Nabi et al., 2010;Sahputri et al., 2023). EI reflects the likelihood of efforts that an individual will make to carry out entrepreneurial behavior (Ajzen, 1991). ...
Purpose
The sustainability of a student-initiated startup is function of intention–behavior gap and is inversely related. The overall performance of any university/program is evaluated through the number of startups initiated but majority of them are unable to survive when program gets over. Entrepreneurial intention (EI)–behavior gap is a deeply rooted cause behind such compromised entrepreneurial outcome of entrepreneurship education. The purpose of this study is to explore determinants of intention–behavior gap to address sustainability dimension of startups initiated by university students.
Design/methodology/approach
The study has adopted qualitative approach to explore determinants of EI–behavior gap; 12 students-initiated startups had been identified from a private university established in the region of Uttar Pradesh in India. One member from each group of student’s initiated startups had been contacted for in-person interview. Responses collected through structured interviews were analyzed afterward for the purpose.
Findings
The outcome of the study has identified five key determinants and develops a conceptual EI–behavior gap framework to address sustainability challenges of student-initiated startups.
Originality/value
The outcome of this study can be utilized by educational institutions to strengthen their entrepreneurial eco-system to ensure the sustainability of student-initiated startups. Identified determinants may reduce the possibility of startups failures in comparison to non-student entrepreneurs.
... The entrepreneurial intention of a university student is "an individual who is consciously aware and convinced that they have intentions to build a new enterprise and is planning to do so" (Nabi et al., 2010). This explanation implies that entrepreneurship stems from conscious organized behavior (Liñán, 2008), so it is very essential to know the course of action and its related motivations. ...
Self-employment is the phenomenon that can single-handedly transform the economic and industrial situation of any country, especially Pakistan. The study of entrepreneurial intentions of Pakistani university students has always been considered to be complex and layered. A revised and extended questionnaire based on the Entrepreneurship Intention Questionnaire was used to collect data from students belonging to all regions of Pakistan pursuing their BS in 31 different departments, schools, centers and institutes at QAU Islamabad, Pakistan. The main results of this empirical study suggested that both internal and external factors play significant roles in shaping entrepreneurial intentions with internal factors assuming larger importance. Respondents aim to start their own ventures after gaining some experience. Professional attraction towards entrepreneurship and perceived behavior control have been found to be significant in impacting their entrepreneurial intentions. Pure sciences students have shown stronger attraction towards entrepreneurial intentions than social sciences stream indicating that familiarity with technology could be a strong factor influencing entrepreneurship.
... The entrepreneurial intention of a university student is "an individual who is consciously aware and convinced that they have intentions to build a new enterprise and is planning to do so" (Nabi et al., 2010). This explanation implies that entrepreneurship stems from conscious organized behavior (Liñán, 2008), so it is very essential to know the course of action and its related motivations. ...
In addition to providing solutions to the issues of unemployment
and poverty, self-employment aids in striking a balance between
local and regional growth. Any country, but especially Pakistan,
can fundamentally shift its industrial and economic climate
thanks to the phenomena of self-employment. Before developing
effective measures to promote self-employment, it is crucial to
comprehend what motivates and determines the entrepreneurial
intentions of Pakistani university graduate students. Following a
thorough review of the literature, the proposed study aims to
achieve the objectives to investigate the influence, importance,
and robustness of TPB elements on the entrepreneurial intentions
(EI) of university graduate students in the context of Pakistan's
public sector universities (PSUs) and higher education institutions
(HEIs). Data from 668 students studying in BS programs in 31
various departments, schools, centers, and institutes at QAU
Islamabad, Pakistan, were gathered using a redesigned and
expanded questionnaire based on the Entrepreneurship Intention
Questionnaire (EIQ). The students came from all regions of
Pakistan. Entrepreneurial intentions are shaped by both internal
and external forces, with internal variables taking on a greater
weight. After obtaining some experience, the respondents want to
launch their own businesses. Male respondents are more inclined
to pursue entrepreneurship than female respondents, which
suggests a significant cultural influence. The study emphasizes the need for parents, society, and educational institutions to have
a role in inspiring and supporting graduates to consider
entrepreneurship as a viable career path.
... Meanwhile, educational institutions promote college students' entrepreneurship by organizing various forms of entrepreneurship education and competitions (Li & Wu, 2019). As the most reliable indicator of entrepreneurial action (Carsrud & Brännback, 2011;Krueger et al., 2000), entrepreneurial intention (EI) significantly influenced individual entrepreneurial decisionmaking (Nabi et al., 2010;Wu et al., 2022). However, the EI of Chinese college students is still very low, and few people truly participate in entrepreneurship after graduation, especially after coronavirus disease 2019 . ...
The study aims to identify the influence factors on Chinese higher vocational college students’ entrepreneurial intention after coronavirus disease 2019 (COVID-19). The research uses the partial least squares structural equation modeling (PLS-SEM) method to analyze the data. Findings show entrepreneurial mentors’ transformational leadership and education and training positively influence entrepreneurial intention, with entrepreneurial attitude mediating this relationship, while perceived creativity and economic confidence moderate the entrepreneurial attitude and entrepreneurial intention. This study adds to the literature by highlighting the effect of transformational leadership and provides pioneering evidence on perceived creativity and economic confidence’s moderating effects after COVID-19.
... Entrepreneurship activities are on the rise globally, with governments encouraging businesses, start-ups, and new ventures (GEM), 2022). Entrepreneurship is seen as a key source of competitiveness and economic growth in both developed and developing countries (Nabi & Holden, 2018). Its popularity is due to its ability to create wealth, stability, and improve living standards, leading to increased GDP (Mehtap, 2018). ...
Purpose: The study assesses the gender related factors and entrepreneurial intentions of undergraduate students of selected Federal Universities in Southwest, Nigeria. It specifically, examined barriers to male and female entrepreneurial activities in the selected Universities; assessed how entrepreneurship education has impacted entrepreneurial intentions of female and male undergraduates in the study area; and evaluated how entrepreneurial intentions of male and female undergraduates differ in the study area. Theoretical Framework: The study's foundation was Social Feminist Theory (SFT), which clarified the widely held stereotype that women are subservient to men. This stereotype is said to conflict with the innate desire for entrepreneurship, and female students' inclination to start their own businesses may be viewed as a hindrance. In this regard, the study has attempted to conduct a methodical assessment of several publications concerning the relationship between gender and the entrepreneurial intentions of students at particular Federal Universities in the Southwest region of Nigeria. Design/Methodology/Approach: To guide the investigation, three research questions were developed. Similarly, three objectives and three null hypotheses were generated for the study. The study adopted the use of a cross-sectional survey approach, and structured questionnaire administration was made use of, to gather data. A total of 1,820 questionnaires were distributed to the respondents and were all recovered for the study. The study made use of a well-structured and validated “Gender Related Factors and Entrepreneurial Intentions Questionnaire” as the instrument for data collection. The data analysis included both inferential and descriptive statistics, such as; Mann-Whitney U Test, Multiple Linear Regression and basic percentages, counts, mean, and standard deviation.. Findings: The study found that female students faced more barriers to entrepreneurial activities than male students. The distribution of barriers is not the same across the two categories of gender. Entrepreneurship education is positively related to entrepreneurial intention and explains a variation in the level of entrepreneurial intention of undergraduate students in the selected Federal universities. Female students showed less entrepreneurial intention than male students and suggests that the distribution of entrepreneurial intention is not the same across the two categories of gender. Originality/Value: The study, recommended among others that; Policymakers and stakeholders in entrepreneurship matters should give adequate consideration and preference to the female gender in terms of training and other forms of entrepreneurial education to foster better intention with them. Nevertheless, the male gender must not be ignored completely as this may result in a viscous cycle; University management, facilitators and lecturers should also improve on the techniques and methods used in teaching entrepreneurship in Nigerian universities to positively impact the entrepreneurial intention of university students; and Management should also use attractive methods and practical styles that will raise the curiosity of students to the field of entrepreneurship..
... Few studies have explored the influence of BICs and EEPs on graduates' career choices to become entrepreneurs [65][66][67]. The detailed impact of incubators and entrepreneurship education on graduates' occupational decisions has yet to be thoroughly investigated [12,59,[68][69][70]. However, aligning with previous empirical findings [64], we posit that students engaged in entrepreneurial endeavors within HEIs may perceive a higher likelihood of developing EIs. ...
Previous studies have explored the factors influencing entrepreneurial intentions (EIs), primarily focusing on personality traits and various psychological aspects. This study, however, investigates external factors, such as entrepreneurship education programs (EEPs), cognitive motivational factors associated with the Theory of Planned Behavior (TPB), and the impact of business incubation centers (BICs), as moderators of EIs. The research involved 458 respondents from diverse higher education institutions in Asia. Our findings indicate that EEPs and BICs at universities positively and significantly affect students’ EIs. Additionally, the cognitive factors linked to TPB demonstrate a positive and significant direct effect on EIs while also acting as mediators between EEPs and EIs. These findings underscore the importance of adopting a multilevel perspective in designing and implementing EEPs and BICs to better comprehend the determinants of EIs. Our study provides valuable insights for university administrators, policymakers, and entrepreneurship instructors in developing countries to improve the university entrepreneurial ecosystem by creating cohesive programs and supportive institutions. Moreover, the results can serve as encouragement for individuals embarking on an entrepreneurial journey.
