The role of entrepreneurship education as a predictor of university students’ entrepreneurial intention

Using Ajzen’s theory of planned behavior and Shapero’s entrepreneurial event model as well as entrepreneurial cognition theory, we attempt to identify the relationship between entrepreneurship education, prior entrepreneurial exposure, perceived desirability and feasibility, and entrepreneurial intentions (EI) for university students. The data were collected from a survey of ten universities; we received 494 effective responses. We used probit estimation to show that perceived desirability significantly impacts EI whereas there is no significant impact from perceived feasibility. There is a significant negative impact from exposure (which is surprising) and a significant positive impact from entrepreneurship education. Males and people from technological universities and/or backgrounds have higher EI than females and people from other universities and backgrounds. There are also significant positive interactive effects by gender, university type, and study major on the relationship between entrepreneurship education and EI.     

From green entrepreneurial intentions to green entrepreneurial behaviors: the role of university entrepreneurial support and external institutional support

International Entrepreneurship and Management Journal - Green entrepreneurship is playing an increasing role in ecological environmental protection. Based on existing literature, this study aims to...     

Does entrepreneurial activity matter for economic growth in developing countries? The role of the institutional environment

The discussion on which institutions determine entrepreneurial activity – and the role of institutions in the aggregated output for developing countries – is as yet unresolved. The extant literature about entrepreneurship recognizes new ventures as potential mechanisms for long-term development. Yet, there is a consensus on the lack of evidence, particularly for these countries. Drawing on institutional economics, this article explores the interrelationships among institutional environment, entrepreneurial activity, and economic growth. To this end, we use simultaneous-equation panel data models for a sample of 14 developing countries (78 observations) over the period of 2004–2012. The main findings suggest a causal chain running from institutions to opportunity entrepreneurship, which is linked to the economic growth of emerging economies. In particular, we find that institutional factors – such as the number of procedures to start a new business, private credit coverage ,, and access to communication– influence entrepreneurial activity driven by opportunity. Policy implications for developing countries could be derived in order to enhance their economic performance through entrepreneurial activity.

     

Unveiling the role of entrepreneurial knowledge and cognition as antecedents of entrepreneurial intention: a meta-analytic study

Although entrepreneurial intention has been regarded as one of the most important drivers of creativity, innovation, and performance in firms, a comprehensive framework that integrates the relevant influential factors has yet to be developed. Drawing on the theory of planned behavior and the social cognitive career theory, this study investigates the critical antecedents, mediators, and moderators of entrepreneurial intention. A meta-analytic approach is employed to validate the proposed hypotheses, and 89 primary studies with a total sample size of 51,919 are analyzed. The results indicate the existence of differences in the manner in which entrepreneurial knowledge influences cognitive antecedents in the individuals who participate in new ventures. Furthermore, personal attitude and self-efficacy play a vital role in predicting entrepreneurial intention. Demographic characteristics (such as age, gender, and education background) significantly moderate the relationship between cognitive antecedents and entrepreneurial intention, indicating that men tend to adopt more entrepreneurial behaviors than women, that older individuals with more positive attitudes have a higher propensity to start ventures than younger ones, and that those with higher education attainment tend to have lower self-employment. These findings offer several recommendations. They could provide valuable references for further academic work, which should aim to extend and validate them. The findings are also very beneficial for professional experts tasked with the design of effective programs for enhancing entrepreneurial behavior.

     

The impact of a STEM-based entrepreneurship program on the entrepreneurial intention of secondary school female students

Despite dedicated effort and research in the last two decades, the entrepreneurship field is still limited by little evidence-based knowledge of the impacts of entrepreneurship programs on the entrepreneurial intention of students in pre-university levels of study. Further, gender equity continues to be an issue in the entrepreneurial sector, particularly in STEM-focused entrepreneurship. In this context, this study was designed to explore the effects of a one-day female-focused STEM-based entrepreneurship program (for brevity, we call it the OzGirlsEntrepreneurship program) on the entrepreneurial intention of secondary school female students. The study collected data from two surveys completed by 193 secondary school female students, aged 14–16 years, who participated in the OzGirlsEntrepreneurship program. This program encouraged girls to develop and implement creative computational solutions to socially relevant problems, with an Internet of Things (IoT) component using the micro:bit device. The findings reveal that a key factor in the development of entrepreneurial attitudes in young female students is associated with soft-skills development, particularly in the areas of creative thinking, risk-taking, problem-solving, and leadership development. The importance of meaningful human connections, including positive role modelling and peer to peer learning were also important factors in fostering entrepreneurial intent. With these factors in mind, our findings highlight that the OzGirlsEntrepreneurship program substantially increased the entrepreneurial intention of secondary school female students. In addition, this study offers actionable implications and recommendations to develop and deliver entrepreneurship education programs for secondary school level students.

