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1 – 10 of 140Hina Munir, Shazia Nauman, Farough Ali Shah and Umair Zahid
Drawing on social cognitive career theory (SCCT), this study aims to examine how university students’ attitude towards entrepreneurship education (ATEE) consists of affective…
Abstract
Purpose
Drawing on social cognitive career theory (SCCT), this study aims to examine how university students’ attitude towards entrepreneurship education (ATEE) consists of affective, cognitive and behavioral components influences their entrepreneurial intentions. It further examines the role of entrepreneurial self-efficacy (ESE) as a mediator and social norms as a moderator in the ATEE – entrepreneurial intentions and – ESE relationships, respectively.
Design/methodology/approach
A sample of 428 university students from the new generational cohort entering workforce now (i.e. generation Z) from the four main cities of the province of Punjab, Pakistan, were considered using an online administered questionnaire. The study analyzes data using SPSS v25 and AMOS v22 and presents descriptive statistics, reliability, validity analysis and linear regression analysis. Furthermore, to test mediation and moderation hypotheses, Hayes’ PROCESS macro v3.0 was used.
Findings
The results confirm that individuals’ ATEE based on affective, cognitive and behavioral components have significant influence on entrepreneurial intentions. The findings also confirm the strong mediating role of ESE between the components of ATEE and entrepreneurial intentions. Furthermore, the conditional effects results confirm that social norms strengthened the positive relationships between the affective, behavioral and cognitive components of ATEE – ESE at three levels (low, medium and high).
Originality/value
This study is the first of its nature to unlock the missing link between ATEE’s components and entrepreneurial intentions using the theoretical foundations of SCCT. Furthermore, this study provides theoretical and practical implications specifically considering a developing country – Pakistan.
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Thi Viet Nga Ngo, Thi Loan Le, Thi Thanh Hong Pham, Thi Thu Thuy Nguyen and Cong Doanh Duong
By adopting the theory of planned behaviour, this study aims to provide insights into how entrepreneurial education (EE) contributes to the entrepreneurial process, especially…
Abstract
Purpose
By adopting the theory of planned behaviour, this study aims to provide insights into how entrepreneurial education (EE) contributes to the entrepreneurial process, especially entrepreneurial behaviour (EB).
Design/methodology/approach
The research used a sample of 2,566 students from 16 universities in Vietnam. The conceptual framework’s coefficient paths underwent testing using structural equation modeling, and the mediation effects were determined using the PROCESS bootstrapping method.
Findings
The study revealed that EE directly influences EB in Vietnam, despite having no direct effect on entrepreneurial intention (EI). In addition, EE indirectly influences EI and EB through enhancing attitude towards entrepreneurship and perceived behavioural control.
Practical implications
These findings suggest that policymakers should consider the value of investing in EE programmes as a means of promoting EB. Offering students opportunities to engage in real-life entrepreneurial activities, such as business plan competitions, internships with local start-ups and access to mentorship from established entrepreneurs, can play a pivotal role in their translating knowledge into action. This practical approach can significantly contribute to the development of an entrepreneurial ecosystem in Vietnam.
Originality/value
While many studies have investigated the influence of EE on EIs, there is a lack of research on the behavioural outcomes of such education. Furthermore, the findings regarding the EE–EI relationship are inconsistent. Therefore, this study provides valuable insights into how EE can foster the intention and behaviour to engage in entrepreneurship.
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Jayesh Patel, Sanjay Vannai, Vikrant Dasani and Mahendra Sharma
In order to achieve a sustained level of entrepreneurship in India, it is very important that the spirit and culture of entrepreneurship are ingrained in students, right at the…
Abstract
Purpose
In order to achieve a sustained level of entrepreneurship in India, it is very important that the spirit and culture of entrepreneurship are ingrained in students, right at the “school” level. Specifically, in this study we examine how student entrepreneurial behavior is influenced by entrepreneurial activities at school.
Design/methodology/approach
We chose schools in India to recruit the students’ samples; 520 higher secondary school students were approached in-person to understand their entrepreneurial intentions (EI). We applied PLS-SEM to test the relationships of serial mediation.
Findings
Our findings imply that the students' entrepreneurial intentions are largely influenced by the school’s entrepreneurship program (e.g. labs, lectures and exercises). Further, we noted that school career guidance and students’ entrepreneurship attitude effectively mediate the relationship between school entrepreneurship curriculum and EI.
Practical implications
Entrepreneurship education beginning in schools does foster stronger entrepreneurial intent over the short-term. It also helps in fostering entrepreneurs, who create jobs and support in achieving the country’s desired SDGs.