... Subjective norms and behavior attitudes have a positive and important link with entrepreneurial intention, according to the findings of multiple regression analysis and Pearson's correlation (Shah & Soomro, 2017)The desire to start one's own business is another factor that supports this entrepreneurial mindset (H. According to (Nabi et al., 2010) Firstly, it is established that over all the years of the research, a significant minority of students consistently maintain relatively strong intentions towards starting up a business. Secondly, the study emphasizes that despite significant attempts to boost the number of individuals pursuing start-ups, minimal impact can be observed.The primary conclusions indicate that the association between entrepreneurship education and innovative start-up intention is influenced by entrepreneurial mindsets (Hanandeh et al., 2021). ...
The aim of this paper is to analyze the entrepreneurial aspirations of university students. Additionally, it investigates the moderating influence of entrepreneurial support systems on the relationship between entrepreneurial intentions. and factors that may affect students' inclination towards entrepreneurship. This research employed a literature-based methodology, gathering secondary data exclusively from the Emerald journal pertaining to university students. The results indicated that students' entrepreneurial intentions play a crucial role in fostering an entrepreneurial mindset among university students, leading them towards entrepreneurship. Furthermore, the inclination towards entrepreneurship is reinforced by the intention to pursue entrepreneurial endeavors, with a significant impact observed from educational support ,relational support, self-efficacy and desirability and feasibility. The study focused on exploring how university students transitioned into entrepreneurs and how fostering entrepreneurial intentions could benefit them on a global scale. KEYWORD- Entrepreneurship, Entrepreneurial intention, University Students.
... The Theory of Planned Behaviour (TPB), espoused by Ajzen (1991), postulates that human behaviour usually results from human intention. In this regard, researchers such as Krueger et al. (2000), Segal, Borgia and Schoenfeld (2005), and Nabi, Holden, and Walmsley, (2010), advocate that entrepreneurial intention is the most precise attribute to determine involvement in entrepreneurial activities when compared with demographic variables, situational factors, or personality traits. These authors argued that intention comes from the mind and thus is a precursor for the conscious effort to become an entrepreneur. ...
Technology has really impacted the way we live our lives, and businesses have never been an exception.
This study investigates the impact of digitisation on the performance of some Infant firms in Lagos state,
Digitisation was operationalized with the aid of popular social media platforms such as Facebook,
YouTube, Instagram and LinkedIn. The study makes use of a survey research design. The sample size of
this study is two hundred and ninety-one (291) registered SMEs operators who were social media
compliant as at the time this study was carried out. The study utilised a questionnaire as the instrument of
data collection. The data collected were analysed using a multiple regression analysis through the aid of
Statistical Package for Social Sciences (SPSS) version 25. The findings revealed that each of the
predictors captured in this study (Facebook, YouTube, Instagram and LinkedIn) are good predictors of
SMEs performance because each of them is statistically significant @5% level. Among the four
predictors, only LinkedIn is a negative predictor of SMEs performance. Each of the predictors is
presented with its coefficient and probability value of (β1= 0,254, p<0.05, β2= 0.270, p<0.05, β3= 0.306
p<0.05, β4= -0.288, p<0.05) respectively. It is recommended that SMEs operators should upgrade their
social media networks so as to accommodate new technological innovations and invest a reasonable
financial commitment for a reasonable return on investment.
... The Role of Psychological & Contextual Factors to Entrepreneurial Intentions of individual's persons social psychological cognitive function (Segal, et al., 2005;Liñán, et, al 2013).Scholars indicate that the field of entreprenuiral intentions is disjointed and lack of hypothetical clarity (Shook et al., 2003;Krueger, 2009;Shinnar et al 2012;Fayolle & Liñán, 2014;Schlaegel & Koenig, 2014) Particularly, theoretical and integrative models are required to test institutional and individual factors as well as educational interventions in different contexts (Fayolle & Gailly, 2009,Nabi et al., 2010Nabi & Liñán, 2011;Dohse & Walter, 2012;Rideout & Gray, 2013;Siu & Lo, 2013). The majority of the research investigative the association among individual psychological traits and entrepreneurial intention only focuses on the through effect between (Hills, 2005;Rauch & Frese, 2007) In exploring the factors of entreprenuiral intentions previous studies investigate individual factors, contextual factors and entreprenuiral educations in isolation from each other (Shook et al., 2003;Fayolle & Liñán, 2014). ...
The study aimed to investigate the psychological and contextual factors towards entrepreneurial intention of Chinese universities undergraduate and master students. The empirical quantitative research proposed a conceptual model on the basis of previous literature. The data were collected through survey base method of four universities form China and we received 244 complete questionnaires. The result proved that psychological factors, innovativeness and risk taking positively related with entrepreneurial intentions. One psychological variable locus of control showed insignificant association with entrepreneurial intentions of the students. Furthermore, contextual factor, educational support and structural support positively correlated with entrepreneurial intentions. The findings of this research show that students posses higher in relation of entrepreneurial intentions. This study will give imminent to future strategy makers and planners to consider about this young generation to use their capability and potential. They can plan a policy which gives them a platform to maximize their creative and innovative ideas.
... In their study, using a sample of engineering students, L€ uthje and Franke (2003) combined personality traits and contextual variables (perceived barriers and support factors) to model students' EI. According to Nabi et al. (2010), L€ uthje and Franke Model (LFM) could considered as a robust framework within which scholars can investigate the antecedents of EI. Subsequently, previous studies frequently used LFM to examine the environmental and personal determinants of EI (Al-Qadasi et al., 2023;Sesen, 2013). ...
The present study aims to examine effective measures to enhance the effects of entrepreneurship education (EE) on university students’ entrepreneurial intention (EI) through entrepreneurial self-efficacy (ESE) and grit. The survey used a convenient sample of 758 tourism and hotel management students in China. SPSS macro program PROCESS (Model 4) was used to test the mediating effect, and PROCESS (Model 7) was further used to verify the moderated mediation model. The results indicated that: (1) there was statistically significant and positive relationship among EE, ESE, grit, and EI among tourism and hotel management students; (2) EE significantly and positively predicted EI; (3) ESE played a partial mediating role in the link between EE and EI; (4) grit moderated the indirect effect of EE on students’ EI via their ESE. EE is a significant predictor of EI of tourism and hotel management students. Particularly, to improve the influence of EE, entrepreneurial policy makers should design incentive policies that ensure that universities provide EE across various majors. Also, educators should create a supportive and effective education environment so as to improve students’ ESE and grit.
... The structure of the job market has changed in recent years with technology having slipped into almost every nook and cranny in our daily lives. With the Make in India initiative, the rise of business startups (Nabi et al., 2010), and students started to become more inclined towards starting something of their own and becoming entrepreneurs (Chakrabarty, 2019). Startups and SMEs can transform and develop societies making the country economically sound and robust. ...
Entrepreneurship education systematically reconciles economic sustainability by integrating various skills and value systems, thus infusing the propensity to determine opportunities and develop needful resources and capital. Entrepreneurial education stands obligatory in harnessing entrepreneurial potential in a knowledge-based economy, where these institutions act as essential determinants of economic behaviour and transactions. The paper aims to establish a correlation between entrepreneurial activities in empowering human resources and the attainment of sustainable economic growth. This paper elaborates on how entrepreneurial education
creates an impactful atmosphere for technological advances in the globalization of markets and operations, thus leading to competition, development, and innovation among enterprises. It focuses on how innovation-driven economies induce a coherent view of entrepreneurship education from the varied angles of educational levels by disseminating life skills, self-esteem, and quality of life.
... Entrepreneurial intention has been defined by Nabi et al. (2010) as the awareness that an individual intends to establish a new business in the future. Additionally, it indicates a person's desire to pursue business (Mohamad et al., 2015;Souitaris et al., 2007). ...
The article provides crucial insights into the entrepreneurial aspirations and perceived obstacles faced by hospitality management students as they prepare to enter the workforce after graduation. By examining the motivations and challenges surrounding student entrepreneurship at Takoradi Technical University in Ghana, the study offers valuable perspectives that are essential for educational institutions, policymakers, and industry stakeholders seeking to foster an entrepreneurial mindset and support systems for the next generation of hospitality business owners. The findings have far-reaching implications for addressing graduate unemployment, promoting economic development, and empowering students to transform their practical training and entrepreneurship education into successful entrepreneurial ventures within the hospitality sector.
