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Talent Development & Excellence
Vol.12, No. 1, 2020, 5688-5702
ISSN 1869-0459 (print)/ISSN 1869-2885 (online)
© 2020 International Research Association for Talent Development and Excellence
http://www.iratde.com
Revealing Antecedents of Entrepreneurial Intention under the moderation of
Entrepreneurial Knowledge across Talented Students at Business Incubation
Centers
Rimsha Iqbal 1, Muhammad Sarmad 2 , Qaiser Shafi 3 , Aqsa Jalil 4 , Muhammad Khan 5
1,2,3,4Riphah School of Leadership, Riphah International University, Islamabad, Pakistan.
5Department of Management Sciences, Abdul Wali Khan University, Mardan, KPK, Pakistan
Abstract
Entrepreneurship is observed as an essential facet for youths’ prosperity in South Asian developing
countries. The development of entrepreneurial knowledge across talented students seeks empirical
investigation. Therefore, this study utilized the theory of planned behavior to reveal the
antecedents (attitude, subjective norms and perceived behavioral control) of entrepreneurial
intention under the moderation of entrepreneurial knowledge. The data was collected in time lags
from 176 students engaged in diverse Pakistani business incubation centers through purposive
sampling technique. The data analysis in SPSS disclosed that attitude and entrepreneurial
knowledge positively affects entrepreneurial intention. On the contrary, subjective norms and
perceived behavioral control are not affecting entrepreneurial intention and distinctive outcomes
of entrepreneurial knowledge moderation were also established. Implications were made for better
excellence across entrepreneurial business.
Keywords: Entrepreneurial intention, Entrepreneurial knowledge, Attitude, Subjective Norms,
Perceived behavioral control.
Introduction
The entrepreneurship crafted a considerable part in socio-economic development of a
nation and has become a major concern to both scholars and policy makers (Safiullin, &
Akhmetshin, 2019; Brancu et al., 2015). According to researchers, youth are backbone of any
nation because they play a significant role in economic and social growth of country. Therefore,
investing in talented youth at right time leads to the prosperity of coming generation, which boosts
society and economy (Pereznieto & Harding, 2013). Entrepreneurship has become the focal point
of researchers in past studies, who examined its development among males and females as well as
at various levels (Mehrez, 2019; Lim, Oh & De Clercq, 2016). However, we observed that the
development of youth particularly in the context of talented students’ entrepreneurship has
received relatively little empirical attention (Al-Hammadi & Al-shami, 2020). This depicts that a
couple of research questions are still unanswered in domain of youth entrepreneurship
development and thus, this unattended area requires researchers’ keen concentration.
The first research question is whether the antecedents of entrepreneurial intention exist. .
Scholars of previous empirical studies indicate that EI can be investigated from multiple
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http://www.iratde.com
approaches however; the theory of planned behavior (TPB) provides a constructive theoretical
framework for investigating EI (Ajzen, 1991). According to TPB, the EI can be determined from
three independent factors that are attitude, subjective norms (SN) and perceived behavioral control
(PBC). In previous studies, researchers have explored all these three determinants of TBP in
different ways. For instance, Lee et al. (2011) conducted a study in which they revealed that
attitude has an impact on intentions of IT professionals to begin a business. With regard to SN,
scholars have examined the influence of cultural dynamics on entrepreneurial intention (Diaz-
Garcia & Jimenez-Moreno, 2010; Siu & Lo, 2013). Various researchers in past studies also
investigated self-efficacy as a measure of perceived entrepreneurial skill and its influence on EI
(Zhao, Seibert & Hills, 2005).
