The Role of the University Environment in Shaping Students’ Attitudes Toward Establishing Startups: A Field Study of Algerian University Students

PurposeThe purpose of this study is to verify some relationships between entrepreneurial attitude, university environment, entrepreneurial culture and entrepreneurial training, which can be used to promote entrepreneurship among university students.Design/methodology/approachA sample of 3,005 questionnaires answered by students from ten universities in Colombia was gathered and partial least squares structural equation modelling (PLS-SEM) was used for the analysis.FindingsThe results show that the more a student perceives an entrepreneurial culture and the more training he or she receives, the more entrepreneurial attitude he or she will have. Also, it was found that entrepreneurial culture has a positive effect on university environment, and the latter has a positive effect on entrepreneurial training.Research limitations/implicationsThe main limitation of this study was that only ten Colombian universities were sampled; therefore, general inferences cannot be made. Additionally, the variables investigated here may have not accurately measured the full scale of the entrepreneurship programmes in such universities or the way the culture of these institutions had a direct impact on students. Projects such as the Global University Entrepreneurial Spirit Students' Survey (GUESSS), which measure variables related to entrepreneurship at the university level, enable universities to shape their policies around this important topic. This study indicates that universities should offer training in entrepreneurial, problem-solving and communication skills to produce entrepreneurs who can better face current challenges.Originality/valueOther studies have discussed entrepreneurial culture, but they usually deal with university environment, entrepreneurial training and entrepreneurial attitudes separately. This study integrates all these factors and measures the level of interaction between them.

ABSTRACTThe levels and characteristics of entrepreneurship differ widely across EU countries and regions. Taking as reference data provided by the Global Entrepreneurship Monitor on entrepreneurial activity and entrepreneurial attitude, this paper analyses the disparities in entrepreneurship indicators among EU member countries in 2007 and 2013, highlighting the most significant changes that occurred during the Great Recession. Some of the major indices of inequality are calculated (Gini, Theil and Atkinson) and the change in the Gini coefficient between these two years is additively decomposed into mobility and progressivity components. Overall, we find that cross-national inequalities tend to increase in the procyclical aspects of entrepreneurial activity and attitude, while they tend to decrease in the countercyclical aspects. For entrepreneurial activity indicators, we reveal that heterogeneity increases in indicators such as opportunity-driven entrepreneurial activity and total entrepreneurial activity, while necessity-driven entrepreneurial activity becomes more homogeneous across countries. Regarding entrepreneurial attitudes, disparities among countries decrease in all indicators, except in perceived opportunities, for which cross-national inequality grows considerably during the crisis period.

PurposeThis study aims to analyse the influence of the pillars (hard and soft skills) of digital academic entrepreneurship on students' entrepreneurial intention.Design/methodology/approachThis was done by adopting a quantitative methodology involving empirical research with a sample of 761 university students from two countries and adopting structural equation analysis to validate the theoretical model proposed.FindingsThe results indicate a direct influence between hard and soft skills and entrepreneurial intention, and a positive, indirect influence between these and entrepreneurial intention mediated by the dimensions of the theory of planned behaviour (TPB) – entrepreneurial attitude, subjective norms and perceived behavioural control. Therefore, the pillars of digital academic entrepreneurship have a direct and indirect influence on university students' entrepreneurial intention.Practical implicationsThis study also contributes to better operationalization of entrepreneurial education in university environments, since the development of hard and soft skills can be planned better based on the model proposed here. Considering the relations between the dimensions of hard and soft skills and those of TPB, this study shows there can be an influence on students' entrepreneurial intention.Originality/valueIn this study, a new and innovative construct is inserted in the model of entrepreneurial intention: “structural pillars of digital academic entrepreneurship” through structural equation modelling, to determine the degree of influence of these pillars (hard and soft skills) constructs on HEI students' entrepreneurial intention.

Purpose The aim of this study is to examine the influence of locus of control, the university environment and the social environment on the entrepreneurial attitude of female Latin American university students. Design/methodology/approach The study applies a quan–qual design. The quan section analyzes the data of 10,781 female university students from 11 Latin American countries included in the Global University Entrepreneurial Spirit Students Survey 2018. A hierarchical multiple regression analysis was applied. The qual section applies in-depth interviews for sequential methodological triangulation analysis. Findings The evidence indicates that locus of control, the university environment and the social environment positively impact the entrepreneurial attitude of female Latin American university students. The most influential factor was locus of control. Originality/value This empirical study focuses on female university students and their propensity for business venturing and determines the main influences on their entrepreneurial attitudes.