... According to Thompson (2009), entrepreneurial intention refers to an individual's intention to launch a new enterprise and their thoughtful initiatives set for the future. This state of awareness preceding action has significant influence over individuals' decision to pursue new business ventures (Bird, 1988;Nabi, 2010) and is widely considered the most reliable predictor of entrepreneurial behavior (Carsrud and Brännback, 2011;Yang et al., 2021). There has been an increasing focus on examining the entrepreneurial intentions of students in recent academic discussions. ...
Now-a-days countries worldwide are grappling with challenges across various economic fronts such as employment, trade, financing, economic growth, and a high rate of inflation due to the global pandemic and conflicts. Entrepreneurship emerges as a mean to manage and stabilize the economy. Examining entrepreneurial intention provides insights into the potential pool of future entrepreneurs. This study aims to analyze the role of entrepreneurial education at the university level in enhancing entrepreneurial self-efficacy and fostering entrepreneurial intention among management graduates. The study involved 386 participants from three different universities who had studied entrepreneurship development as part of their curriculum. Using IBM AMOS 26.0 software, the validity and reliability of the sample data are ensured, and the fitness of the model was confirmed through Confirmatory Factor Analysis (CFA) and Structural Equation Modeling. The results show a significant relationship among the triple helix, entrepreneurial education, self-efficacy, and intention. Furthermore, entrepreneurial self-efficacy acts as a mediator between entrepreneurial education and entrepreneurial intention. Consequently, this study suggests enhancing the quality of entrepreneurial education at universities to nurture entrepreneurial intention among students.
... However, it is also true that the effects of entrepreneurship education on entrepreneurial intention and the amount and success of subsequent start-up activity are not yet well understood with some contradictory findings (e.g. Nabi et al., 2010;Oosterbeek, Van Praag et al., 2010). ...
This paper sets out the importance of teaching contextualized understandings of value within different disciplinary contexts in order to enhance employability and to foster greater levels of engagement with enterprise and entrepreneurship education. Key research has recognised the broader benefits of enterprise and entrepreneurship education, including that of developing graduate employability. Yet enterprise and entrepreneurship may not feel comfortable or relevant to students (EEUK, 2012; Henry, 2013). It has been identified that students can better relate to enterprise and entrepreneurship when it is contextualised in professions, sectors and communities of practice, moving away from a focus on venture creation and start up (Gibb, 2005). We argue that taking an approach which is explicitly based on value creation is a crucial driver of student engagement with enterprise and entrepreneurship education. This needs to be based in students’ individual values, embedded in their disciplines, and related to the communities of practice which as graduates they will go on to be part of. When grounded in the creation of value at an individual, disciplinary, and societal level, enterprise and entrepreneurship education can appeal to a wider constituency of students. In this paper, we discuss how value creation is understood in three diverse academic disciplines, Business, Biomedical Science and Music. Building on key research and drawing on our extensive practice as educators, we argue that explicitly foregrounding understandings of value within our different disciplinary contexts and developing appropriately contextualized, experiential forms of value creation-based pedagogy, is key to student engagement and enhances graduate employability.
... ermasalahan yang terjadi. Istilah startup saat ini secara detail mengacu pada perusahaan yang memiliki konsep bisnis berbasis teknologi. Startup Intention merupakan keyakinan individu dan kesadaran bahwa mereka memiliki niat untuk membuat atau mendirikan sebuah usaha atau bisnis baru dan memiliki rencana untuk melakukannya di masa yang akan datang (Nabi, et. al, 2010). Hal tersebut selaras dengan pernyataan menurut Neneh (2014) dalam penelitian Ismail et. al. (2020) yang mendefinisikan startup intention sebagai keyakinan seseorang yang menyatakan diri sendiri bahwa individu berniat memulai suatu bisnis baru dan berencana melakukannya secara sadar di kemudian hari. Indikator yang digunakan dalam varia ...
Jumlah angkatan kerja mengalami peningkatan menurut data dari Badan Pusat Statistik (BPS) periode Februari 2021 sampai Agustus 2022, sehingga menyebabkan persaingan dalam dunia kerja semakin ketat. Hal tersebut dikarenakan terdapat paradigma di masyarakat yang menganggap menjadi pegawai memiliki keunggulan daripada memiliki usaha sendiri. Mengubah pola pikir tersebut memiliki tantangan tersendiri. Tujuan penelitian ini adalah untuk mendeskripsikan faktor-faktor yang mempengaruhi Startup Intention seperti time perception, perceived influence, dan perceived social value. Sampel yang digunakan sebanyak 200 orang terdiri dari mahasiswa IT & Engineering dan mahasiswa Non-IT & Non-Engineering di Universitas Brawijaya. Instrumen yang digunakan untuk pengumpulan data adalah kuesioner, disebarkan secara daring. Periode pengumpulan data dilaksanakan pada bulan Februari sampai Maret tahun 2022. Setelah data terkumpul, dilakukan analisis data dengan metode statistik deskriptif dan dilakukan uji asumsi klasik yang mencakup uji multikolinearitas, normalitas, dan heteroskedastisitas menggunakan SPSS. Diketahui hasil dari uji asumsi klasik bahwa terdapat persyaratan yang tidak terpenuhi untuk metode parametrik sehingga analisis selanjutnya menggunakan metode non-parametrik. Hasil dari penyebaran kuesioner menunjukkan bahwa time perception, perceived social value, dan startup intention mendapatkan kategori tinggi. Perceived influence mendapatkan kategori sangat tinggi. Berdasarkan uji hipotesis, time perception dan perceived influence memiliki hubungan yang signifikan terhadap perceived social value, baik secara parsial maupun simultan. Perceived social value memiliki hubungan yang signifikan dengan keeratan hubungan yang cukup kuat terhadap startup intention.
... They also argue that the empirical findings may have broad implications for policymakers to build more effective education initiatives, understand the contact and institutions, and develop entrepreneurial processes. Entrepreneurship in education is an important factor to encourage student entrepreneurial intentions (Nabi et al., 2010). Participating in entrepreneurship education programs influences student entrepreneurial intentions positively. ...
This paper aims to understand the impact of perceived behavioural control (PBC), personal attitude (PA), and subjective norms (SN) on the entrepreneurial intentions (EI) of undergraduate sport science students in Kosovo. We use a sample of 238 respondents, sports students of the University of Prishtina, using The EI questionnaire by Liñán and Chen (2009), and implemented by authors during 2020. Drawing on the theory of planned behaviour (TPB) and using structural equation modelling, this study measures the impact of PBC, PA, perceived SN on EI of sport science students. Control variables are also included in this model, such as necessity-driven motives for business and need for financial support for start-ups and other socio-demographic variables such as age and gender. Findings show that PBC and PA have a positive and statistically significant effect on EI while SN is not significant. Necessity-driven motives have a positive impact on EI suggesting an unemployment push effect on EI; females and older students have a higher EI. The study concludes with practical and policy implications to identify and support students and graduates entering the entrepreneurship career.
... More specifically, it acknowledges the belief that an individual will begin a new work and implement it at some point in the future (Thompson, 2009). Entrepreneurial intention performs a crucial role in the decision-making process of individuals who are considering starting a new venture (Nabi et al., 2010). It influences their choice of career paths, their willingness to take risks, and their level of commitment to entrepreneurship. ...
The purpose of the present study was to review the correlation between entrepreneurship education, entrepreneurial mindset, and intention. Specifically, this research focused on the function of self-efficacy as a mediator. Our sample consisted of 368 business administration students from three universities in Mongolia. To control and test the hypotheses, factor reliability analysis, factor appropriateness, correlation analysis, and structural equation modeling (SEM) were used. Entrepreneurship education had a weak but positive relationship with the intentions of entrepreneurship undergraduates. It also had a significantly positive relationship with their entrepreneurial mindset. Moreover, the mindset had a significantly positive alliance with students' intentions. Furthermore, the study identified self-efficacy of entrepreneurial mindset as a partially mediating correlation in the middle of entrepreneurship education and intentions. The study found a relationship between entrepreneurship education and mindset in promoting entrepreneurship. It suggests that universities can play a crucial role in creating a culture of entrepreneurship and supporting students' entrepreneurial intentions by providing effective entrepreneurship curricula.
... Os estudos sobre o "potencial de empreendedorismo", independentemente do enfoque disciplinar, têm mostrado a persistência de desigualdades sociais e de género ao nível das escolhas e projetos de carreira por conta própria/empresarialidade junto dos diplomados do ensino superior (Ward et al., 2019;Marques, 2016;Nabi, Holden, Walmsley, 2010). Contudo, as diplomadas do sexo feminino tendem a evidenciar características de um empreendedorismo sobretudo por necessidade, configurado quer pela dificuldade de obtenção de emprego na área de formação, quer pela própria escolha das áreas de negócios se concentrar maioritariamente em serviços de baixo valor acrescentado, ligados aos setores de proximidade como comércio, cuidados e restauração (Marques, 2015;Marques e Moreira, 2013). ...
... Assim, ser uma pessoa empreendedora em qualquer contexto é tanto uma questão de atitude, como de autoperceção e formas de trabalhar, pois envolve competências práticas específicas. Para a concretização deste propósito, Nabi et al., (2010) sublinham o papel-chave de transição que o ensino superior pode desempenhar em termos de formação da identidade empreendedora dos estudantes. ...
