Abstract
Entrepreneurship contributes to economic growth and job creation and thus to competitiveness. Nevertheless, the question remains of how to stimulate entrepreneurial activity, especially in the case of youth as a disadvantaged group. The key to entrepreneurial activity is entrepreneurial competencies and entrepreneurial intentions. Young people can acquire and develop both through entrepreneurship education. The aim of this study was to examine the impact of entrepreneurship education on entrepreneurial intentions and entrepreneurial competencies of university students in Slovenia from a socio-psychological perspective. A conceptual research model based on Ajzen’s Theory of Planned Behavior (TPB) and the competency approach was developed, also applying the assumption that entrepreneurial competencies influence entrepreneurial intentions. The applied research methodology was a quasi-experiment. The research sample of 837 students consisted of an experimental group (involved in entrepreneurship education) and a control group (not involved in entrepreneurship education) examined by a pretest and a post-test. Various statistical analyses were used to determine correlation, comparison, and dependency. Although it was confirmed that the conceptual research model is appropriate and that some of the factors studied do influence entrepreneurial intentions, we could not find a higher level of entrepreneurial intentions or entrepreneurial competencies by students involved in entrepreneurship education. Nevertheless, the conceptual research model has statistically confirmed that the TPB and entrepreneurial competencies are linked. It was also revealed that entrepreneurial competencies partly influence entrepreneurial intentions. This study forms a basis for further research in the field of entrepreneurship education, entrepreneurial intentions and entrepreneurial competencies.
Highlights
European countries are promoting entrepreneurship as a priority, as it contributes to economic growth and job creation (Urbano et al, 2019; Lackéus, 2015; Audretsch et al, 2007)
4.1 Discussion Based on the results described above, H1, which states that the attitude towards entrepreneurship (TPB_ATE) has a positive influence on the students’ Entrepreneurial intentions (EI) (TPB_EI), can be accepted
Within the scope of this research, we empirically tested to determine whether EE influences the EI and Entrepreneurial competencies (EC) of students and whether EC influences student EI
Summary
European countries are promoting entrepreneurship as a priority, as it contributes to economic growth and job creation (Urbano et al, 2019; Lackéus, 2015; Audretsch et al, 2007). As more and more people are involved in tertiary education, while the labour market and the education system are not coordinated, many young graduates do not obtain employment (in the short term). Graduates should be helped to enter the labour market by guiding and improving their competencies (Schøtt et al, 2015). The key to entrepreneurial activity is acquiring appropriate entrepreneurial competencies (hereafter: EC) which would stimulate their entrepreneurial intentions (hereafter: EI). Both EC and EI can be acquired and developed through entrepreneurship education (hereafter: EE) (Bacigalupo et al, 2016)
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