Moreover, Shah and Soomro (2017) conducted a research to investigate entrepreneurial
intentions among students. The researcher had applied TBP to analyze the factors that are mostly
link with EI. The findings of study reveal that attitudes and norms have a significant influence on
EI, whereas perceived behavioral control has no impact on entrepreneurial intention. It is evident
from past studies that application of actual theory varied as the three determinants of TBP have
been examined both simultaneously and separately across studies. Thus, in comparison to the
afore-mentioned studies and to get deeper insight into the determinants of EI by using TBP, the
present study examines the impact of attitude, SN and PBC on EI by using a time lagged data from
talented students at business incubation centers.
The second research question is about the boundary conditions of the relationship between
attitude, SN, PBC and EI. Apart from these prevailing components of TBP, another significant
component that assists in modifying the EI of talented students is entrepreneurial knowledge (EK).
The EK depicts significant outcomes on business formation (Kor, Mahoney & Michael, 2007).
Education is a source of knowledge and entrepreneurial education (EE) provides youth with
knowledge to gain expertise (Idris, Komariah, & Riadini, 2020) and construct their own source of
income through business or job (Linan et al., 2011). However, despite of EK significance in
enhancing the EI of students, researchers have not paid attention on exclusively examining the
moderating role of EK between attitude, SN, PBC and EI.
Pakistan is a developing country and significant attention was not given to
entrepreneurship, whereas in last few years’ intention to become an entrepreneur has increased
(Zulfiqar et al., 2017). TPB was considered in multiple aspects but rarely addressed in behavioral
dynamics of talented students in undeveloped country of Pakistan (Khan et al., 2011). Therefore
based on TPB, we have tried to address both afore-mentioned research questions by empirically
investigating the impact of attitude, SN, and PCB on entrepreneurial intentions of talented students
along with entrepreneurial knowledge as a moderator.
We contribute to entrepreneurship development literature by, first, investigating the
association between components of TBP i.e. attitude, SN, PBC and EI among students. Secondly,
by examining the degree to which EK moderates the association between components of TBP and
EI. Third, the present study specifically focuses on those talented students that are engaged in
Business Incubation Centers (BICs) and wants to pursue entrepreneurship in near futures. Lastly,
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http://www.iratde.com
the study could also provide certain practical imminent regarding EI of talented students for
competent authorities in universities (both public and private) particularly in providing graduates
with opportunities where their entrepreneurial talent could be developed and utilized properly for
the betterment of society.
Literature Review
Attitude and Entrepreneurial Intention
This first aspect of the theory of planned behavior (TBP), can be defined as “a temperament
to react favorably and unfavorably to an object, person, institution or event” (Ajzen, 2005:3).
Entrepreneurial intention deals with a mindset that directs individuals’ focus to achieve a goal
(Bird, 1988). Ajzen (1991) TBP can be used as a lens for investigating the relationship between
attitude and entrepreneurial intention. The theory posits that if an individual has a positive attitude
towards entrepreneurship he or she would be more likely intended to pursue entrepreneurship.
Armitage and Conner (2001) conducted a meta-analysis that provides evidences that attitude and
entrepreneurial intention have a significant positive relationship therefore, it is well established
that attitudes affect behaviors, and behaviors of individuals can be anticipated by attitudes.
Similarly, Linan and Chen (2009) in a study conducted on Spanish and Taiwanese students
revealed that attitude has a positive impact on entrepreneurial intention of students. Thus, based
on above said review this study proposes the following hypothesis:
H1: Attitude affects entrepreneurial intention.
Subjective Norm and Entrepreneurial Intention
The second aspect of the TPB, subjective norm (SN), deals with the social factors that have
an impact on people’s intention to execute a certain behavior. Cameron et al. (2012) defined
subjective norm as individual’s perception that his/her beloved ones consider that he/she won’t be
capable enough to exhibit desired behavior. SN also plays a very vital function in the improvement
of entrepreneurial intention, which provides an explicit manner and context (Ajzen, 2002).
As per Ajzen’s view, recent empirical studies indicate that individuals having relationship
with entrepreneurs are more likely to have an intention to start a business (Lapista et al., 2012).
