Abstract
Research shows that entrepreneurial activities significantly promote economic development, which enhances the importance of the innovative entrepreneurial potential of college students. This study analyzes the effect of entrepreneurship education on entrepreneurial intention from the perspective of planned behavior theory. By examining the significant role of entrepreneurship education at colleges and universities on economic and social development, we established a conceptual model. To understand the relationship between entrepreneurship education and entrepreneurial intention, the hypotheses propose the intermediary role of entrepreneurial ability, and the study provides evidence from China the relationship between entrepreneurship education and entrepreneurial intention. Improving entrepreneurial intention and encouraging college students to establish businesses through entrepreneurship education in universities is crucial. This study proposes a hypothetical model of the relationship between entrepreneurial competence and entrepreneurial intention in entrepreneurship education at universities. Using a questionnaire survey of college students with practical experience in the Yangtze River Delta of China, the bootstrap method in the SPSS macro program process software verifies the hypotheses. The results show that entrepreneurial teaching, business plan competition, and entrepreneurial practice support positively affect entrepreneurial competence. In addition, entrepreneurial competence plays an intermediary role in the relationship between entrepreneurial teaching, business plan competition, entrepreneurship practice support, and entrepreneurial intention. Entrepreneurship education improves the ability to establish a business in the present and in entrepreneurial activities in the future. Entrepreneurial competence obtained through entrepreneurship education continuously affects entrepreneurial intention.
Highlights
With increasing downward economic pressure, providing sustained impetus and new vitality for economic development is essential (Raposo and Paço, 2011)
College students with practical experience can more accurately understand the impact of entrepreneurship teaching, business competition, and entrepreneurial practice support on their entrepreneurial intentions, which enhances the accuracy of this study
Entrepreneurship is an activity of high risk and high uncertainty, entrepreneurship education can improve the knowledge and ability of potential entrepreneurs, increase their entrepreneurial self-efficacy, and improve their entrepreneurial intention
Summary
With increasing downward economic pressure, providing sustained impetus and new vitality for economic development is essential (Raposo and Paço, 2011). Entrepreneurial activities promote social and economic development in multiple ways, as they increase individuals’ incomes, create more jobs, and stimulate the innovative vitality of society. A large number of literature on entrepreneurship recognizes the contribution of entrepreneurs to national economic growth and development (Gerba, 2012; Schoon and Duckworth, 2012). An increase in the number of entrepreneurs can help the country’s economy by creating jobs and reducing unemployment (Nabi and Holden, 2013). Some scholars believe that entrepreneurs can be created by cultivating entrepreneurial qualities such as entrepreneurial knowledge, attitudes, and skills through education and encouragement of creativity (Otache, 2019). Entrepreneurship education provides students with foundational knowledge and stimulates entrepreneurial thinking (Gibb et al, 2012). Students who receive entrepreneurship education have higher entrepreneurial intentions (Walter and Block, 2016)
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