     

Individual entrepreneurial orientation,value congruence,and individual outcomes: Does the institutional entrepreneurial environment matter?

Although entrepreneurial orientation (EO) at the firm-level is often conceptualized as a direct antecedent of performance, the findings of previous studies lending support to this association are inconsistent. Consequently, drawing on the attraction/selection/attrition and institutional theories and employing the moderated mediation analysis approach, this study conceptualizes the individual perception of a firm's EO or individual entrepreneurial orientation (IEO). It examines the direct and indirect effects of IEO on individual outcomes measured in terms of performance expectation, job involvement, and organizational commitment. More specifically, it examines whether these effects are mediated by value congruence and moderated by the institutional entrepreneurial environment to understand these inconsistent findings better. Using a sample of 398 environmentally concerned small and medium-sized enterprises (SMEs) in South Korea, partial least squares structural equation modeling (PLS-SEM), and the PROCESS macro were employed to analyzed the research model. This study finds that value congruence mediates the association between IEO and performance expectation, job involvement, and organizational commitment. The moderated mediation model analysis also suggests that the mediating role of value congruence increases as the level of the institutional entrepreneurial environment increases. These findings offer useful theoretical and managerial implications of the IEO on individual outcomes.     

The contribution of yoga to the entrepreneurial potential of university students: a SEM approach

The literature suggests that all entrepreneurs share certain psychological and cognitive characteristics. Yoga is currently experiencing a surge in popularity due to both the physical and psychological benefits gained by yogi (practitioners of yoga). Irrespective of its more philosophical dimension, changes attributable to yoga have been identified in individuals’ psychological and behavioural patterns. It is in this context that this study analyses the characteristics associated both with entrepreneurs and yogis, seeking to specifically understand the respective personal attributes or the psychological and cognitive predispositions of both groups. The results of this study demonstrate that students who do engage in yoga show a propensity towards or strengthening of the psychological and cognitive attributes that are commonly associated with an entrepreneurial profile. Thus the study suggests that if entrepreneurial behaviour is a priority, then yoga should be integrated as a compulsory subject into general education from the primary school onwards.     

An institutional perspective on consumers' environmental awareness and pro-environmental behavioral intention: Evidence from 39 countries

We adopted an institutional approach to examine the relationship between environmental awareness and pro-environmental behavioral intention at the individual level. We also compared the moderating effects of regulative, normative, and cognitive social institutions on this relationship. Based on survey data representing 42,962 consumers from 39 nations, we found that consumers' environmental awareness promoted their pro-environmental behavioral intention. Moreover, we found that normative social institutions negatively moderated the relationship between environmental awareness and pro-environmental behavioral intention, whereas cognitive social institutions positively moderated this relationship. This paper concludes with a discussion of the implications of these empirical findings.     

Regional variations in entrepreneurial cognitions: Start-up intentions of university students in Spain

Empirical research has recently paid considerable attention to the role of environmental factors in explaining regional variations in entrepreneurial activity. However, cognitive models have not usually included these factors in their analyses. Therefore, the main objective of this study is to identify some of the environmental cognitive elements that may explain regional differences in start-up intentions. Thus, an entrepreneurial intention model is developed, theoretically based on the planned behaviour approach, institutional economic theory and social capital theory. The empirical analysis is carried out using structural equation techniques over a sample of 549 final year university students from two Spanish regions (Catalonia and Andalusia). Results confirm that valuation of entrepreneurship in each region helps explain regional differences in entrepreneurial intentions. As expected, social valuation of the entrepreneur was higher in the more developed region (Catalonia), positively affecting perceived subjective norms and behavioural control. In Andalusia, the influence of perceived valuation of the entrepreneur in the closer environment was more important, affecting attitude towards the behaviour and subjective norms. These results explain some of the differences in the pool of potential entrepreneurs in each region. They also justify the need by public-policy decision-makers to promote more positive entrepreneurial values in relatively backward regions.     