Multiple studies support the association between subjective norm (SN) and entrepreneurial
intentions (EI) of individuals (Mueller, 2011; Otuya et al., 2013). Whereas, few researchers
proposed that SN supply the slightest to entrepreneurial intentions (Autio et al., 2001; Linan &
Chen, 2009). As majority of recent empirical studies indicates significant positive impact of SN
on EI therefore, it is obvious that individuals act in accordance with the direction or implications
of people around them to participate in entrepreneurial activity. Thus, based on aforesaid
arguments’ following is hypothesized:
H2: Subjective norm affects entrepreneurial intention.
Perceived Behavioral Control and Entrepreneurial Intention
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According to Ajzen (1991) the third aspect of TPB, perceived behavioral control (PBC)
can be define as an individual’s awareness of easiness or complexity in exhibiting the proposed
behavior. Kolvereid (1996) explained that the entrepreneurs need to focus on behavioral control
mechanism to be successful in this challenging field. Past empirical studies have determined an
encouraging association between PBC and EI (Linan, Urbano & Guerrero, 2011; Solesvik et al.,
2012). Similarly, Sihombing (2015) conducted an empirical study and compared entrepreneurial
intention of business students and non-business students. The findings of the past study
recommended that PBC is supposed to be associated with entrepreneurial intention for better
outcomes. Therefore, based on theory and literature following is hypothesize to explore earlier
studies in underdeveloped country context:
H3: Perceived behavioral control affects entrepreneurial intention.
Entrepreneurial knowledge and Entrepreneurial Intention
Johannisson (1991) defined entrepreneurial knowledge (EK) as conceptual and analytical
understanding of overall process of entrepreneurship. Scholars argued that EK contributes a major
role in entrepreneurship arena (Jebarajakirthy & Thaichon, 2015) and effects companies’
establishment (Kor et al., 2007; Luthje & Franke, 2003). Moreover, Kolvereid and Moen (1997)
demonstrated that scholars possessing high entrepreneurial information have the competency to
stimulate the entrepreneurial intentions than the others. This outcome is analyzed on youth of
Norwegian University. Thus, based on above arguments following is hypothesized:
H4: Entrepreneurial knowledge affects entrepreneurial intention.
Moderating Role of Entrepreneurial Knowledge between Attitude and Entrepreneurial
Intention
Entrepreneurial knowledge (EK) provides an entrepreneur with an ability to understand,
interpret and apply new information in innovative ways. Therefore, EK acts as a stronger cause
for trigging intentions of entrepreneur. According to Linan (2008) and Souitaris, Zerbinati & Al-
Laham (2007) in commencing entrepreneurship, the EK may guide to positive attitudes, subjective
norms and strong perceived behavioral control. EK overcomes cognitive barriers to entrepreneurial
orientations and tendency, thereby stimulating attitudes towards entrepreneurship (Roxas, 2014).
Similarly, Weber (2012) states that EK modified the overall attitude and perception of a person to
choose entrepreneurship as a career by diminishing the uncertainty linked with entrepreneurial
activities. From the previous studies, it is obvious that moderating role of EK remain purely
untested. Therefore, based on above arguments’ following is hypothesized:
H5: Entrepreneurial Knowledge moderates the relationship between attitude and entrepreneurial
intention in such a way that it strengthens the relationship than weaken
Moderating Role of Entrepreneurial Knowledge between Subjective Norm and
Entrepreneurial Intention
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Gurel, Altinay and Daniele (2010) argued that need to explore certain aspects of
entrepreneurial knowledge (EK) are commendable for encouraging entrepreneurial intention (EI)
and may help in decision-making. EK depicts the quality of learning and experience that may
reinforce EI (Clercq & Arenius, 2006). Scholars argued that EK significantly influenced intentions
and decisions related to venture creation (Kor & Michael, 2007; Luthje & Franke, 2003) thus,
represent the spirit of free enterprise (Jebarajakirthy & Thaichon, 2015). Empirical studies
highlight the stronger association between EK and EI e.g; Kolvereid and Moen (1997) revealed
that learners with EK have more entrepreneurial intentions than others. Similarly, Linan (2004)
said that EK had a straight impact on individuals’ entrepreneurial intentions.
