Sizong Wu and Lingfei Wu
The aim of this article is to investigate the relationship between Chinese university students' higher educational background and their entrepreneurial intentions.
Abstract
Purpose
The aim of this article is to investigate the relationship between Chinese university students' higher educational background and their entrepreneurial intentions.
Design/methodology/approach
The TPB model was adopted and tested for the formation of Chinese university students' entrepreneurial intentions using structural equation modeling. Data were collected from students of Tongji University in Shanghai, China.
Findings
The main results of this empirical research suggest that diversity of educational background offers plausible explanations on the difference of entrepreneurial intentions of Chinese university students. Higher educational institutions should develop more flexible approaches with focus on different groups of students in accordance with their various educational backgrounds.
Practical implications
In response to the change of graduate labour market and the quest for sustainable competitive advantage in China, higher educational institutions have to integrate the change of mindset, skills and abilities about entrepreneurship in their general academic education in order to nurture university students' entrepreneurial intentions in China.
Originality/value
The paper provides comprehensive empirical evidence about the impact of higher education on entrepreneurial intentions of university students in mainland China and thus fills an important gap in the entrepreneurship literature.
Details
Keywords
Alessandra Tognazzo, Martina Gianecchini and Paolo Gubitta
In this chapter the authors explore some drivers of entrepreneurial intentions using the theory of planned behaviour on a sample of Italian students. Our objective is twofold…
Abstract
In this chapter the authors explore some drivers of entrepreneurial intentions using the theory of planned behaviour on a sample of Italian students. Our objective is twofold. First, the study investigates if both perceiving that becoming an entrepreneur is risky and having non-financial career motivations affect university students’ entrepreneurial intentions. Second, it investigates if students’ perception that university education has an effect on their entrepreneurial skills and attitudes and their perception that the university favours and supports entrepreneurship moderate the relationship between cognitive antecedents of intentions (i.e. attitudes, norms and control) and entrepreneurial intentions. This chapter presents an analysis of a sample of more than 1,500 students from the University of Padova (Italy). According to the national ranking, this University – which is one of Italy’s oldest and largest universities – has been classified as the one with the best Faculty of Economics and Statistics in terms of teaching for more than 10 years among 45 Italian public universities. Data from the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) carried out in 2013 was used. Our analysis highlights not only on the importance of individual characteristics, but also on the role of the learning experience students have during their university studies. This means that it is important to consider how much students perceive that their university education has an effect on entrepreneurial skills and attitudes.