Linking Entrepreneurship Education to Entrepreneurial Intentions: A Social Cognitive and Resource-Based Perspective

Entrepreneurship in many countries is recognized as a driving factor for economic growth. The trend regarding the importance of entrepreneurship in triggering development and economic change in a country shows an increasing trend. Although many experts have highlighted the vital role of entrepreneurship education on entrepreneurial intentions, until now, there has been no clarity on the impact of entrepreneurship education on entrepreneurial tendencies because of different research findings among experts. Therefore, this study aims to analyze the role of entrepreneurship education factors, curriculum, lecturer competence, entrepreneurial self-efficacy, and creative self-efficacy on students' entrepreneurial intentions. This study involved university students in Indonesia and Vietnam to express their perceptions of entrepreneurship education, curriculum, lecturer competence, entrepreneurial self-efficacy, creative self-efficacy, and students' entrepreneurial intentions. Data analysis used Structural Equation Modeling (SEM) with the help of SmartPLS software. This study's findings indicate that entrepreneurship education and entrepreneurial self-efficacy directly influence students' entrepreneurial intentions. Other predictors, such as curriculum relevance, lecturer competence, and creative self-efficacy, have not been shown to influence students' entrepreneurial intentions directly. Another finding is that entrepreneurship education indirectly affects entrepreneurial intention through students' entrepreneurial self-efficacy. Similar results also showed that self-efficacy successfully mediated the influence of lecturer competence on students' entrepreneurial intention.

Recently critical questions have been raised about the impact of entrepreneurship education on developing entrepreneurial qualities and intentions of university students. The main purpose of this study is to explore the impact of entrepreneurship education on entrepreneurial intentions of students using the theory of planned behaviour and social cognitive theory. The sample consisted of 348 Master students (171 with and 177 without entrepreneurship education) from the Faculty of Entrepreneurship, Faculty of Foreign Languages and Literature and School of Electrical and Computer Engineering, University of Tehran, Iran. The data were collected using validated questionnaires. As hypothesized, the findings indicate that entrepreneurship education significantly improves entrepreneurial intentions of the students so that students who have undertaken entrepreneurship education have higher entrepreneurial attitude, entrepreneurial self-efficacy and intentions to become an entrepreneur than the students who have not undertaken entrepreneurship education. Furthermore, entrepreneurship education enhances students’ entrepreneurial intentions through significantly improving both their entrepreneurial attitude and entrepreneurial self-efficacy. Implications of the findings for entrepreneurship education and improvement of research standards at universities are discussed.

Entrepreneurship education plays an important role in social and economic development of a society through providing self-employment and job opportunities for others. Entrepreneurship education can catalyse entrepreneurial mindset through developing entrepreneurial intentions of graduates. Current study aims to validate entrepreneurial intentions questionnaire in order to study the impact of entrepreneurship education on student’s intentions to become an entrepreneur. The question under study is “does entrepreneurship education impact entrepreneurial intentions of the students?” Study has the following objectives; 1) to study the impact of entrepreneurship education on attitude of the students to become an entrepreneur; 2) to find out perceived behavioural control of the entrepreneurship education students to become an entrepreneur; 3) to understand the impact of subjective norms on entrepreneurship education students to become an entrepreneur; 4) to assess the impact of entrepreneurship education on entrepreneurial intentions of the students. This study will utilize theory of planned behaviour as theoretical framework of the study. According to theory of planned behaviour entrepreneurial intentions of a person are formed through a complex process with some antecedents. The antecedents of entrepreneurial intentions are comprised of attitude of the persons towards entrepreneurship; Subjective norms of a person towards entrepreneurship; and perceived behavioural control of a person towards entrepreneurial intentions. It is a quantitative study based on casual comparative research design. Entrepreneurial Intentions Questionnaire was developed based on theory of planned behaviour. It was pilot tested on students (n=60) for reliability and validation tests. It was validated to make a comparison between technology education students’ (n=240) who have participated in entrepreneurship education and technology education students’ (n=302) who have not participated in entrepreneurship education. The findings of the study have shown appropriateness of theory of planned behaviour to measure entrepreneurial intentions of the students. Students who have participated in entrepreneurship education have shown higher intentions than non participants. Study was concluded with the fact entrepreneurship education does not impact directly to the intentions of the students but it has influence on entrepreneurial intentions of the students through antecedents of intentions. The questionnaire validated for study can be useful for further measurement of entrepreneurial intentions of the students. Cronbach’s Alpha was used to test reliability of questionnaire. Factor analysis was used to test validity of the questionnaire. t-test was applied to find out difference in intentions between entrepreneurship education participants and non participants. Structural equation model (SEM)was used to find out relationship between entrepreneurship education and antecedents of entrepreneurial intentions.This study was knowledge addition about entrepreneurial intentions of the students in Pakistani context and impact of entrepreneurship education. Future study can be conducted to study the new venture creation process of the students with high entrepreneurial intentions.