However, Kolvereid (1996) found that subjective norm (SN) is significantly associated
with entrepreneurial intention. As family members and friends are considered to be financial
supporters, guiders and role models therefore, they may have a great impact on person career
choice (Ambad & Damit, 2016). Similarly, EK provides more awareness to students about
entrepreneurial occupation course and augment social support from major others (Linan, Nabi &
Kruegerm, 2013). Thus, it is hypothesized that;
H6: Entrepreneurial Knowledge moderates the relationship between subjective norm and
entrepreneurial intention in such a way that it strengthens the relationship than weaken
Moderating role of Entrepreneurial Knowledge between Perceived Behavioral Control and
Entrepreneurial Intention
According to Barney (1991) entrepreneurial knowledge (EK) has been considered as a
significant entrepreneurial resource. In particular, EK modified a person’s belief on his or her
ability about different entrepreneurial features that contribute to more pragmatic opinion about
entrepreneurial movement (Ajzen, 2002). Previous empirical studies revealed that perceived
behavioral control (PBC) is associated with entrepreneurial intention (Autio et al., 2001; Gelderen
et al., 2008).
According to Souitaris et al. (2007) knowledge may lead to strong PBC relating to initiating
entrepreneurship. Moreover, gaining appropriate knowledge and get equipped with business arena
leads to initiate and manage companies’ aspects. This understanding provides confidence to
talented youth for excellence in entrepreneurship by establishing their own enterprises in multiple
dimensions for prosperity, particularly in South Asian region. Therefore, it can be hypothesized
that:
H7: Entrepreneurial Knowledge moderates the relationship between perceived behavioral control
and entrepreneurial intention in such a way that it strengthens the relationship than weaken
Research Model
The figure 1 depicts the relationship between variables under study:
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Methodology
Research Design and Population:
The present study has adopted quantitative survey design (Kerlinger & Lee, 2000) to
examine the relationship between studied variables. The selected population for the study was
registered students at Business Incubation Centers (BICs) of renowned public and private
Universities in Punjab, Pakistan.
Sample and Data Collection:
. The non-probability sampling technique was applied through purposive sampling (Wiesma
& Jurs, 2005) to seek response from actual talented students engaged in respective entrepreneurial
activities at business incubation centers (BIC) of the Pakistani University. The self-administered
questionnaires were briefed to students working in BIC to establish and commercialize their
entrepreneurial ideas. Students participated voluntarily in the survey and their informed consent
was obtained. All students were assured of the data confidentiality and anonymity. The students
filled the questionnaires in time lags followed with two weeks gap, which is in harmony with the
recommendation of Carmeli et al. (2010) study to facilitate improved incidence of cause and effect
association among concerned variables. In the first time lag, the data regarding independent
variables and moderator was collected and each questionnaire was marked with unique code to
attain data in second time lag from same respondent, regarding demographics and dependent
variable.
Out of 260 distributed questionnaires, 176 usable responses were received yielding the
response rate of 65%. The sample included 56% male and 44% female, 70% of them were in
between 18 to 22 years of age and 87% were enrolled in bachelors program. Around 44% of them
had no family business background whereas 47% respondent’s father had business background.
77 % of the total respondents also had no prior self-employment experience. 75% of them had
studied entrepreneurship course in their respective study program.
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Measures
All variables were measured using adopted questionnaires, wherein responses for all
variables were assessed using a 5-point Likert scale. The cronbach alpha reliability of each
measure was established by respective author, ranges from 0.63 to 0.84. The attitude, subjective
norms, perceived behavioral control and entrepreneurial intentions was assessed under the scale
adopted from Linan, Urbano and Guerrero (2011) study, possessing five, three, six and six items
respectively. The entrepreneurial knowledge was assessed through six items adopted from Roxas
(2014) study.