... So, support in the form of funds, knowledge, marketing, and ways of doing business, are all invaluable tools to stimulate entrepreneurial interest [13]. The support received by entrepreneurs can facilitate the decision-making process in start-ups and influence entrepreneurial intentions [14]. Entrepreneurial knowledge is vital because it can also create jobs and reduce unemployment. ...
... Menurut Nabi et al. (2010), fokus pada perkembangan siswa dari lulusan pendidikan tinggi ke pengusaha dapat ditempatkan dengan tepat untuk memastikan siswa mengembangkan intensi berwirausaha yang lebih luas. Selain itu, Yusof et al. (2007) juga menyebutkan bahwa agar usaha wirausaha baru menjadi sukses, generasi muda ini harus diteliti dan dianalisis. ...
The challenge of finding a job for college graduates are getting tighter due to the number of jobs with an unbalanced workforce. One solution to overcome this problem is to become an entrepreneur. This study aims to look at the influence of locus of control, tendency to take risks, self-confidence, need for achievement, tolerance for ambiguity, and innovation, on entrepreneurial intentions. The grand theory used is the Planned Behavior Theory from Ajzen (1991). The research method used is the explanatory survey method. The study population was 19,919 students with a sample size of 366 respondents. The research sample was taken from the UPI student population. Collecting data using a questionnaire that has been tested for the level of validity and reliability. The data processing technique used descriptive analysis and regression analysis. The results showed that locus of control, propensity to take risks, selfconfidence, need for achievement, tolerance for ambiguity, and innovation had a positive and significant effect on entrepreneurial intentions. Innovation as the most dominant factor influencing entrepreneurship intention. There is no difference in entrepreneurship intention from the aspect of gender. It is recommended to increase the locus of control indicators, namely the indicator of belief in success, the confidence variable, namely the indicator of having weaknesses and fears, the need for achievement, namely the indicator of not liking paid work, the variable of innovation, which is an indicator of avoiding doing things.
... By considering types of entrepreneurship, our study clarifies the role of education as an important indicator of human capital for entrepreneurial entry. It helps to explain inconsistent findings on education's role for entrepreneurship in general (Henley, 2007;Nabi et al., 2010); their cause is likely the failure to consider the heterogeneity of entrepreneurship. While we find that childhood adversities reduce educational attainment, we find no relationship of education with entrepreneurial entry in general. ...
The developmental psychology literature has linked childhood adversities to detrimental development outcomes that can undermine labor market participation and performance. In contrast, emerging entrepreneurship studies raise the possibility that childhood adversities may positively affect entrepreneurial action with some diverging findings. We reconcile these opposing theoretical perspectives in their effects on entrepreneurial entry by theorizing that childhood adversities are a mixed blessing for entrepreneurship and affect entry through two countervailing theoretical mechanisms. Childhood adversities increase the likelihood of entrepreneurial entry by promoting rule-breaking tendency and simultaneously decrease the likelihood of entry by negatively impacting individual ability (self-efficacy and educational attainment). We further theorized that childhood adversities have different implications for different types of entrepreneurial entry (incorporated and unincorporated) and for men versus women. We tested our hypotheses on a longitudinal sample of 4222 individuals from the NLSY79 child and young adult cohort data, which tracks the development of children born to a representative sample of U.S. young women from childhood through youth to adulthood. Our study offers new insight into the effects of childhood adversities on entrepreneurship, including gender-specific manifestations and outcomes of childhood adversities. 1. Executive summary Emerging literature highlights the positive implications of childhood adversities for entrepreneurial entry. This, however, runs contrast to the large body of psychological research and some entrepreneurship research examining the negative effects of childhood adversities. Further, theoretical understanding of how and when childhood adversities may link to entrepreneurial entry is scant. To fill these gaps, we develop a "mixed blessings" theoretical model that integrates both positive and negative pathways through which childhood adversities affect entrepreneurial entry, as well as elaborate on boundary conditions. We reason that childhood adversities promote entrepreneurial entry by increasing entrepreneurs' rule-breaking but simultaneously suppressing entrepreneurial entry by reducing entrepreneurs' ability (self-efficacy and education attainment). Furthermore, these effects would be more pronounced for incorporated vs. unincorporated entrepreneurial entry, and the rule-breaking effect would be more positive for men vs. women.
... Students, whether business, engineering or nursing, become no more or less entrepreneurially inclined as they advance in their studies. This confirms the findings of Nabi et al. (2010), who found little differences in level of EI by year of study, but as their sample consisted of students from multiple academic disciplines, most of which with no entrepreneurial content, no conclusion may be reached from their research about the impact of entrepreneurially relevant coursework on EI. ...
Purpose
The purpose of this research is to compare the levels of EI of male and female students, EI among students of three different academic faculties: business, engineering and nursing and the degree of change in their EI over the course of study. Additionally, the authors set out to isolate and quantify the effects of gender and field of study, independent of each other.
Design/methodology/approach
This empirical research is based on a survey of >750 undergraduate college students, in which participants answered a host of Likert-scale questions concerning perceptions of risk, self-efficacy, career path and entrepreneurial intent (EI). The survey also contained a number of demographic questions, including academic field (major) and year of study.
Findings
Business students express the highest levels of EI, followed by engineering students and nursing students respectively. Regardless of discipline, students become no more or less entrepreneurial over their years of study. Overall, males were found to be significantly more entrepreneurial than females. However, a comparison of males and females within a given faculty yielded almost no differences in EI between the genders.
Originality/value
These findings suggest that students self-select into fields of study based on traits, personalities and interests. It is these same factors that regulate one's EI and not their gender or field of study. Others have analyzed the effects of gender and field of study, the authors isolated the two and analyzed each independently.
... Krueger et al. (2000) defined perceived desirability as the personal attractiveness of starting a business, and perceived feasibility was defined as the confidence of individuals towards the behaviour of starting a business. Finally, Nabi et al. (2010) defined propensity to act as individuals' disposition to act decisively when faced with an opportunity. ...
Purpose
The purpose of this research is to determine the impact of getting a higher education degree in a developed country on entrepreneurial intentions of individuals in developing countries by using the social cognitive career choice theory.
Design/methodology/approach
A quantitative methodology was utilised through the application of a questionnaire in a sample located in Northern Cyprus.
Findings
This research found that for the students who study abroad, the effects of entrepreneurial self-efficacy, outcome expectations and entrepreneurial interest on entrepreneurial career choices are different than for students who study in their homeland. This finding indicates that the location of the university differentiates the antecedents of entrepreneurial career choice of university students.
Research limitations/implications
This research has similar limitations to any cross-sectional research. Conversion of these intentions to behaviour should be explored further. Moreover, different models, such as the theory of planned behaviour, should be incorporated to determine if there are significant, meaningful differences between both groups.
Originality/value
The authors did not come across any other research combining the social cognitive career theory and the study abroad subject relating to entrepreneurial career choice. Thus, this research makes a unique contribution to the entrepreneurial career choice theory by showing the moderating role of studying abroad.
... The study builds on the results from previous entrepreneurial intention studies that validated the strong predictive influence of intentions on future entrepreneurial conduct (Fayolle and Liñán 2014;Hueso et al. 2021;Karimi 2020;Liñán and Fayolle 2015;Malebana 2017;Mohammad et al. 2014;Nabi et al. 2010;Neves and Brito 2020). Although the predictor variables in the previous studies, drawn mainly from cognitive-psychologylinked theories, account for a sizable variance of entrepreneurial intentions, they do not provide a complete explanation (Engle et al. 2010;Hockerts 2015;Krueger 2006;Liñán and Fayolle 2015;Tornikoski and Maalaoui 2019) and leave room to explore the contribution of other variables. ...
This article investigated how entrepreneurial self-identity and self-efficacy interact to affect the entrepreneurial goal intentions of a sample of female and male college students in Zimbabwe. Researchers are urged to examine these factors’ combined influence, given that earlier studies looked at their effects separately. To achieve the research goal, a cross-sectional survey using a self-completion questionnaire on a convenience sample of 262 respondents was conducted in Zimbabwe among college students. The results confirmed that entrepreneurial self-identity and self-efficacy had statistically significant direct effects on the intention to pursue an entrepreneurial goal. They also confirmed that the relationship between entrepreneurial self-efficacy and entrepreneurial goal intention was mediated by entrepreneurial self-identity. The study, however, found no statistically significant differences in the pattern of results between males and females. The study adds to the body of knowledge by proposing and testing a conceptual model that has never been considered before. The findings of the study have implications for the formulation of interventions and policies aimed at promoting entrepreneurship.