The purpose of this research was to evaluate the influence that self-efficacy, trepidation of stigma, and previous counseling experience had on university students’ attitudes toward counseling. Participants’ data were examined separately for students with earlier counseling experience and no earlier counseling experience. One-way analyses of variance showed the group that had no previous counseling reported more concerns of being stigmatized by counseling, rated themselves as more encouraged individuals, and had lower perceptions of self-efficacy than the group with previous counseling experience. These results suggest that students who have not experienced counseling are a varied group, ranging from very encouraged individuals to those doubting their own capabilities. Pearson Product–Moment correlation coefficients were calculated to examine the relationships between stigma, self-efficacy, and attitude toward counseling for student participants. Results indicated that more optimistic attitudes toward counseling were positively related to female. These analyses also revealed that self-efficacy was associated with being male and with higher levels of encouragement. Two multiple regressions were calculated to investigate which of the variables listed earlier were the best predictors of participants’ attitudes toward counseling. Among participants who had previous counseling experience, gender and age were the significant predictors of attitude toward counseling. An analysis of covariance revealed that the majority of the variance in attitudes toward counseling was accounted for previous counseling experience. Findings suggest that although the trepidation of being stigmatized may not affect students’ attitudes toward counseling, it remains an important variable in the decision to seek or not seek counseling services.

Are High Rates of Deceased Donation Conditioning the Attitude Toward Liver Donation Among Medical Students?

There is increasing attention on the attitudes towards entrepreneurship as an important predictor of entrepreneurial activity. So far, the focus has mainly been on the individual or national levels. This paper describes, based on the existing literature, the link between the entrepreneurial attitudes and entrepreneurial activity at the regional level. We explore both the entrepreneurial attitudes and activity using data from the Global Entrepreneurship Monitor over the period from 2001?2006. We provide newly constructed and harmonised regional indices on entrepreneurial attitudes and entrepreneurial activity across 18 European countries. By mapping these indices, patterns emerge on different spatial levels. We observe a positive link between entrepreneurial attitudes and entrepreneurial activity, but argue that this relationship is not clear-cut, in particular, when linking to economic development. Regional and national forces – in terms of population density, national institutions and the differences in cultures – matter in determining how the link between entrepreneurial attitudes and entrepreneurial activity is established.

Universities worldwide have established psychological help services to help students deal with ever-growing psycho-social problems. However, evidence shows that students do not prefer using the available services. Nevertheless, the available evidence offers limited information about university students’ attitudes toward seeking psychological help in Tanzania. Thus, the present study examined university students’ attitudes toward seeking psychological help for psycho-social problems. Data were collected from 740 students using questionnaires and focus group discussions. Descriptive statistics were used to analyze students’ help-seeking attitudes. The independent sample t-test was used to determine the difference in students’ attitudes by age, sex, and year of study. Analysis of variance (ANOVA) was used to compare the means of attitudes by students’ field of study. Thematic analysis technique guided the analysis of FGDs data. The findings revealed that most university students had positive attitudes toward seeking psychological help for the studied psycho-social problems. The FGDs findings revealed that students had positive attitudes mainly because they could get relief from the problems they faced, the presence of confidentiality to information shared, and the perceived competence of help service providers. Furthermore, the findings indicated a statistically significant difference in attitude scores for female students ( M = 40.56, SD = 3.78) and male students ( M = 39.64, SD = 4.62; t (723) = 2.9, p = 0.004, two-tailed). Moreover, university students’ attitudes differed significantly by fields of study, F (3, 723) = 8.12, p < .001. Promoting positive help-seeking attitudes among students might improve their utilization of psychological help services.