Control Variables
The demographics of respondents e.g; age, gender, entrepreneurship course, degree
program, family business background and self-employment experience were not entirely used in
this study, as contextual based demographic differences most likely affects’ respondents’ feedback
(Allworth & Hesketh, 1999). Moreover, the one-way ANOVA test of most of the demographics
resultant into insignificant affect on entrepreneurial intention expect gender, which is controlled.
Test of the Measurement Model
In accordance to Anderson and Gerbing (1988) recommendation, the measurement model
consisted of five latent variables was assessed for good fit to data and discriminant validity of
respective items loadings on latent factors was established through Confirmatory Factor Analysis
(CFA). The insignificant chi-square value shows a good model fit, for normed fit index
(NFI=0.97), non-normed fit index (NNFI=0.96), and comparative fit index (CFI=0.95) with
p>0.05, wherein 0.95 and above values are measured as a good fit (Hu & Bentler, 1999; Kline,
2005). The value of root mean square error of approximation (RMSEA=0.03), wherein less than
0.05 value shows the good fit (Kline, 2005). Furthermore, all items were significantly loaded on
respective latent factors with range of 0.63 to 0.94, wherein Cua et al. (2001) explained such factor
loadings range sufficient for the construct’s validity establishment.
Findings
Preliminary Analysis
Table 1 depicts the descriptive statistics, reliabilities and correlation analysis of the study
variables. Based on the results, initial directional support for first hypothesis was found (r = .64,
p< .01). Similarly it can be observed from the table that subjective norm is positively correlated
with entrepreneurial intention i.e. (r = .25, p< .01). Table 1 also depicts that perceived behavioral
control and entrepreneurial knowledge are positively correlated with entrepreneurial intention i.e.
(r = .49, p< .01), (r = .56, p< .01), supporting the proposed hypothesis. The problem of
multicoliniarity does not exist in this data as the correlation coefficient (r) values are between the
ranges of 0.2 to 0.6.
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Table 1: Descriptive Statistics and Correlation Coefficients (n =176)
Variables
Mean
SD
1
2
3
4
5
1 Attit
3.98
.58
(.63)
2 SN
3.57
.81
.36**
(.74)
3 PBC
3.82
.54
.59**
.39**
(.64)
4 EK
3.45
.65
.45**
.29**
.51**
(.83)
5 EI
3.59
.65
.64**
.28**
.49**
.59**
(.75)
Attit = Attitude, SN = Subjective norm, PBC = Perceived Behavioral Control, EK =
Entrepreneurial Knowledge, EI = Entrepreneurial Intention, ns = not significant, *p<.05, **p<.01,
alpha reliabilities in brackets.
Hypothesis Testing
As per Cohen et al. (2013) recommendations, the multiple moderated regression analysis
was used to test the hypothesis of study. Based on the results presented in Table 2 hypothesis 1, 4
and 5 of the study are supported whereas, hypothesis 2, 3, 6 and 7 are not supported. Moreover,
the Durbin Watson = 2.041, VIF is less than 2.5 and F statistics is 38.072 depicting the data
independence (Garson, 2012).
Table 2: Moderated Regression Analysis
Predictors
Entrepreneurial Intention
β
R2
ΔR2
Step 1
.031
Control variables
Step 2
Attit
.534**
.537
.537
.506***
.506***
SN
.005ns
PBC
.024ns
EK
.354**
Step 3
Attit × EK
.018*
.574
.574
.037**
.037**
SN × EK
.120ns
PBC × EK
.079ns
Attit = Attitude, SN = Subjective norm, PBC = Perceived Behavioral Control, EK =
Entrepreneurial Knowledge, ns = not significant, *p<.05, **p<.01, n = 176
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Fig. 2 illustrates the significant interaction for high and low value of moderator. It is clear that the
positive relationship between attitude and entrepreneurial intention is much stronger when
entrepreneurial knowledge is high thus, confirming hypothesis 5 of study. As hypothesis 6 and 7
are not supported (β = .12 p = ns) and (β = .08 p = ns) respectively therefore, their interactions
plots are not executed.