... Continuing the analysis and contrasting with previous explained theories, authors such as Nabi et al. (2010) and Sesen (2013) agree that business intentions could be described not only by cognitive backgrounds (Schlaegel and Koenig, 2014;Kautonen et al., 2015), but also by exogenous factors (Liñán and Rodríguez-Cohard, 2015) as mentioned in the Ajzen's (1991) theory of planned behaviour (TPB), the business events model of Shapero and Sokol (1982) or Franke and Lüthje (2004). Furthermore, different authors consider that in addition to personal traits also environmental factors are decisive when starting an entrepreneurship (Ajzen, 1991;Franco et al., 2010;Kibler, 2013;Rauch and Hulsink, 2014). ...
... Some authors (Nabi et al., 2010) suggest their great importance in changing the generation of the current entrepreneurial population. There is a particularly high interest in learning about entrepreneurial intentions among university students, as they are a good representation of this generation (Gurtner & Soyez, 2016;Utami, 2017). ...
The article analyses the influence of contextual variables on students’ entrepreneurial intentions. The research seeks to extend previous findings concerning the impact of various contextual factors on entrepreneurial intentions. The main focus was on public policy, business environment and education as the contextual traits. The study answers the following questions: What role do contextual variables play in the formation of the entrepreneurial intention of young people? What factors comprise a latent variable — contextual factor? What is the relationship between various contextual factors? The survey was conducted among students of the Faculty of Engineering Management at Bialystok University of Technology (Poland). Data were collected from the sample of 332 respondents. This research used a causal quantitative methodology using structural equations (Structural Equation Modelling, SEM). The impact of education (E) on the business environment (BE) and of the business environment (BE) on public policy (PP) was confirmed. A direct influence of contextual factors — education (E), business environment (BE) and public policy (PP) — on entrepreneurial intentions (EI) has not been positively verified. The main theoretical conclusion is that contextual factors do not directly explain the entrepreneurial intentions of the surveyed student population in Poland. Decision-makers and politicians should consider additional measures to improve public policy in the country, but above all, measures that promote intentions indirectly. They aim to improve the educational environment in the country that is strengthening entrepreneurship education programmes in universities and earlier education stages and activities in the business environment, supporting the creation of new companies.
This study aims to establish university-related factors that influence the formation of technological entrepreneurial intentions (TEIs) among STEM students in Zambia. The article extends the Ajzen Theory of Planned Behavior (TPB) model by including environmental factors that were tested using a comparative study of public and private students, with quantitative data obtained from a sample of 400 STEM students and analyzed using structural equation Modelling (SEM). This paper contributes to emerging literature on TEIs by incorporating environmental variables into the TPB model to explain the formation of STEM students' TEIs. This study provides insights into the significance of pressure from friends, family and other networks and positive perception of technological entrepreneurial activities on the formation of TEIs in students. To the best of our knowledge, this is the first study to utilize the extended TPB on STEM Students in Zambia. This research also contributes to the existing literature on technopreneurship by comparing the formation of TEIs of STEM students in private and public universities. The findings suggest that attitudes towards entrepreneurship (ATE), subjective norms (SN) and perceived behavioral control (PBC) have a direct impact on TEIs for private university students and ATE and PBC for public university students. University support (US) influences TEIs through (SN) for both private and public university students. Additionally, the university environment affects TEIs through three antecedents (ATE, SN and PBC) for private university students, while teaching methods (TM) show no association with TEIs.
Purpose: Drawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender. Design/methodology/approach: A total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men. Findings: The positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role.
Practical implications: The practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates. Originality/value: The theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.
This paper investigates the effectiveness of innovative pedagogical methods in entrepreneurship education within the United Arab Emirates (UAE). It delves into the roles of experiential learning in fostering an entrepreneurial mindset, empowering marginalized groups, particularly women, and enhancing human capital development. The findings aim to contribute to the broader discourse on entrepreneurship education, highlighting its impact on socio-economic inclusivity and innovation-driven entrepreneurship. Entrepreneurship education has gained immense attention in recent years as a critical tool for economic development and innovation. The United Arab Emirates, with its vision for a diversified and knowledge-based economy, has recognized the pivotal role of entrepreneurship in achieving these goals. Consequently, it has invested heavily in entrepreneurship education programs. This paper investigates the effectiveness of innovative pedagogical methods in enhancing the impact of these programs.
This study determined the influence of graduate students' indices on entrepreneurial intention for employment creation in Akwa Ibom State. In order to carry out this study, three specific objectives, three research questions and three null hypotheses were postulated to guide the study. A descriptive survey design was adopted for the study. The population of the study was 2,412 post graduate students' comprises of 1200 males and 1212 females in the University of Uyo. Stratified random sampling technique was used in selecting a sample of 331 graduate students'. A questionnaire with 21 structured items designed by the researchers was used for data collection for this study. The questionnaire was face validated by three experts in the Department of Vocational Education, University of Uyo. Cronbach's Alpha technique was used in determining the reliability of the instrument and a correlation coefficient of 0.85 was obtained. Means statistics was used in answering the research questions. The t-test statistics was used in testing the null hypotheses at .05 level significance. The findings of the study revealed that there is no significant difference between the mean responses of male and female graduate students' on the extent to which self-efficacy, field of study and family background influences entrepreneurial intention for employment creation in Akwa Ibom State. Based on the findings, it was concluded that university students should be supported to create their own business and promote their entrepreneurial competence, self controllability and entrepreneurial self-efficacy. It is recommended among others that creativity and entrepreneurship skills should be taught extensively to the students and in all fields of study.
Higher education institutions play an essential role in promoting entrepreneurial intentions through entrepreneurial education. However, the effectiveness of such approaches and factors that stimulate entrepreneurial intentions among university students remains uncertain. The current study investigates the impact of an online-based entrepreneurial simulation game, so-called intervention, on entrepreneurial intentions among students. Seventy-five students enrolled in universities in Germany, Ghana, Kyrgyzstan, Ukraine, and Russia are grouped into treatment and controlled sets. Using a pre- and post-intervention survey and principal component analysis, the ordinal regression results found that entrepreneurial competence, entrepreneurial self-efficacy, personality traits, and social environment directly influence entrepreneurial intention. In addition, regression results on these causal variables provide insight into factors that indirectly influence entrepreneurial intention. Considering the nonparametric nature of the data for intervention assessment, the Wilcoxon sign-rank test results indicate that the entrepreneurial simulation did not have a direct impact on entrepreneurial intention. However, the teaching intervention was effective in improving other vital factors that influence entrepreneurial intentions as the self-perceived likelihood of students to start their own business after graduation, level of risk tolerance, entrepreneurial knowledge and skills, exposure to business economics courses, and adeptness to entrepreneurial tasks. Moreover, nonparametric tests such as the Kruskal–Wallis and Mann–Whitney U tests revealed significant differences between respondents on these direct and indirect factors that prompt entrepreneurial intentions. Our findings provide valuable implications for improving the design and effectiveness of future entrepreneurial education programs.
Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing.
This study aims to explore the association between entrepreneurial mindset and entrepreneurial intention among undergraduate students, utilizing the framework of the theory of planned behavior. The sample comprised 368 business administration students enrolled at three universities in Mongolia. To examine the proposed hypotheses, the research employed factor appropriateness and reliability analysis, correlation analysis, and structural equation modeling (SEM) to derive meaningful findings. The study's results indicate that personal attitude, subjective norms, and perceived behavioral control factors exert influence on the development of an entrepreneurial mindset. However, it was discovered that personal attitudes and subjective norms significantly positive relationship with students' entrepreneurial intentions, whereas perceived behavioral control but not have a statistically significant relationship with students’ entrepreneurial intentions. Additionally, the entrepreneurial mindset of students is observed to significantly impact entrepreneurial intention among university students. Furthermore, the findings reveal that the entrepreneurial mindset serves as a mediator in the relationship between the factors in the theory of planned behavior and entrepreneurial intention.
Entrepreneurship education plays an important role in providing knowledge, skills,
attitudes and vision to develop the entrepreneurial capacity, thereby contributing to
local economic development. By the method of analysis, synthesis, comparison and
contrast, the article researches entrepreneurship education in American higher
school, applies to improve entrepreneurship education in Da Nang, give some
proposals to develop entrepreneurship education in Da Nang. Proposals include
concretizing the entrepreneurship education plan for the school, building a clear
roadmap to support students in starting a business, innovating teaching methods,
establishing stronger links between academia, business and entrepreneurs, seeking
funding, improving faculty capacity, building a tool to assess the quality of
entrepreneurship education.
Abstract: The goal of this study is to clarify the current E-commerce logistics in
Vietnam, the case of Shopee, thereby, analyzing the the advantages, disadvantages,
opportunities and challenges for Shopee, propose some recommendations to develop ELogistics at Shopee. The author used the customer survey method to collect their opinions about E-logistics at Shopee in 4 main operations: order processing, inventory
management, transportation, and order refund. The author synthesizes customers' opinions and propose some recommendations to develop E-logistics at Shopee. The
recommendations are: improving order processing time, applying technology in inventory management, developing the network of transportation channels and improving the refund process at Shop
Purpose
This study aims to examine the influence of funding on the technology acquisition by small businesses in a metropolitan municipality, Mangaung, which governs Bloemfontein and surrounding towns in the Free State province of South Africa.