This study aims to analyze the relationship between entrepreneurship education, entrepreneurial motivation, and entrepreneurial intention among university students in Indonesia, with a particular focus on the mediating role of self-efficacy. Entrepreneurship is widely recognized as a key driver of national economic growth and social transformation; however, Indonesia continues to experience a relatively low level of entrepreneurial activity, particularly among women and youth. This study employs a quantitative approach to examine the relationships between entrepreneurship education and motivation. Data were collected through a structured online survey using a questionnaire. The analysis focuses on hypothesis testing by measuring specific variables through statistical methods. The results indicate that entrepreneurship education has a significant positive effect on entrepreneurial motivation and self-efficacy, both of which contribute to stronger entrepreneurial intentions. Self-efficacy was found to partially mediate the relationship between entrepreneurship education and entrepreneurial intention, confirming that confidence in one’s entrepreneurial abilities serves as a crucial psychological bridge between learning and action. These findings highlight the importance of integrating experiential learning, mentorship, and digital entrepreneurship modules into university curricula to strengthen entrepreneurial self-efficacy and motivation. The study contributes to the growing body of literature on entrepreneurship education in developing countries and provides actionable insights for policymakers, educators, and universities in designing programs that cultivate entrepreneurial mindsets and promote inclusive economic empowerment.

This paper, based on Structural Equation Modeling (SEM), surveys over 600 undergraduates studying in the Sanya University, the most typical private university in Hainan Province, to figure out main factors influencing entrepreneurial intention of this kind of students studying in private universities in the Province. Entrepreneurship have been considered as key factors for achieving economic development goals by a company, a region, or even a country. Scholars from all over the world studies diversified aspects, including national entrepreneurial environment, the relationship between innovation and socio-economic development and other macro matters, as well as characteristics of entrepreneurs, entrepreneurial motivation, entrepreneurial education, entrepreneurial process, teams, performance and intention and other micro problems, of which all result in fruitful achievements. However, the decision to start a business is the result of several interacting factors. Based on summarizing opinions, this paper focuses on studying the relationship among entrepreneurial education, motivation, support environment and intention of undergraduates in private universities. Results show that entrepreneurial education has a distinctively positive impact on entrepreneurial motivation, which significantly positively influences the entrepreneurial intention. Furthermore, entrepreneurial support environment surrounding universities plays a positively mediating role between entrepreneurial motivation and intention. Meanwhile, although entrepreneurial education has no striking effect on entrepreneurial intention, the motivation bridges the two. Therefore, private universities should continue improving entrepreneurial education, reinforcing undergraduates’ entrepreneurial motivation, and collaborating with local government, industries and relevant institutions for sound entrepreneurial support environment, in order to underpin the students’ entrepreneurial intention.