Discussion
The results of this study revealed an interesting combination of findings—some of which
supported hypothesized relationships. However, a few of the results were opposed to what was
hypothesized. Altogether, these findings enhance our understanding of the phenomena of students
entrepreneurship development and propose numerous avenues for future researchers, discussed as
under: The first hypothesis (H1) of study that attitude affects EI of students was supported,
disclosed positive affect, which illustrates that while anticipating entrepreneurship as a potential
career option the students at BICs are highly concerned with their attitudinal issues. Here, the
outcome is supported under the findings of Marques and Albuquerque (2012), who established
that attitude has a significant positive impact on EI, which needs further investigations as well.
While investigating the second hypothesis (H2), that is the subjective norms (SN) effects
entrepreneurial intention (EI), the relationship was not supported and somewhat consistent with
the findings of Linan and Chen (2009), who established immaterial influence of SN on EI. Pereira
(2007) in a study argued that the extent of entrepreneurship in any society is not only influenced
by prevailing economic factors but is also influenced by culture of that society and as Pakistan is
a collectivist society (Hofstede, 2011) therefore; Pakistani individuals are more likely to follow
the wishes of their referent group such as family, friends and other extended relationships. Thus,
youth is being supported to secure career in stable jobs rather investing in own entrepreneurial
attempts, which create much confusion for youth to inclined towards entrepreneurial career option
(Shiri et al., 2017).
The third hypothesis (H3), wherein perceived behavioral control (PBC) variable was not
declared as an antecedent of entrepreneurial intention (EI). This result is not in procession with
precedent empirical studies that have established a positive association between PBC and EI
(Solesvik et al., 2012; Sihombing, 2015). This contradictory result may depressingly mirror the
perceived ability of Pakistani students to present defined behaviors because of ambiguity due to
political and economic crisis. However,in the past literature, in significant relationship between
PBC and EI were also originated by various researchers such as Ferreira et al. (2012) and (Kaijun
& Sholihah, 2015) under unstable environment of business and society
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Significant positive relationship was found between entrepreneurial knowledge (EK) and
entrepreneurial intentions (EI) of students, thus this result is in procession with precedent empirical
studies, highlighted the strong relationship between EK and EI. For instance, Linan (2004)
explored that EK strongly effects individuals’ entrepreneurial intentions. Moreover, Sommer and
Haug (2010) argued that knowledge pertinent to entrepreneurship was integrated into the theory
of planned behavior (Ajzen, 1991) as a detached aspect and put forth a positive persuade on
entrepreneurial intentions. Therefore, it can be revealed from the results that when students have
more EK related to diverse aspects of starting and running a company then there intention to start
a new business and the possibility of considering career as an entrepreneur is also increased.
The outcome for the moderating effect of entrepreneurial knowledge (EK) in the
relationship between attitude and entrepreneurial intention (EI) were as per expectations,
confirming the fifth hypothesis (H5) Thus, the pragmatic optimistic relationship between attitude
and EI was stronger when EK was high. Linan (2004) reported that EK had a direct effect on
individuals’ EI. Thus, the relationship of attitude and EI of students at BICs is further stronger
when they have a greater knowledge of dissimilar features of establishing a business. Similarly,
Roxas (2014) also stated that entrepreneurial knowledge crafted a person with appropriate attitude
to chase a profession, as an entrepreneur.
