Development Of Entrepreneurial Intentions Research Articles

The dark triad and entrepreneurial intention: The moderating role of family business exposure

AbstractA substantial body of research has documented that personality traits, namely, negative personality traits generally known as the dark triad, play a significant role in determining entrepreneurial intention. However, despite the important role that parents play in the construction of their children's personality traits, studies examining the role of family business exposure on these socially aversive traits and its effect on the development of entrepreneurial intention are rarely developed. The current research is set to fill this gap through a quantitative approach based on a sample of 896 students. More specifically, we test the moderating effect of family business exposure on the relationship between dark triad personality traits and entrepreneurial intention. Our results provide evidence that narcissism and psychopathy have a direct effect on entrepreneurial intention and that family business exposure moderates the relationship between Machiavellianism and entrepreneurial intention. Several implications for educators and public policies are discussed.

Entrepreneurship education and entrepreneurial intentions: Do entrepreneurial self-efficacy, alertness and opportunity recognition matter?

While the existing literature generally suggests a positive relationship between entrepreneurship education (EE) and entrepreneurial intentions (EIs), the underlying mechanisms are yet to be fully understood. Against this background and drawing on social cognitive career theory, this study explores the serial mediating effect of entrepreneurial self-efficacy, alertness, and opportunity recognition on the relationship between EE and EIs. The study adopted a one-group pretest-posttest (quasi-experimental) research design. A self-reported questionnaire was used to collect data from 254 business management students in three polytechnics in Nigeria. The study performed a repeated-measures t-test and a serial mediation analysis. The findings show that EE significantly improves students' entrepreneurial self-efficacy, alertness, opportunity recognition, and intentions. The results also indicate that entrepreneurial self-efficacy, alertness, and opportunity recognition positively impact EIs. Further analysis reveals that entrepreneurial self-efficacy, alertness, and opportunity recognition individually and serially mediate the relationship between EE and EIs. The study concludes that entrepreneurial self-efficacy, alertness, and opportunity recognition are mechanisms through which EE positively affects EIs. The study contributes to a better understanding of the role of EE in the development of EIs, and its findings have implications for policymakers and higher education institutions.

An Ethnographic Study Exploring the Effect of Family on the Development of Entrepreneurial Intentions of Its Younger Members in the Delhi-NCR Region of India

Abstract The study uses data from an ethnographic study of 32 family members from six families from New Delhi and the National Capital Region (NCR), India, to develop our understanding of entrepreneurial intentions in the younger members of middle-class families of India. The study identifies two critical familial influences, generational congruence and the need to maintain harmony, along with the presence of feministic values, as factors that impact the development of entrepreneurial intentions. The study further confirms that the need to conform to a social image impacts the decisions taken by family members. By highlighting the significant influence that family can have on the development of entrepreneurial intentions, this research points out gaps in how current policies and programs target entrepreneurship development in transforming economies like India. While the limited geographic scope of this study makes the findings applicable only to families in New Delhi and NCR and less generalizable overall, it further highlights the need to conduct similar studies across other parts of India, as well as other countries with similar cultural dimensions as India. The researchers suggest focussing policies towards promoting trust and confidence in entrepreneurship as a potential career option and highlighting the benefits of pursuing entrepreneurship amongst the masses by keeping in mind the cultural and geographic differences across the country. The novelty of this study lies firstly in its methodological approach, where entrepreneurial intentions are evaluated via short ethnographies. Secondly, with a strong focus on Indian family dynamics, the authors have identified novel influences that could apply to other transforming economies with similar social-cultural factors to India.

Entrepreneurial Intention and Skills Needed by Today's Youths for Sustainable Development

The development of entrepreneurial intention and raising the attitudes of today's youths to launch their own firms in Nigeria has continued to center on entrepreneurship and skill acquisition. Based on these, the study looked into various skills needed by today's youths for Sustainable Development. The study was further guided by two research questions and one hypothesis tested at the 0.05 level of significance. A descriptive survey research approach was implemented. The participants in this study were students and lecturers at Nwafor Orizu College of Education, Nsugbe, Anambra State, Nigeria. The population size was made up of 70 students and 30 lecturers. Data were collected using a questionnaire produced by the researcher. The responses were analysed using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test. The result revealed that self-motivation is among the influencing factors of entrepreneurial intentions by today's youths. Additionally, creativity was considered essential since most entrepreneurs are beginning from zero position with limited resources. The results further revealed that students and lecturers do not differ significantly in their mean perception scores regarding sustainable entrepreneurial soft skills required by today's youths. It was recommended among others that the federal government should create an atmosphere that is conducive to learning and supply all the tools and resources required for Nigeria's economy to grow sustainably.

Factors influencing entrepreneurial intention of university students in Yemen: The mediating role of entrepreneurial self-efficacy.

