Abstract
Drawing on the theory of planned behaviour, this study tests the effect of entrepreneurship programmes on the entrepreneurial attitudes and intentions of science and engineering students. This is necessary in order to confirm (or disconfirm) conventional wisdom that entrepreneurship education increases the intention to start a business. The results show that the programmes raise some attitudes and the overall entrepreneurial intention and that inspiration (a construct with an emotional element) is the programmes' most influential benefit. The findings contribute to the theories of planned behaviour and education and have wider implications for a theory of entrepreneurial emotions and also for the practice of teaching entrepreneurship.
Highlights
The purpose of this study is to test the impact of entrepreneurship education on attitudes and intention of science and engineering students, applying empirically the theory of planned behaviour
Our study addresses two research questions: Do entrepreneurship education programmes raise entrepreneurial attitudes and intention of students? And, which programme-derived benefits for students, raise entrepreneurial attitudes and intention? It is important to note that the independent variables are programme-derived benefits ‘captured’ by each student as opposed to programme activities ‘offered’ to all students
Our aim at the outset is to contribute both to the theory 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’
Summary
The purpose of this study is to test the impact of entrepreneurship education on attitudes and intention of science and engineering students, applying empirically the theory of planned behaviour. Employment status choice models that focus on entrepreneurial intention have been the subject of considerable interest in entrepreneurship research (Kolvereid, 1996b). In these models career intention is seen as the immediate antecedent of behaviour. This study positions and tests entrepreneurship education as such an ‘exogenous influence’ on attitudes and intention
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