Moderating role of entrepreneurial knowledge (EK) in the relationship between subjective
norms and entrepreneurial intention (EI) was found insignificant leads to the rejection of sixth
hypothesis (H6). This reveals that when students gained knowledge about the different aspects of
starting and running a new venture at the same time they also know more about the high risk
associated with it. Because of the collectivist society and unstable economic condition of Pakistan,
receiving financial support from family or other extended relationships is quite common among
students in the startup stage (Stafford et al., 1999) therefore; sometimes the students may not get
support from family members and friends to start a riskier career.
The results for the moderating effect of EK in the relationship between perceived
behavioral control (PBC) and entrepreneurial intention (EI) were not in accordance with seventh
hypothesis (H7) and thus, moderation was found insignificant. Shiri et al. (2017) stated that the
perceived poor view of entrepreneurial career in a society leads to low preference in gaining its
knowledge. Thus, in addition to brittle financial and political contexts, Pakistani youth particularly
the talented students are under remarkable strain for opting their profession with deep clarity. On
the flip side, the negative relationship between PBC and EI indicates that there is an imperfect
awareness of bearing complexity or acceptance concerning performance of entrepreneurship
behavior.
Implications
The findings of this research provide inferences for academic regulatory authorities,
curriculum planners and policy makers that can be obliging in both theory and practice. Therefore,
the following implications may help in practical and theoretical terms decision makers in education
sector for entrepreneurial talent optimization of students:
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Entrepreneurship Development Institute (EDI) and Business Incubation Centers (BICs) in
universities should also provide a platform for students where they could have a direct link
with programs that provide financial support to those talented students that have novel
business idea of commencing new ventures.
In order to equip the students with knowledge of entrepreneurship, activities such as
national or international conferences, sessions, seminars, business plan competitions and/or
events should be organized by the universities.
The public and private recognized universities should be encouraged to redesign their
curriculum and launch a completely new program on entrepreneurship among other
discipline at graduate and under-graduate level in order to create a favorable environment
to foster entrepreneurship.
Business Incubation Centers (BICs) in universities should develop a web portal – an online
networking site, for promoting entrepreneurship where students should have 24/7 access
to content (books and documentaries etc.), information (know about upcoming events or
seminars etc.) and a blog where entrepreneurs can share their experiences etc.
BICs in universities should provide students with various trainings and mentoring sessions
so that they may enhance student’s entrepreneurial talent, transform their personalities and
trained them to become future entrepreneurial leaders.
The established antecedent and moderation under this study provide theoretical insides for
crafting appropriate level of entrepreneurial intentions.
Limitations and Future Research
As this study has provided fruitful initial insights concerning the entrepreneurial intention
of students at BICs of universities, the study also has distinct limitations, which may be considered
by the future researcher. The data was collected from students in business incubation center,
whereas a more assorted model may guide to broad knowledge on the substance. Moreover, as the
data was collected only through survey thus, there is a potential for common method bias, even
though it is controlled by time lags data collection. Multiple data sources should be consider by
future researchers to remove possible biases.
As restricted variables were used to inspect entrepreneurial intentions therefore, future
researchers may also examined theory of planned behavior (TPB) model along with ecological and
attitudinal factors, which may jointly influence entrepreneurial intentions. The mediating
mechanism need to be addressed in future for more better establishment of exogenous and
endogenous variables’ relationship.
Conclusion
Although the entrepreneurial development among individuals and at various levels has
been investigated widely, there is a clear lack of scientific research focusing on entrepreneurial
development of youth specifically among those talented students that are pursuing
entrepreneurship at Business Incubation Centers (BICs) of recognized universities in South Asian
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developing country, Pakistan. Thus, this study provides evidence that attitude and entrepreneurial
knowledge has a significant impact on entrepreneurial intention of students and entrepreneurial
knowledge plays a moderating role in this relationship. The entrepreneurship development is an
emerging area of research given the number of students’ enrolment in BICs of recognized
universities therefore; our findings not only enhanced the understanding of students’
entrepreneurship development but also are of vital importance for academic regulatory authorities,
curriculum planners and, policy makers.
References
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