Methodology/design/approach
A case study using survey research strategy of 110 small businesses in a South African municipality informed the research design for this study. The structured questionnaires were quantitatively analysed yielding both descriptive and regression results to address the research objectives.
Findings
The findings suggest that the prime sources of public funding for hair salon businesses are the National Youth Development Agency and the Small Enterprise Development Agency. The results also demonstrate that public funding has a negative and significant impact on technology acquisition, perhaps suggesting the complexity of debt financing and the exorbitant interest rates charged on principals borrowed by foreign nationals.
Originality/value
The study recommends the judicious acquisition of inexpensive technologies (e.g. social media platforms) and cautionary utilisation of complex technologies and personal savings before resorting to external borrowing.
Due to the crisis and high unemployment, the labour market needs diversified skills. Higher education must encourage entrepreneurship. This research examines the impact of entrepreneurial incentives on prospective students’ entrepreneurial intentions and the role of entrepreneurship education on entrepreneurship development. Undergraduates’ career perspectives were investigated. Surveys collected original data. The study included 250 students, 200 of whom completed the questionnaire. Anova analyses data (single factor). Most responders are risk takers, and parent’s occupation influences entrepreneurship choice. Most respondents favour huge companies than entrepreneurship. Family morale and financial support inspired entrepreneurs. Entrepreneurship is associated to risk-taking, student understanding of financing sources, moral and financial support, and parent employment.
Before there can be entrepreneurship there must be the potential for entrepreneurship, whether in a community seeking to develop or in a large organization seeking to innovate. Entrepreneurial potential, however, requires potential entrepreneurs. This paper discusses antecedents of such potential and proposes a model based on Shapero's (1982) model of the entrepreneurial event. We then discuss this model in light of supporting evidence from two different perspectives, corporate venturing and enterprise development.
Research dealing with various aspects of* the theory of planned behavior (Ajzen, 1985,
1987) is reviewed, and some unresolved issues are discussed. In broad terms, the theory is
found to be well supported by empirical evidence. Intentions to perform behaviors of different
kinds can be predicted with high accuracy from attitudes toward the behavior, subjective
norms, and perceived behavioral control; and these intentions, together with perceptions of
behavioral control, account for considerable variance in actual behavior. Attitudes, subjective
norms, and perceived behavioral control are shown to be related to appropriate sets of salient
behavioral, normative, and control beliefs about the behavior, but the exact nature of these
relations is still uncertain. Expectancy value formulations are found to be only partly
successful in dealing with these relations. Optimal rescaling of expectancy and value
measures is offered as a means of dealing with measurement limitations. Finally, inclusion of
past behavior in the prediction equation is shown to provide a means of testing the theory*s
sufficiency, another issue that remains unresolved. The limited available evidence concerning
this question shows that the theory is predicting behavior quite well in comparison to the
ceiling imposed by behavioral reliability.
An application of the theory of planned behaviour is developed here to analyse factors influencing entrepreneurial intent among university students. The study provides a test of the robustness of the intent approach using international comparisons. The samples are from Finland (Helsinki University of Technology), Sweden (Linköping University), USA (Stanford University and University of Colorado, Colorado Springs), and the UK (London Business School). The international comparisons indicate a good robustness of the model. Perceived behavioural control emerges as the most important determinant of entrepreneurial intent.
This paper attempts to elaborate a cogent alternative to the skills agenda as an approach to graduate employability. This alternative is based on two things: first, a conceptual and theoretical analysis of the nature of human behaviour; and second, the claim that situated behaviour can only be properly understood by interpreting activity as performance-of-a-kind. Such interpretation depends upon there being a set of social practices and a set of identities appropriate to the social situation. This analysis of employability leads to suggestions for undergraduate curriculum enhancement.
The purpose of this article is to explore different themes within entrepreneurship education via the use of a systematic literature review (SLR). Systematic literature reviews are recognized methods for conducting evidence-based policy. The particular approach to the SLR used in this study is explained and the article explores the findings outlining a thematic framework drawn from narrative coding. The findings support the conclusion that entrepreneurship education has had an impact on student propensity and intentionality. What is unclear is the extent to which such education impacts on the level of graduate entrepreneurship or whether it enables graduates to become more effective entrepreneurs. The findings also highlight a lack of consensus on what entrepreneurship or enterprise education actually `is' when implemented in practice.
Examines the characteristics and role of the entrepreneur and the challenges for business schools posed by the need to develop more enterprising individuals. Argues that the traditional education system stultifies rather than develops the requisite attributes and skills to produce entrepreneurs, and proposes that if entrepreneurs are to be developed, considerable changes are required in both the content and process of learning. In particular it suggests that there needs to be a shift in the emphasis from educating "about" entrepreneurship to educating "for" it. Stresses equally that entrepreneurship should not be equated with new venture creation or small business management, but with creativity and change. In this context proposes that educational institutions need to change the process of learning to enable their students to develop their right brain entrepreneurial capabilities as well as their left-brain analytical skills. As Chia argues, business schools need to weaken the thought processes so as to encourage and stimulate the entrepreneurial imagination. (Publication abstract)
Offers a model of entrepreneurial potential based on a social psychology perspective; the approach is a process-based, theory-driven micro-model. The model draws on cognition-based literature on intentions and theory and Albert Shapero's model of the entrepreneurial event, and builds on two previous models. In Ajzen's theory of planned behavior, three key attitudes predict intentions: attitude toward the act, social norms, and perceived behavior control. In Shapero's model, human behavior is governed by inertia until it is interrupted or displaced; the choice of resultant behavior (i.e., entrepreneurial event) depends on credibility of alternatives and some propensity to act (which constitute potential), which exist prior to the displacement. The proposed model has three major components: (1) perceived venture desirability, which comprises "attitude toward the act" and social norms; (2) perceived venture feasibility, which is a person's perceived ability to execute some target behavior; and (3) propensity to act. The first two components create credibility, which when combined with the third create potential. Potential coupled with interruption or displacement creates the intention. Some prescriptions for public policy are offered. Public policies must foster environments congenial to creating potential entrepreneurs; policies must increase the perceived feasibility and desirability for entrepreneurs; and they must support the general perception that entrepreneurial activity is both desirable and feasible. For corporations, individuals must perceive positive outcomes for internal venturing, plus intrinsic rewards and supportive culture; management must show commitment to risk-taking and innovation. In all, creating perceived feasibility is paramount. (TNM)
Although entrepreneurial ideas begin with inspiration, intention and attention are needed to realize the ideas. This analysis focuses on the conscious and intended act of creating a firm, but less on the action than the psychological precursors to that act. Entrepreneurial intentions are directed at creating a new venture or new values in existing ones. Studying intention directs theory toward the complex relationships among entrepreneurial ideas and their consequences. Intention is structured by rational, analytic, and causal processes, and is framed and structured by intuitive, holistic, and contextual thinking. A behavioral, not an institutional, model is presented that guides attention to how entrepreneurs create, sustain, and transform organizations. The model thus distinguishes entrepreneurship from strategic management. The model is based on interviews with 20 entrepreneurs using a discovery-oriented inquiry Five antecedent and three intrapsychic processes are identified. Intention sustains temporal tension and strategic focus; developing an intentional posture requires alignment to a single purpose and direction, and attunement to the entrepreneurial environment. Entrepreneurial intentions impact organizational direction, survival, growth, and form. The model allows deeper insight into the creative process of venture development; and it allows entrepreneurship to be studied consistent with theories of leadership, organizational development, and organizational theory. The model moves research beyond description and statistical analysis. An entrepreneur's actions create organizational theories that may be discovered and analyzed. (TNM)
Tests Shapero's intentions-based model of new venture initiation. This model assumes that the intent to start a new business is the result of perceived desirability, feasibility, and the individual's propensity to act upon opportunities. Entrepreneurial intention is defined as the commitment to starting a new business. An understanding of these intentions is important as it helps to identify key characteristics for new firms. The decision to start a new business requires the perception that starting a new business is credible and some type of precipitating event. Data used in the analysis were collected from 126 upper-division university business students – 75 males and 51 females. The data itself show perception measures and propensity to act have a significant correlation with entrepreneurial intentions. Breadth of experience has a strong correlation to perceived feasibility while positiveness of experience is strongly correlated with perceived desirability. Results demonstrate support for Shapero's model and further indicate that measures of prior entrepreneurial exposure can be added. Implications of this analysis for researchers, training entrepreneurs, and practitioners are discussed. (SRD)
Individual entrepreneurial intent is a key construct in research on new business formation. However, neither a clear or consistent definition of nor a uniform and reliable way to measure individual entrepreneurial intent has yet emerged. Several management scholars have highlighted the impediment this constitutes to the advancement of entrepreneurship research. This paper first seeks to clarify the construct of individual entrepreneurial intent and then reports the development and validation of a reliable and internationally applicable individual entrepreneurial intent scale.