Differences in entrepreneurial activity and entrepreneurial attitude are substantial and persistent across nations and regions. However, studies on entrepreneurship that encompass regions and countries at the same time are lacking. This paper explains both national and regional differences in entrepreneurial attitude and activity for 127 regions in 17 European countries, based on Global Entrepreneurship Monitor (GEM) data. We reveal the importance of institutional factors and economic and demographic attributes to variations in regional entrepreneurial attitude and activity. Our findings point at the relevance of distinguishing between components of entrepreneurial attitudes, i.e. fear of failure in starting business, perceptions on start-up opportunities and self-assessment of personal capabilities to start a firm. We find different determinants of these components, suggesting that they reflect different aspects of entrepreneurial attitude. In explaining regional prevalence rates of phases in entrepreneurial activity (nascent, baby business, established business) we find significant contributions of entrepreneurial attitude components. Urban regions and regions with high levels of nearby start-up examples show relatively high rates of early-stage entrepreneurship. A large number of start-up procedures does not discourage early-stage entrepreneurship.

Objective: The present study was planned with the aim of identifying the perspectives of women toward sexism, their conception to women-related honor and violence against women, and the interrelations among these notions. Materials and Methods: The descriptive study addressed the conceptions and attitudes of 1518 students attending a university who had consented to participating in the study. The relevant data were collected via the “Attitude Scale for Women-Related Conception of Honor” (ASWRCH), “Attitudes toward Violence against Women in the Name of Honor Scale” (AVWNHS), and “Ambivalent Sexism Scale” (ASS). Data analysis was undertaken through percentage distribution, Pearson’s correlation analysis, ANOVA, and an independent two-sample t-test. Results: Students living in extended and broken families, married students, male students, and students with professional mothers were found to hold a more positive attitude toward violence against women in the name of honor and a higher level of protective and hostile sexism (p<0.05). With respect to women-related honor conception, students showed a higher affinity toward an egalitarian attitude in terms of their grade (4th grade), sex (female), family type (nuclear), number of siblings (1 or 2 siblings), residential location (district), area of study (health, social), mother’s profession (qualified profession), parental attitudes (non-authoritative, relaxed), and relationship status (flirt) (p<0.05). A negative correlation was established between ASWRCH and AVWNHS and between ASWRCH and ASS and a positive correlation existed between AVWNHS and ASS. Conclusion: As the women-related honor conception moves toward an egalitarian attitude among students, they exhibit more of a negative attitude toward violence against women and a lower level of protective and hostile sexism. The presence of a positive attitude toward violence leads to a heightened level of protective and hostile sexism. Cite this article as: Demirel G, Kaya N, Ertekin Pınar Ş, Değerli B, Gökmen E. University Students’ Attitudes Toward Sexism, Honor, and Violence Against Women. Journal of Health Science and Profession 2019; 6(3): 479-90

Aim: This study was conducted to determine the relationship between university students’ self‐esteem and their attitudes toward violence.Method: This descriptive and correlational study was conducted with the participation of 1439 students studying at the Faculty of Education and the Faculty of Health Sciences of a university. Data were collected using the Personal Information Form, Attitude Toward Violence Scale, and Rosenberg Self‐Esteem Scale.Results: The average age of the students was 20.44 ± 1.84 years, 74.8% were women, 97% had a high level of self‐esteem, and the average Attitude Toward Violence Scale score was 230.98 ± 18.19. There was a significant negative relationship between students’ Rosenberg Self‐Esteem Scale scores and Attitude Toward Violence Scale scores (r = −0.127). In addition, there were negative significant relationships between the Rosenberg Self‐Esteem Scale score averages and the score averages for all subdimensions of Attitude Toward Violence Scale. The correlation coefficients were highest for making violence a usual subdimension thing (r = −0.165) and lowest for the different dimensions of the violence subdimension (r = −0.039). In the regression analysis, negative family and friend relationships and being exposed to/witnessing verbal violence were significant predictors of self‐esteem. Self‐esteem, emotional violence, relationships with friends, and being exposed to/witnessing physical were significant predictors of attitudes toward violence.Conclusion: As a result of this research, as students’ self‐esteem increased, their attitudes toward violence became more positive in terms of disapproving violence.