This research was conducted with the aim to determine the effect of entrepreneurial self-efficacy, entrepreneurial motivation, family support on entrepreneurial intention mediated by entrepreneurial education in Undergraduate Management Students at Tarumanagara University. The method used in this research is descriptive quantitative. The author used 200 respondents as subjects in this study, all of whom were students of the management and business faculties for the 2019-2022 class year. The results of the data from this study were obtained from data collection which was distributed via Google form online. This study explains that: 1) Entrepreneurial Self-efficacy has a non-positive effect on Entrepreneurial Education, 2) Entrepreneurial Self-efficacy has a positive effect on Entrepreneurial Education, 3) Entrepreneurial Motivation has a positive effect on Entrepreneurial Intention, 4) Entrepreneurial Motivation has a positive influence on Entrepreneurial Education, 5) Family Support has a positive effect on Entrepreneurial Intention, 6) Family Support has a non-positive effect on Entrepreneurial Education, 7) Entrepreneurial Education has a positive effect on Entrepreneurial Intention, 8) Entrepreneurial Self-efficacy has a not positive effect and does not significant effect on Entrepreneurial Intention mediated by Entrepreneurial Education, 9) Entrepreneurial Motivation has a non-positive and not significant effect on Entrepreneurial Intention mediated by Entrepreneurial Education, 10) Family Support has a non-positive and not significant effect on Entrepreneurial Intention mediated by Entrepreneurial Education.

ABSTRACTThis paper investigates whether entrepreneurial education (EE) contributes to the entrepreneurial intentions (EI) of university students in the Visegrád countries (Czech Republic, Hungary, Poland and Slovakia). The results show several differences with regard to the impact of education and entrepreneurial self-efficacy (ESE) on entrepreneurial intentions across the four nations. The direct impact of entrepreneurship education was positive and significant in only one country, Poland, the only of the four countries to have introduced entrepreneurship education at high-school level. Additionally, an indirect influence of EE on EI was uncovered. Using a multi-construct approach to ESE, the research proves that ESEs related to searching, planning and marshalling activities mediate the impact of entrepreneurial education on intentions, although these effects differ across the studied countries. Lastly, a gender comparison indicates that although women generally have lower entrepreneurial intentions and display lower levels of ESE they benefit more than men do from entrepreneurship education.

Are students ready for digital business? Antecedents of entrepreneurial intentions among Indonesian students using a serial mediation

The purpose of this study is to explore the impact of entrepreneurship education (EE) on students' entrepreneurial intention (EI) and entrepreneurial self-efficacy (ESE) within the unique socio-political context of Kashmir. The study further investigates the role of ESE as a mediator in the relationship between EE and EI. While prior research has emphasized the practical benefits of EE, this study advances theoretical understanding by integrating the Theory of Planned Behaviour (TPB) and Social Cognitive Theory (SCT) to examine the mediating role of ESE. Data was gathered from 200 business management students across two higher education institutions who had either completed or were enrolled in entrepreneurship education courses. Data analysis was done using PLS-SEM. The findings indicate that entrepreneurship education significantly impacts students’ intentions to pursue entrepreneurial ventures and their self-efficacy. Moreover, ESE significantly mediates the relationship between EE and EI. These findings contribute to entrepreneurship theory by contextualizing the interaction between EE and ESE in emerging economies and conflict-prone regions, highlighting new pathways for enhancing entrepreneurial intention. This study offers novel insights into adapting theoretical models to regional contexts, thereby advancing the field’s understanding of entrepreneurial behavior in underrepresented areas.

PurposeDrawing on the Theory of Planned Behaviour (TBP) and Social Cognitive Theory (SCT), this study delves into how, in entrepreneurship-unfriendly environments, university students’ entrepreneurial intention (EI) is shaped, focusing particularly on the role of entrepreneurship education (EE) and an entrepreneurial family context (EFC).Design/methodology/approachA sample of 688 students at a Spanish university was used for testing our hypotheses using GUESSS project data, through PLS-SEM regression and multigroup analysis (entrepreneurship course vs non-course students).FindingsPositive and significant impacts of entrepreneurial attitude (EA) and entrepreneurial self-efficacy (ESE) on EI, and of subjective norms (SN) on EA and ESE, were found in both groups. Conversely, the impacts of an EFC on EA, SN and EI were significant only for course students, and the impact of SN on EI was significant only for non-course students. The impact of EFC on ESE was not significant for either group.Originality/valueThis investigation delves into how the TPB components shape university students’ EI in entrepreneurship-unfriendly contexts, and offers an original multigroup analysis to explore the role of EE in such dynamics. A novel contribution of this study is the finding that EE is a relevant catalyser for making entrepreneurial parents become an effective trigger for entrepreneurship. Conversely, EE was, unexpectedly, deemed irrelevant or counter-productive for some aspects of entrepreneurial dynamics. Further research is encouraged, delving into the role of social and cultural contexts.