There is, in the UK, increasing attention being paid to the potential of university education to facilitate high quality growth firms. While some commentators believe that this potential can be realised in the short term, many believe that only a long-term view of the entrepreneurial potential of graduate entrepreneurship is feasible as new graduates lack the resources, skills and experience necessary for sustainability and growth of ventures. Like most university entrepreneurship “departments”, the Hunter Centre for Entrepreneurship at the University of Strathclyde examines the profile of students and outcome of entrepreneurship electives in terms of student ambition and motivation. Using data from this exercise along with data from a study of 2,000 Strathclyde alumni, an impression of potentiality and actual outcome of entrepreneurship electives is possible.
Purpose
Facing the multiplication of entrepreneurship education programmes (EEP) and the increasing resources allocated, there is a need to develop a common framework to evaluate the design of those programmes. The purpose of this article is to propose such a framework, based on the theory of planned behaviour (TPB).
Design/methodology/approach
TPB is a relevant tool to model the development of entrepreneurial intention through pedagogical processes. The independent variables are the characteristics of the EEP and the dependent variables are the antecedents of entrepreneurial behaviour. To illustrate and test the relevance of the evaluation methodology, a pilot study is conducted.
Findings
Data are consistent and reliable, considering the small scale of this experiment. The EEP assessed had a strong measurable impact on the entrepreneurial intention of the students, while it had a positive, but not very significant, impact on their perceived behavioural control.
Research implications/limitations
This is a first step of an ambitious research programme aiming at producing theory‐grounded knowledge. Reproduction of the experiment will allow researchers to test how specific characteristics of an EEP influence its impact and how the impact differs across several cohorts of students. Those comparisons will serve to improve a priori the design of EEP.
Originality/value
The new methodology is built on a robust theoretical framework and based on validated measurement tools. Its originality is about a relative – longitudinal – measure of impact over time and a particular use of the theory of planned behaviour which is seen as an assessment framework.
Entrepreneurial intentions, entrepreneurs' states of mind that direct attention, experience, and action toward a business concept, set the form and direction of organizations at their inception. Subsequent organizational outcomes such as survival, development (including written plans), growth, and change are based on these intentions. The study of entrepreneurial intentions provides a way of advancing entrepreneurship research beyond descriptive studies and helps to distinguish entrepreneurial activity from strategic management.
A personal view of the progress of the Enterprise in Higher
Education Initiative in its first three years and an outlook into the
future is presented. It is argued that the Initiative has achieved a
great deal with very limited means, but that much of this is due to the
work of enthusiasts, both among academics and employers, of whom there
is a strictly limited supply. Whether the Initiative can succeed in the
long run will depend on the enthusiasts, together with top management,
achieving sufficient institutional change to make the work acceptable
also to other people.
Purpose
The purpose of this paper is to discuss how the terms “employability”, “enterprise” and “entrepreneurship” are currently being used, often interchangeably, within higher education, and to propose how to clarify this issue with the terminology.
Design/methodology/approach
The approach taken is to discuss the three terms and some of their current conceptualisations and suggest ways to clarify the terminology. Possible methods of operationalising the three concepts within higher education are also suggested.
Findings
Employability, enterprise and entrepreneurship are high on the agendas of many higher education institutions. There is a crucial need for agreement on definitions particularly when strategies are being implemented. It is suggested that currently the terminology is often used carelessly and interchangeably, resulting in confusion for HE staff, students and employers.
Originality/value
The paper offers a clear way of defining the concepts and will be of value to anybody with an interest in employability, enterprise or entrepreneurship within higher education.
Purpose
The purpose of this article is to provide a selective review of literature on the career‐related decision‐making processes in terms of the transition from student to business start‐up, and the nature and influence of support and guidance.
Design/methodology/approach
Primarily, a critical review of a range of recently published literature (1995‐2005) addressing the theoretical and practical aspects of the journey from student to start‐up. The literature is divided into sections: the graduate labour market: a state of flux; Conceptual and definitional issues; Career choice and decision‐making; and Start‐up training and support.
Findings
The paper finds that despite an increasing body of theoretical and empirical literature on career choice in general and on the career choice to start‐up a business in the form of intention models, there remains a lack of in‐depth research on the stories, circumstances, contexts and complexities of graduates on their journey from student to business start‐up. A transition from entrepreneurial intentions to actual start‐up is often assumed but under‐researched in terms of career development and decision making processes. The nexus between training, support, intent and actual career choice to start‐up a business remains under‐investigated.
Research limitations/implications
Given that careers are made in a changing and complex context, simple relationships should not be expected. Hence, rather than focusing solely on certain aspects of the start‐up process, research is needed that takes a more holistic approach.
Practical implications
The study highlights the need for research that does justice to the complexities of the decisions made in the process from student to start‐up and by implication public policy and practice in relation to formal intervention within this aspect of the graduate labour market.
Originality/value
The paper lays the basis for a more nuanced understanding of the journey from student to start‐up of value to both researchers and policy makers.
Purpose
– Despite a growing body of literature in the field, there is still considerable uncertainty as to whether entrepreneurs are born or made, which has led to an ongoing debate in the entrepreneurship academy about whether we can actually teach individuals to be entrepreneurs. With this in mind, this two‐part paper aims to address the question of whether or not entrepreneurship can be taught.
Design/methodology/approach
– In part I the importance of entrepreneurship in a modern, constantly changing environment is outlined, and the various ways in which entrepreneurship programmes can be categorised are considered. Attention is given to the various difficulties associated with the design of programmes, as well as their objectives, content and delivery methods. Part II of the paper focuses on the difficulties associated with programme evaluation and the various approaches adopted to determining and measuring effectiveness. This leads to a discussion on whether or not entrepreneurship can be successfully taught.
Findings
– Despite the growth in entrepreneurship education and training programmes, the paper reports that little uniformity can be found. Attention is drawn to the art and the science of entrepreneurship, with the consensus that at least some aspects of entrepreneurship can successfully be taught.
Originality/value
– The authors highlight the need for evaluating programmes and for educators and trainers to have a fuller understanding of what they wish to achieve from their programme from the outset in order to ensure a more accurate assessment of the outcomes.
Purpose
This paper aims to examine the entrepreneurial attitudes of undergraduate students enrolled in the Small Business Institute ® (SBI) program at multiple universities in the USA. Research has encouraged a continuous study and refinement of the entrepreneurial profile, particularly for young adults. Past studies have linked certain personality constructs and entrepreneurship, and shown a connection between entrepreneurial intentions and past business experience.
Design/methodology/approach
A total of 216 students completed the entrepreneurial attitudes orientation (EAO) survey. The EAO provides a composite score based on four attitude subscales: achievement in business; innovation in business; perceived personal control of business outcomes; and perceived self‐esteem in business. In addition, participants were asked to provide demographic information and past entrepreneurial experience.
Findings
Results indicated that the majority of students possessed entrepreneurial attitudes. Furthermore, both student characteristics and entrepreneurial experience were found to be associated with certain entrepreneurial attitudes. Specifically, male students scored higher on both personal control and innovation, and students with family business experience had more developed entrepreneurial attitudes.
Practical implications
The SBI and other similar training/education programs provide the opportunity for direct entrepreneurial exposure. Their ability to impact attitudes toward entrepreneurship provides a venue for career opportunities. Further discussion centers on the relationship between entrepreneurial attitudes and degree of past experience.
Originality/value
The paper provides an examination of entrepreneurial attitudes that focuses on both demographics and past experiences for a unique educational program that helps promote entrepreneurship as a viable career option.
Data from a wide range of disciplines can be used to create a paradigm describing the factors that enter into the creation of entrepreneurial events. Throughout the literature, entrepreneurial events are defined in terms of operational factors, such as initiative taking, bringing together resources, management, relative autonomy, and risk taking. These factors, together with others, provide a partial explanation for the creation of an entrepreneurial event, such as the formation of a company. The greatest reason for the creation of an entrepreneurial event seems to be a change in an individual's life path, especially in a negative direction. Two cases in point are those of refugees and of individuals who lose their jobs. Other life changes can be precipitated by dissatisfaction in a job, midlife crises, or even the opportunity for risk taking, for example, when a possible partner emerges and makes cash available. However, the fact of a life change, while precipitating some action, does not necessarily precipitate company formation. The likelihood that life changes may precipitate entrepreneurial events increases according to family background, ethnic group, peer group, previous work experience, previous life path changes, and perceptions of feasibility. Some backgrounds and ethnic cultures are more supportive of entrepreneurship than others. Thus, the paradigm suggests that entrepreneurial formations are a result of interacting situational and social-cultural factors. Each entrepreneurial event occurs in real time as the result of a dynamic process providing situational impetus that has an impact upon persons whose perceptions and values are conditioned by their social and cultural inheritance and their experience. (KC)
There is a strong interest in knowledge-based economies in increasing the levels of graduate entrepreneurship. The role of higher education in this context is crucial in enhancing the motivation and capability of graduates to engage in entrepreneurial activity. However, traditional pedagogical approaches in business and management as applied to entrepreneurship education may be limiting the opportunities for students to develop entrepreneurial skills, knowledge and behaviour. If the need for increased levels of graduate entrepreneurship is to be met, it is important to develop more innovative and entrepreneurial approaches. Shifting the underpinning paradigm to one derived from a humanist philosophy suggests a co-learning approach in which both learner and educator participate in the learning process. This paper highlights the need for innovation in the supply of entrepreneurship education in UK higher education institutions to enhance graduate entrepreneurship. The authors reflect on and examine the experience of piloting a collaborative co-learning approach to entrepreneurship education that engages university students from a range of disciplines, local entrepreneurs and educators in the learning and development process. Finally, they explore the challenge that embedding such an approach poses to the development of entrepreneurship education in UK HEIs. The paper adds to the body of knowledge in the area of graduate entrepreneurship and raises important issues for policy makers, practitioners, educators and entrepreneurs.
