The impact of entrepreneurship education on entrepreneurial intention: the moderating role of perceived governmental support

Abstract

Purpose

This paper aims to examine the direct impact of entrepreneurship education on university students' entrepreneurial intention and the moderating role of perceived governmental support in terms of financial support and policies and regulations.

Design/methodology/approach

The study collected data using questionnaires from students enrolled in compulsory entrepreneurship courses at three public Jordanian universities. Structural equation modeling was used to analyze 1,228 valid questionnaires and test the hypotheses.

Findings

The study revealed that entrepreneurship education positively and significantly affects students' entrepreneurial intentions. On the other hand, perceived governmental support in terms of financial support and policies and regulations has a nonsignificant moderating role in the relationship between entrepreneurship education and students' entrepreneurial intention.

Originality/value

This study enriches the literature with new evidence that entrepreneurship education has a positive, direct impact on students' intention to become entrepreneurs. It also contributes to the body of knowledge as the first to examine the role governments’ play besides encouraging entrepreneurship education through their education policies.

Citation

Al-Omar, S., Alalawneh, A. and Harb, A. (2024), "The impact of entrepreneurship education on entrepreneurial intention: the moderating role of perceived governmental support", Education + Training, Vol. 66 No. 7, pp. 777-800. https://doi.org/10.1108/ET-07-2023-0272