A serial mediation model of the relation between cultural values, entrepreneurial self-efficacy, intentions and behaviors: Does entrepreneurial education matter? A multi-group analysis

The Impact of Entrepreneurship Education, Entrepreneurial Self-Efficacy, and Gender on Entrepreneurial Intention

The purpose of this study was to determine the role of entrepreneurship education (EE), perceived behavior control (PBC) and entrepreneurial self-efficacy (ESE) on the entrepreneurial intentions of students of the Faculty of Teacher Training and Education, Universitas Lambung Mangkurat. This study used a quantitative method with the help of SEM-PLS to determine the effect of the model under study. Research data was collected through a questionnaire via e-form, which was distributed to Universitas Lambung Mangkurat students from September to December 2022. The instrument was filled with 239 students. The participants were teacher training students at Universitas Lambung Mangkurat who were chosen through a random selection process. The study's findings demonstrated that entrepreneurship education positively influences self-control and self-efficacy. Self-discipline and belief in one's ability to succeed benefit the desire to start a business. Entrepreneurship education does not influence entrepreneurial intentions. Entrepreneurship education was found to influence entrepreneurial self-efficacy and perceived behaviour control positively. Entrepreneurial self-efficacy and perceived behaviour control positively influence entrepreneurial intentions, but entrepreneurship education does not significantly benefit entrepreneurial intents.

Nghiên cứu này phân tích cơ chế tác động của giáo dục khởi nghiệp đến ý định khởi nghiệp của sinh viên và sự khác biệt của tác động này trên các nhóm sinh viên khác nhau. Bằng phương pháp nghiên cứu định lượng, từ dữ liệu gồm 221 câu trả lời của các bạn sinh viên tại một trường đại học tại Việt Nam, kết quả nghiên cứu đã chỉ ra rằng giáo dục khởi nghiệp có tác động tích cực đến ý định khởi nghiệp của sinh viên. Ngoài ra, giáo dục khởi nghiệp cũng giúp nâng cao niềm tin vào năng lực kinh doanh của sinh viên, từ đó, khi sinh viên tự tin với năng lực kinh doanh của mình sẽ làm tăng ý định khởi nghiệp. Bên cạnh đó, nghiên cứu cũng chỉ ra được vai trò điều tiết của động lực khởi nghiệp trong mối quan hệ giữa niềm tin vào năng lực kinh doanh và ý định khởi nghiệp. Nghĩa là, với những sinh viên có động lực khởi nghiệp cao thì khi họ có niềm tin vào năng lực kinh doanh của bản thân, họ sẽ có ý định khởi nghiệp mạnh mẽ, và ngược lại. Kết quả nghiên cứu đóng góp vào lý thuyết khởi nghiệp và là tài liệu tham khảo cho các trường đại học trong việc thiết kế chương trình giáo dục khởi nghiệp hiệu quả.

Entrepreneurship education in colleges and universities influences college students’ entrepreneurial intention and entrepreneurial self-efficacy, but previous studies have approached entrepreneurship education as a whole to obscure the relational mechanisms between the three. On the basis of the classification framework of theoretical and practical entrepreneurship education, the interactive relationships between lecture reports, entrepreneurship courses, entrepreneurship competitions, entrepreneurship training, and entrepreneurship practica and entrepreneurial intention and entrepreneurial self-efficacy among college students were analyzed. Analysis through structural equation modeling indicates that: Theoretical entrepreneurship education not only directly influences entrepreneurial intention among college students, but also indirectly influences entrepreneurial intention through entrepreneurial self-efficacy; practical entrepreneurship education only indirectly influences entrepreneurial intention among college students through entrepreneurial self-efficacy. The influencing effect of theoretical entrepreneurship education on entrepreneurial intention among college students is greater than that of practical entrepreneurship education, and furthermore, entrepreneurship courses have the largest influencing effect on entrepreneurial intention among college students. More importantly, relative to the direct effect of entrepreneurship education on entrepreneurial intention among college students, the indirect effect produced on entrepreneurial intention through entrepreneurial self-efficacy is greater.