Originality/value
The study contributes new dimensions to entrepreneurship research focusing on school children hence anchoring at early stages.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-05-2023-0350
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Guillermina Tormo-Carbó, Elies Seguí-Mas and Victor Oltra
Drawing on the Theory of Planned Behaviour (TBP) and Social Cognitive Theory (SCT), this study delves into how, in entrepreneurship-unfriendly environments, university students’…
Abstract
Purpose
Drawing on the Theory of Planned Behaviour (TBP) and Social Cognitive Theory (SCT), this study delves into how, in entrepreneurship-unfriendly environments, university students’ entrepreneurial intention (EI) is shaped, focusing particularly on the role of entrepreneurship education (EE) and an entrepreneurial family context (EFC).
Design/methodology/approach
A sample of 688 students at a Spanish university was used for testing our hypotheses using GUESSS project data, through PLS-SEM regression and multigroup analysis (entrepreneurship course vs non-course students).
Findings
Positive and significant impacts of entrepreneurial attitude (EA) and entrepreneurial self-efficacy (ESE) on EI, and of subjective norms (SN) on EA and ESE, were found in both groups. Conversely, the impacts of an EFC on EA, SN and EI were significant only for course students, and the impact of SN on EI was significant only for non-course students. The impact of EFC on ESE was not significant for either group.
Originality/value
This investigation delves into how the TPB components shape university students’ EI in entrepreneurship-unfriendly contexts, and offers an original multigroup analysis to explore the role of EE in such dynamics. A novel contribution of this study is the finding that EE is a relevant catalyser for making entrepreneurial parents become an effective trigger for entrepreneurship. Conversely, EE was, unexpectedly, deemed irrelevant or counter-productive for some aspects of entrepreneurial dynamics. Further research is encouraged, delving into the role of social and cultural contexts.
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Cong Doanh Duong and Ngoc Xuan Vu
This research adopts the social cognitive career theory (SCCT) and a moderated mediation model to investigate the moderating impacts of entrepreneurial fear of failure (FOF) and…
Abstract
Purpose
This research adopts the social cognitive career theory (SCCT) and a moderated mediation model to investigate the moderating impacts of entrepreneurial fear of failure (FOF) and gender on the direct and mediation relationships between entrepreneurial education (EE), entrepreneurial self-efficacy (ESE) and entrepreneurial intention (EI).
Design/methodology/approach
The authors utilized a three-phase random sampling to compile a dataset from 1,890 graduate students from nine universities and higher education institutions in Vietnam. Cronbach's alpha and confirmatory factor analysis results showed that the key study variables were reliable and valid. Harman's single-factor method and other tests of analysis assumptions ruled out common method bias and other confounding factors. The authors utilized the PROCESS macro to test a hypothesized moderated mediation model that included direct, indirect and conditional indirect effects.
Findings
The findings yield that ESE partially and positively mediates the relation between EE and EI. FOF was found to negatively moderate the impacts of EE on ESE and EI, and the direct effect of ESE on EI among females is stronger than among males. More importantly, the mediation influence of FOF on the linkage between EE and EI becomes weaker when the level of FOF is high, yet this mediation relationship among females is higher than among males at all levels of FOF.
Practical implications
The results of this research are valuable for educators, policymakers and practitioners so that they may inspire individuals' entrepreneurial pursuits, especially those of female entrepreneurs.
Originality/value
This study significantly contributes to the entrepreneurship and gender literature by applying the SCCT to elucidate the moderated mediation impacts of FOF, ESE and gender on the relationship between EE and EI.
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Torgeir Aadland, Gustav Hägg, Mats A. Lundqvist, Martin Stockhaus and Karen Williams Middleton
To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation…
Abstract
Purpose
To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.
Design/methodology/approach
Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).
Findings
The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.
Research limitations/implications
Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.
Originality/value
This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.
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Abstract
Purpose
Based on the theory of planned behavior (TPB), the purpose of this study is to provide a well-supported explanation of how rural college students (RCS)’ entrepreneurial learning experiences (ELE) affect their returning home entrepreneurial intention (RHEI) through the three antecedents of TPB (Personal attitudes, PA; Subjective norms, SN and Perceived behavioral control, PBC).
Design/methodology/approach
An extension of the TPB was proposed, including the additional constructs of entrepreneurial learning experiences(ELE). Data were collected from a sample of 986 rural college students from ten universities and colleges located in China using a survey questionnaire. SEM was used to test the hypotheses and the relationships between variables.
Findings
RCS’ ELE significantly and positively influences the formation of their RHEI through the mediating effect of PBC. In addition, the three antecedents of TPB have direct and significant impact on RHEI, and PA, PBC indirectly mediate the relation between SN and RHEI.
Practical implications
The results of this study have implications for entrepreneurship educators and policymakers by promoting RCS’ RHEI through optimize the content and methods of entrepreneurship education from the perspective of students learning, and strengthening publicity for rural entrepreneurship, increase support for returning home entrepreneurship.