PurposeThe primary purpose of this study is to integrate the stimulus-organism-behavior-accomplishment (S-O-B-A) paradigm to investigate the chain effect of university students' perceived university and family support on their entrepreneurial action (EA) with a serial mediation of their attitude and intention.Design/methodology/approachThis study introduces stratified random sample to choose respondents and a cross-sectional research design. partial least square-structural equation modeling (PLS-SEM) has applied to thoroughly investigate the behavioral intention concerned with students' entrepreneurship action.FindingsThe findings explored that perceived university support and family supports positively impact students' entrepreneurship attitude, where perceived family support creates statistically more powerful implications than university support. Students' attitude toward entrepreneurship positively affects their entrepreneurial intent, and finally, the entrepreneurial pursuit has an affirmative impact on students' EA.Originality/valueThis study incorporates the S-O-B-A paradigm for the very first time to investigate the effects of students' environmental support on their EA with double mediation by their attitude and intention.

This research examines a variety of restrictions preventing Bangladeshi youth, particularly Generation Z university students, from becoming involved in entrepreneurship. Moreover, the study examines the influence of Entrepreneurial Attitude (EA), Subjective Entrepreneurial Norms (SEN), Entrepreneurial Perceived Behavioural Control (EPBC), and Entrepreneurial Resilience (ER) on Entrepreneurial Intention (EI) of Bangladeshi Gen Z university students. A systematic literature review methodology following PRISMA procedure was performed to identify the relevant articles. A quantitative method with a positivism philosophy, cross-sectional time horizon and deductive approach was applied to the study. The data of 206 university students from the BBA department of ten universities were collected using convenience sampling and a self-administrated structured questionnaire survey. SPSS 26.0 and Smart PLS 3.0 were used to analyse the data. The output shows a positive and significant association amongst EA, SEN, EPBC, ER, and EI. Various constraints were identified from the literature and ranked based on the respondents’ feedback. This research will help entrepreneurs, scholars, policymakers and practitioners to build the entrepreneurial ecosystem and develop young people’s understanding of the entrepreneurial decision process and the importance of ER. This paper contributes through empirical investigation to an understanding of the actions that prevent Gen Z students from entrepreneurial activities; decisions are affected by socio-psychological constructions integrating ER with the Theory of Planned behaviour (TPB) model. Triple, Quadruple and Quintuple Helix models are considered supporting theories in this study to shed light on tackling the constraints. To the best knowledge of the researcher, integrating ER with TPB model’s constructs is a pioneer scholarly contribution in the context of South-East Asian, specifically Bangladeshi Gen Z students.

Drugs and substance use among university students has been recognized as a global public health issue. Adolescents are particularly vulnerable to drugs and substance use (DSU) including addiction. This study sought to determine the burden of DSU among university students in Kenya. The study utilized a cross-sectional study design covering a representative sample of 17 public and private universities in Kenya. A total of 15,678 respondents were covered by the study. Data showed that 54.2% of the students were male and 45.2% werefemale while 0.6% did not state their sex. Accordingly, alcohol, tobacco, cannabis, and khat were the most available and accessible substances within the university environment and in the neighbourhood. Cannabis was the most commonly accessible narcotic drug with an emerging trend in the availability of cannabis edibles. The findings also showed a new trend in the availability of emerging Burden of Drugs and Substance Use among University Students in Kenya psychoactive substances within the university environment particularly methamphetamine, prescription drugs, codeine syrup, ecstasy/ gamma-hydroxybutyrate (GHB)/ lysergic acid diethylamide (LSD)/ psychedelics, ketamine, and morphine. The findings also showed that 45.6% of university students in Kenya had used at least one drug or ubstance of abuse in their lifetime. Analysis on past-month use showed that 26.6% of university students were currently using at least ne drug or substance of abuse. Findings on individual drugs showed that alcohol was the most widely used substance with a past month prevalence of 18.6% followed by tobacco (12.0%), cannabis (10.7%), khat (10.2%), inhalants (4.3%), prescription drugs (2.2%), heroin 1.7%), cocaine (1.6%), codeine (1.4%), methamphetamine (1.4%), ecstasy/ GHB/ LSD/ psychedelics (1.3%) and ketamine (0.1%). Findings lso showed a high burden for severe alcohol use disorders (8.7%) among university students. The study therefore concluded that niversities in Kenya were not drug free environments and a three-pronged intervention strategy focusing on the university management, arents and students was recommended.

The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument was developed to investigate university students’ attitudes toward and perceptions of PA and online PA. Four subscales, Positive Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated. Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an effect of the perceived importance of PA score on students’ attitudes toward these four subscales.