The main purpose of the exploratory research discussed in this paper was to generate insights into the complexity of the career-making processes involved in the transition from being a student to starting up a business. Using story-telling interviews, data were collected from fifteen graduates based in the Yorkshire region of the UK. Qualitative thematic analysis produced a chronological summary for each respondent, charting the sequence of events that led to start-up and providing appropriate context and rationale so that key themes could be identified. The research began as a study of the career-making process of moving from student status to self-employment; it ended by offering valuable insight into the complex transition process undertaken by a group of diverse graduates. This subtle shift of positioning is important, and reflects the outcomes of the in-depth research undertaken with the respondents. The findings suggest that only very rarely could the transition process be regarded as strategic. It was not a linear process with clear stages, but rather a continuous process which often stretched back to the respondent's pre-university life. The process is discussed in relation to three major themes: personal characteristics, employment experiences and lifestyle, and support. Appreciation and awareness of the lack of common transition and contextual processes, aspirations, factors and required capabilities must be reflected in policy and practice that seek to promote and enhance graduate entrepreneurship. The authors' findings question the suitability of neat policy formulas and skills-based interventions to encourage more students to take a start-up pathway. Further research is needed to strengthen the fledgling understanding of this process.
In the present study a covariance structure model is tested to identify the causes of entrepreneurial intent among engineering students. Specifically, we explore whether steady personal dispositions or whether perceptions of contextual founding conditions have an impact on the intention to found one’s own business. The survey of 512 students at the MIT School of Engineering broadly confirms the model. Personality traits have a strong impact on the attitude towards self–employment. The entrepreneurial attitude is strongly linked with the intention to start a new venture. The students’ personality therefore shows an indirect effect on intentions. Furthermore, the entrepreneurial intent is directly affected by perceived barriers and support factors in the entrepreneurship–related context. The findings have important implications for policy makers inside and outside universities.
Purpose
– The paper's purpose is to present an introduction to the special issue is that positions and explores some of issues and challenges in the field of graduate entrepreneurship.
Design/methodology/approach
– The paper examines a range of issues and themes and introduces papers of six authors/author teams. The introductory paper is divided into three sections: what is graduate entrepreneurship; entrepreneurial intentions; and education and training.
Findings
– The paper finds that, despite increasing attention on graduate entrepreneurship, there remains a lack of research on entrepreneurial intentions and enterprise/entrepreneurship education and training in varied and multiple contexts. This special issue includes research from a number of countries, including England, Ireland, Australia and the USA.
Originality/value
– The paper provides the basis for a more nuanced understanding of entrepreneurial intentions and related education and training – of interest to both researchers and policy makers in terms of the journey from student to start‐up.
Why are intentions interesting to those who care about new venture formation? Entrepreneurship is a way of thinking, a way of thinking that emphasizes opportunities over threats. The opportunity identification process is clearly an intentional process, and, therefore, entrepreneurial intentions clearly merit our attention. Equally important, they offer a means to better explain—and predict—entrepreneurship.We don't start a business as a reflex, do we? We may respond to the conditions around us, such as an intriguing market niche, by starting a new venture. Yet, we think about it first; we process the cues from the environment around us and set about constructing the perceived opportunity into a viable business proposition.In the psychological literature, intentions have proven the best predictor of planned behavior, particularly when that behavior is rare, hard to observe, or involves unpredictable time lags. New businesses emerge over time and involve considerable planning. Thus, entrepreneurship is exactly the type of planned behavior and for which intention models are ideally suited. If intention models prove useful in understanding business venture formation intentions, they offer a coherent, parsimonious, highly-generalizable, and robust theoretical framework for understanding and prediction.Empirically, we have learned that situational (for example, employment status or informational cues) or individual (for example, demographic characteristics or personality traits) variables are poor predictors. That is, predicting entrepreneurial activities by modeling only situational or personal factors usually resulted in disappointingly small explanatory power and even smaller predictive validity. Intentions models offer us a significant opportunity to increase our ability to understand and predict entrepreneurial activity.The current study compares two intention-based models in terms of their ability to predict entrepreneurial intentions: Ajzen's theory of planned behavior (TPB) and Shapero's model of the entrepreneurial event (SEE). Ajzen argues that intentions in general depend on perceptions of personal attractiveness, social norms, and feasibility. Shapero argues that entrepreneurial intentions depend on perceptions of personal desirability, feasibility, and propensity to act. We employed a competing models approach, comparing regression analyses results for the two models. We tested for overall statistical fit and how well the results supported each component of the models. The sample consisted of student subjects facing imminent career decisions. Results offered strong statistical support for both models.(1) Intentions are the single best predictor of any planned behavior, including entrepreneurship. Understanding the antecedents of intentions increases our understanding of the intended behavior. Attitudes influence behavior by their impact on intentions. Intentions and attitudes depend on the situation and person. Accordingly, intentions models will predict behavior better than either individual (for example, personality) or situational (for example, employment status) variables. Predictive power is critical to better post hoc explanations of entrepreneurial behavior; intentions models provide superior predictive validity. (2) Personal and situational variables typically have an indirect influence on entrepreneurship through influencing key attitudes and general motivation to act. For instance, role models will affect entrepreneurial intentions only if they change attitudes and beliefs such as perceived self-efficacy. Intention-based models describe how exogenous influences (for eample, perceptions of resource availability) change intentions and, ultimately, venture creation. (3) The versatility and robustness of intention models support the broader use of comprehensive, theory-driven, testable process models in entrepreneurship research (MacMillan and Katz 1992). Intentional behavior helps explain and model why many entrepreneurs decide to start a business long before they scan for opportunities.Understanding intentions helps researchers and theoreticians to understand related phenomena. These include: what triggers opportunity scanning, the sources of ideas for a business venture, and how the venture ultimately becomes a reality. Intention models can describe how entrepreneurial training molds intentions in subsequent venture creation (for example, how does training in business plan writing change attitudes and intentions?). Past research has extensively explored aspects of new venture plans once written. Intentionality argues instead that we study the planning process itself for determinants of venturing behavior. We can apply intentions models to other strategic decisions such as the decision to grow or exit a business. Researchers can model the intentions of critical stakeholders in the venture, such as venture capitalists' intentions toward investing in a given company. Finally, management researchers can explore the overlaps between venture formation intentions and venture opportunity identification.Entrepreneurs themselves (and those who teach and train them) should benefit from a better understanding of their own motives. The lens provided by intentions affords them the opportunity to understand why they made certain choices in their vision of the new venture.Intentions-based models provide practical insight to any planned behavior. This allows us to better encourage the identification of personally-viable, personally-credible opportunities. Teachers, consultants, advisors, and entrepreneurs should benefit from a better general understanding of how intentions are formed, as well as a specific understanding of how founders' beliefs, perceptions, and motives coalesce into the intent to start a business. This understanding offers sizable diagnostic power, thus entrepreneurship educators can use this model to better understand the motivations and intentions of students and trainees and to help students and trainees understand their own motivations and intentions.Carefully targeted training becomes possible. For example, ethnic and gender differences in career choice are largely explained by self-efficacy differences. Applied work in psychology and sociology tells us that we already know how to remediate self-efficacy differences. Raising entrepreneurial efficacies will raise perceptions of venture feasibility, thus increasing the perception of opportunity.Economic and community development hinges not on chasing smokestacks, but on growing new businesses. To encourage economic development in the form of new enterprises we must first increase perceptions of feasibility and desirability. Policy initiatives will increase business formations if those initiatives positively influence attitudes and thus influence intentions. The growing trends of downsizing and outsourcing make this more than a sterile academic exercise. Even if we successfully increase the quantity and quality of potential entrepreneurs, we must also promote such perceptions among critical stakeholders including suppliers, financiers, neighbors, government officials, and the larger community.The findings of this study argue that promoting entrepreneurial intentions by promoting public perceptions of feasibility and desirability is not just desirable; promoting entrepreneurial intentions is also thoroughly feasible.
Higher Education in the Learning Society: Report of the National Committee
- NCIHE
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