Originality/value
The role of ELE in forming RCS' RHEI has been underestimated by previous studies. This study combines the push-pull theory with TPB to explore the formation mechanism of RCS’ RHEI, and helps to understand the role of ELE in shaping RHEI through the development of an extended TPB intention-based model.
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Ivonne Charles Ndibalema, Elia John and Ombeni William Msuya
The study assessed the role of entrepreneurial self-efficacy (ESE) in the performance of graduate-owned small and medium-sized enterprises (SMEs). Specifically, the paper focused…
Abstract
Purpose
The study assessed the role of entrepreneurial self-efficacy (ESE) in the performance of graduate-owned small and medium-sized enterprises (SMEs). Specifically, the paper focused on how graduate owners’ confidence in identifying and commercializing new business opportunities and create new commodities according to the market demand influences both, the financial and non-financial performance of graduate-owned SMEs.
Design/methodology/approach
The study employed a cross-sectional survey design, in which 228 SME graduate owners majored in entrepreneurship were involved through online structured questionnaires. The relationship between the variables was determined by using partial least squares structured equation modeling (PLS-SEM).
Findings
The results indicate that entrepreneurial self-efficacy of graduate SME owners influence the financial and non-financial performance of their SMEs. Specifically, financial performance values have a ß-value of 0.576 and a p-value of <0.0001, non-financial performance values have a ß-value of 0.275 and a p-value of <0.0001.
Practical implications
In order to improve the performance of graduate-owned SMEs, universities should strive to equip graduates with self-confidence, which will enable them to utilize their entrepreneurial competences acquired through the entrepreneurship course programs. This will enable them to tackle business environmental challenges and be able to run successful businesses.
Originality/value
The results of this study extend the use of the self-efficacy theory in explaining the performance of graduate-owned SMEs in Tanzanian. Further, the study focused on ESE as a specific domain developed from entrepreneurship learning for entrepreneurial outcomes. Therefore, the study engaged graduate entrepreneurs who majored in entrepreneurship, which has not been the focus in most studies.
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Carlos Peixeira Marques, Carla Marques, Cristina Leal Sousa and Carmem Leal
This study aims to assess how undergraduates’ exposure to entrepreneurship education (EE) may increase their volitional desire and behavioral control to start-up a business.
Abstract
Purpose
This study aims to assess how undergraduates’ exposure to entrepreneurship education (EE) may increase their volitional desire and behavioral control to start-up a business.
Design/methodology/approach
The model establishes three different paths from EE to entrepreneurial intention (EI): attraction and passion through desire and confidence through control. These paths are assessed by partial least-squares structural equation modeling in a sample of 650 undergraduates from Poland, Turkey and Portugal.
Findings
The most effective way by which EE may increase EI is by promoting a favorable change in the attractiveness of the entrepreneurship career. Contrary to expectations based on the literature, the effects of EE on perceived behavioral control are weak and limited to aspects related to financial control.
Practical implications
EE programs should consider desire and control in different phases of training, with the following learning outcomes: explore prospective rewards of an attractive entrepreneurial career, develop self-efficacy regarding management competences and gain control by assuring skills to cope with failure.
Originality/value
To the best of the authors’ knowledge, this study is the first to establish a path from EE to EI through passion and desire. It is also the first to consider entrepreneurial passion as a positive anticipated emotion in the model of goal-directed behavior. The results allow to relate the different paths with different learning outcomes of EE programs.
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Elies Seguí-Mas, Guillermina Tormo-Carbó, Throstur Olaf Sigurjonsson and Auður Arna Arnardóttir
This study aims to identify students’ perceptions of the importance and objectives of sustainability and business ethics education, considering contextual factors (ethics-friendly…
Abstract
Purpose
This study aims to identify students’ perceptions of the importance and objectives of sustainability and business ethics education, considering contextual factors (ethics-friendly environments) and including the social desirability (SD) bias to strengthen data robustness and assess response truthfulness.
Design/methodology/approach
A survey was administered to 170 business students at an Icelandic university to measure their attitudes and perceptions toward sustainability and business ethics courses. Descriptive statistics, Mann–Whitney tests, χ2 tests and multivariate regression were used for the analysis.
Findings
The results show no significant differences among participants, depending on individual and organizational factors. The authors did not find significant differences in gender, age or exposure to sustainability and business ethics courses concerning social desirability bias. Contextual solid factors can explain these results.
Originality/value
This study expands on previous research by examining students’ perceptions of sustainability and business ethics education in an “ethics-friendly environment” like Iceland, a new and fertile territory for business ethics education research. These elements are crucial for further research on students’ attitudes toward sustainability and business ethics and the role of this subject in university curricula.
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