Factors affecting entrepreneurial intention levels: a role for education

A considerable agreement exists about the importance of promoting entrepreneurship to stimulate economic development and employment generation. In particular, entrepreneurship education has been considered one of the key instruments to increase the entrepreneurial attitudes of both potential and nascent entrepreneurs. Nevertheless, the factors that determine the individual’s decision to start a venture are still not completely clear. Cognitive approaches have attracted considerable interest recently. But the explaining capacity of personality traits or demographic characteristics is still considered. Therefore, there is a need to clarify which elements play the most influential role in shaping the personal decision to start a firm. This paper tries to contribute to filling this gap by providing empirically-based suggestions for the design of improved entrepreneurship education initiatives. The empirical analysis is based on two essential elements: firstly, an already validated instrument (EIQ); secondly, a statistical method (factor-regression procedure) which is not dependent on any theoretical approach. It uses all the information collected through the questionnaire items, selecting them solely based on their capacity to explain the dependent variable. Results will allow the design of more effective education initiatives. They suggest that personal attitude and perceived behavioural control are the most relevant factors explaining entrepreneurial intentions. Thus, based on these results, a number of considerations about the most effective role of education in promoting and developing attitudes and intentions towards entrepreneurship are considered. Besides, the EIQ could be used as an evaluation instrument for entrepreneurial education programmes.     

Core entrepreneurial competencies and their interdependencies: insights from a study of Irish and Iranian entrepreneurs,university students and academics

The purpose of this paper is to advance our understanding of core entrepreneurial competencies and their interdependencies. Developing entrepreneurial competencies is increasingly seen as important to foster entrepreneurship. Studies to date have highlighted different entrepreneurial competencies in the context of different sectors, regions and countries. However, there has been a lack of consensus in relation to the perceived relative importance of core entrepreneurial competences and their interdependencies among students, academic and entrepreneurs. Our paper focuses on two key questions: first, what are the core entrepreneurial competencies that need to be developed in educational contexts? Second, what are the interdependencies between these entrepreneurial competencies that need to be developed in educational contexts? Using a collective intelligence methodology a comparative study of Iran and Ireland was undertaken that involved three stakeholder groups of students, academics and entrepreneurs. This methodology was used to identify, rank, and structure entrepreneurial competencies considered important for university students. The results of the study indicated that productive thinking, motivation, interpersonal skills and leadership are core entrepreneurial competences that need to be developed in educational contexts. Findings also highlight critical interdependencies between entrepreneurial competencies and the relative influence of different competencies across groups and regions. We outline the implications of our findings for designing a curriculum for improving students’ entrepreneurial competencies.     

Efficient entrepreneurial culture: a cross-country analysis of developed countries

Entrepreneurship, together with national cultural values, may improve a country’s GDP levels. Under this hypothesis, the aim of this paper is to analyse the relationships between the levels of entrepreneurship, cultural values, and of GDP per capita in a sample of 27 developed countries, by identifying an efficient combination of culture and entrepreneurship variables, under the concept of efficient entrepreneurial culture, that maximises GDP per capita. Through the application of Data Envelopment Analysis (DEA) methodology, nine countries have been identified as having an efficient entrepreneurial culture. The implications derived for policy-makers are substantial, since a better understanding of cultural effects on entrepreneurship can lead to improvements in the design of governmental programmes that foster cultural values related to high-quality entrepreneurship.     

Extending the link between entrepreneurial self-efficacy and intention: a moderated mediation model

This study extended the research on the relationship between entrepreneurial self-efficacy and intention by developing a moderated mediation model. This model posits that the link between entrepreneurial self-efficacy and intention is mediated by attitudes toward entrepreneurship and planned entrepreneurial control, and that these mediation processes are further moderated by subjective norms. Based on a sample of 308 valid responses, regression analysis yielded two noteworthy results. First, entrepreneurial self-efficacy positively affects intention through attitudes toward entrepreneurship and planned entrepreneurial control. Second, the direct effect of entrepreneurial self-efficacy on intention decreases as subjective norms increase. By contrast, the indirect intention effects of entrepreneurial self-efficacy through attitudes toward entrepreneurship and planned entrepreneurial control increase as subjective norms increase. In addition, the results indicated that subjective norms positively affect entrepreneurial intention. These findings indicated that the model advances the use of the theory of planned behavior and can be used to define a person as an entrepreneur.     

