Abstract
The present paper presents findings of entrepreneurial intentions of a group of 313 undergraduate students of the University of Oradea, Romania, from different non-economic fields of study (engineering, health, social sciences, mathematics, natural sciences, humanities, and arts), including students from rural areas and other disadvantaged groups enrolled in an entrepreneurship education project financed through European Social Fund. A complex mediation chain is set in place in a net of relationships linking the benefits of entrepreneurial education to entrepreneurship self-efficacy, entrepreneurship attitudes, perceived behavioral control, and subjective norms in our estimation of entrepreneurial intentions. Using a multigroup analysis, we address the OECD inclusive entrepreneurship perspective of students ‘at-risk’ on the labor market and under-represented in entrepreneurship, identifying how the benefits of entrepreneurship education can be better capitalized by each category. The present paper advocates the necessity to extend entrepreneurship education outside the economics and business specializations.
Highlights
At the beginning of the 20th century, Schumpeter defined the entrepreneur as an innovator, revolutionizing, changing existing relations and production techniques, leading the economy towards better use of capital and knowledge [1]
This study focuses on analysing the transmission mechanisms of the benefits of Entrepreneurship Education (EE) on the Entrepreneurial Intention (EI) of non-economics students participating in a cross-campus EE project financed through the European Social Fund, implemented at the University of Oradea
The importance–performance analysis of our study conducted among Romanian noneconomic students shows that the highest contribution to building EI is attributable to Entrepreneurial Attitudes (EA)
Summary
At the beginning of the 20th century, Schumpeter defined the entrepreneur as an innovator, revolutionizing, changing existing relations and production techniques, leading the economy towards better use of capital and knowledge [1]. Schumpeter’s vision of ‘innovative entrepreneur’ and entrepreneurship as a ‘process of creative destruction’—the force that underpins economic development [1], is almost universally acknowledged as the most synthetic explanation of the role of entrepreneurs and entrepreneurship in economic thought. Entrepreneurship has been connected to create “a special form of employability” [3], has been recognized as a career opportunity, supporting personal development, and providing means of self-fulfillment, especially with the support of higher education [4,5]. European Union defined entrepreneurship competence as “the capacity to act upon opportunities and ideas and to transform them into
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