University training for entrepreneurial competencies: Its impact on intention of venture creation

This study tests the effect of entrepreneurship education programmes on the entrepreneurial competencies and intention of university students in order to confirm (or disconfirm) conventional wisdom that entrepreneurial education increases the intention to start a business. We address the following research question: Do entrepreneurship education programmes raise the entrepreneurial competencies and intention of students? We used a pretest-post-test quasi-experimental design. Data were collected from 864 university students of Castilla & León (Spain), from 863 students (403 taking the programme and 460 in a control group). The results showed that students in the ‘programme’ group increased their competencies and intention towards self-employment, whereas students in the control group did not. The findings contribute to the theories of planned behaviour and to the literature of entrepreneurship education itself, by revealing the effect of specific benefits for the students derived from the entrepreneurship ‘programme’.     

Feeling the risks: effects of the development of emotional competences with outdoor training on the entrepreneurial intent of university students

Nowadays, one of the roles of universities is the promotion of entrepreneurship, particularly, among students. Research on entrepreneurship at an individual level of analysis focuses on the personal characteristics and the entrepreneurial attitude that stimulate its development, studying the factors affecting that some individuals discover and exploit opportunities by creating a company, while others do not. Yet, it has been proved that psychological characteristics of individuals affect their entrepreneurial intention. Additionally, experiential learning techniques, such as outdoor training have been showed as useful to change emotional competences. However, there is not any research on how changes in emotional competencies influence individual entrepreneurial intent in university students, particularly after participating in an outdoor training experience. This paper analyses quantitative and qualitative data of last-year university students who participated in an outdoor training experience, measuring its emotional competences and entrepreneurial orientation, before and after that experience. It contributes to the understanding on how changes in emotional competences affect the entrepreneurial intent of university students. Results indicate that changes in emotional competences, such as self-management, social awareness, and relationship management affect entrepreneurial orientation, particularly innovation and risk, affecting, thus, entrepreneurial intention.     

The moderating role of entrepreneurship education on the antecedents of entrepreneurial intention

A considerable agreement exists about the importance of promoting entrepreneurship to stimulate economic development. In particular, recent research has paid considerable attention to the role of entrepreneurship education in explaining entrepreneurship intentions; also, numerous studies have found empirical evidence for subjective norms affecting the attitude toward entrepreneurial behavior and the perceived control over that behavior. However, cognitive models have not yet considered the moderating role of entrepreneurship education on these relationships. Drawing on the theory of planned behavior, we analyze how the interaction between entrepreneurship education and subjective norms shapes the perceptions and attitudes toward entrepreneurship. To this end, structural equation modeling is applied to data from a sample of 338 final-year undergraduates using multi sample analysis. Results show that entrepreneurship education has a significant moderating role, mitigating the relationship between subjective norms and perceived behavioral control, and strengthening the relationship between subjective norms and entrepreneurial attitudes. Results also have relevant implications for women’s entrepreneurship.     

Empirical study on factors motivating business students to move to the entrepreneurial sector

This exploratory study is attempting to examine how employable individuals turn their focus to start-ups. Today, majority of employees still practice a more or less self-protective strategy. In this paper the authors have reported the results of an empirical study of factors motivating degreed potential employees to move to self-enterprising. The deciding factors to become an entrepreneur and of sustainable employment-oriented factors are analyzed in order to discover how they differ. Participants consisted of 200 students from Malaysia entered final year of business undergraduate and postgraduate programs. Self-administered questionnaires were used to gather data on factors and types of relationships influencing career choice and entrepreneurial intention. The results will serve as a basis for improvement of employment practices and promising entrepreneurial curriculum in universities to support start-ups in creating sustainable businesses.     

Gender and entrepreneurial orientation: a multi-country study

The purpose of this comparative study is to investigate the role of gender and culture in entrepreneurial orientation (EO) among students in the selected nations. EO dimensions are important variables in the study of organizational performance. We adopted Lumpkin and Dess’ EO dimensions. We statistically analyzed the collected data from 389 university students in the US (96), Korea (114), Fiji (80), and Malaysia (99). The results showed significant differences in most EO dimensions between genders and among the nations. Thus, it is important that customized approaches based on gender and unique cultural context are needed for developing EO among college students.     

Culture and entrepreneurial orientation: a multi-country study

Entrepreneurial orientation (EO) has been proven as an essential attribute of high performing firms, and the role of culture has been highlighted for generating robust EO. The purpose of this study is to investigate the role of culture by identifying differences among the selected nations in terms of EO dimensions. This is an empirical study based on the data collected from university students in the U.S., Korea, Fiji, India, and Malaysia representing nations with significantly different cultural contexts. The result showed significant differences among the nations in most EO dimensions. This implies that customized education approaches based on unique cultural context are needed for developing EO among college students.