While entrepreneurship is believed to play a crucial role in economic growth and job creation in various parts of the world, particularly in developed countries, the key factors enhancing entrepreneurship behavior and intention in developing countries still need to be discovered. Therefore, this study examines the influence of personality traits and environmental and situational factors on the development of entrepreneurial intention among young students in Yemen. Data were collected through a survey responded to by 487 final-year university students from two universities (public and private) in Yemen. The study's hypotheses were tested using structural equation modeling (SEM). The study reveals that personality traits of the need for achievement (nAch) and locus of control (LoC) positively correlate with entrepreneurial self-efficacy (ESE) and entrepreneurial intention. Instrumental readiness positively correlates with ESE but not with entrepreneurial intent. The situational factors show a positive association with entrepreneurial intention but not ESE and a positive relationship between ESE and entrepreneurial intention. Furthermore, the study's findings show that ESE partially mediates the relationship between the nAch, LoC, instrumental readiness, and entrepreneurial intention. However, ESE did not mediate the relationship between situational factors and entrepreneurial intention. The study suggests that situational factors can influence entrepreneurial intention among Yemeni students and provide several recommendations to academicians and policymakers.

The Role of Entrepreneurship Education in the Development of Female Entrepreneurial Intention among Students at Hassan II University in Casablanca, Morocco

This article aims to describe a new idea about female entrepreneurial intentions in Morocco, which are lower than men's. The rate of women's involvement in business in Morocco is still low (16.2%). To stimulate female entrepreneurship, the Moroccan authorities have been making remarkable efforts for years and are undertaking actions and policies that facilitate the creation of enterprises and the development of the business world. Encouraging girls' schooling and entrepreneurship education is increasingly emerging as a stimulus for women's entrepreneurship. Our research is part of this perspective, gaining momentum among education policymakers. Having dealt in our previous studies with the impact of entrepreneurship training on the development of entrepreneurial intention among students at Hassan II University in Casablanca, Morocco, and given that the rate of female students represents 56% of the total number of students, the rate of female entrepreneurship is still low. It is worth and even necessary to study the impact of this type of training on the entrepreneurial intention of female students at Hassan II University of Casablanca. To achieve this, we proceeded with a bibliographical study of the subject, and from an exploratory study that we conducted using a qualitative survey, we collected actual data, allowing us to draw scientific results. This survey used a questionnaire on Google Drive, which we tested, readjusted, and validated by three university expert teachers and administered to the female students of Hassan II University of Casablanca. We developed new research results through our survey of female students at this university and clearly showed that female entrepreneurial intention increases among students who have taken entrepreneurship courses or participated in seminars that encourage business creation and female entrepreneurship. Most of these students (60%) believe that entrepreneurship education stimulates their desire to be women entrepreneurs, while only a minority (6.83%) opts for salaried employment and function.

Gamification in the development of entrepreneurial intentions: a QCA analysis

Gamification in the development of entrepreneurial intentions: a QCA analysis

Student and faculty perceptions on an entrepreneurship course: an exploratory study from Oman

PurposeEntrepreneurship-oriented courses are increasingly being offered in higher education institutions (HEIs) around the world. However, in the case of Oman, where this study was conducted, little or no research has been conducted, to date, to explore the perceptions of students and faculty members regarding the entrepreneurship-oriented courses they participate in, which is a serious gap in the literature. This study aims to fill this gap by examining the beliefs and conceptions that learners and faculty at a private HEI in Muscat, Oman, had about the course entitled Entrepreneurship and New Venture Creation (ENVC).Design/methodology/approachThe primary and secondary research questions are addressed using a mixed-methods approach that includes an online student questionnaire answered by 110 students who had studied the ENVC course, a focus group discussion with eight students facilitated by MS Teams and semi-structured interviews with two faculty members.FindingsThe findings revealed that the study participants had a very positive view of the ENVC course discussed here as they pointed to several benefits, including improved knowledge of business and entrepreneurship concepts, increased familiarity with the local business environment, development of entrepreneurial intention and improvement of their critical thinking, creativity and innovation skills. In addition, the results revealed some concerns among the participating students, particularly regarding the lack of adequate training sessions on risk management and financial planning. The participants also requested hands-on experience through industrial entrepreneurship training and in-residence-entrepreneurship programs.Research limitations/implicationsThis study raises a number of possibilities for further research on this type of course in terms of students’ employability skills, know-how and agency when the time comes for them to enter the real world of business and employment. Future work would benefit from using a longitudinal survey on a group of alumni to triangulate and compare the various findings that were reached here. It would certainly be even more fruitful if conducted at two or more HEIs and with larger population samples to ensure broad coverage, representation and generalization. Work along these lines would certainly refine and extend our findings.Practical implicationsThis study has significant pedagogical implications for future graduate students seeking employment, entrepreneurship course developers and faculty. Relatively, the educational outcomes of entrepreneurship education will also rely on the way entrepreneurship is being taught to students. It is recommended that entrepreneurship teaching should focus on cognitive development and active implementation of in-house incubation for well-planned innovative business ideas. This will provide opportunities for students to gain real-life experiences and identify their strengths and weaknesses, as well as the areas and skills that need to be maintained; hence, further research on the effectiveness of in-house incubation could best be considered for the next study. Another concern raised in this study is the lack of training in financial planning. Hence, further research can be considered on how to improve the financial planning skills of students for a start-up journey.Social implicationsThis course is designed in alignment with Oman Vision 2040, which places great emphasis on entrepreneurship as it plays an important role in the planned economic diversification and sustainability, in which innovation derived from entrepreneurship development will be used as the main driver for the development of infrastructure and educational systems that encourage entrepreneurship. Moreover, the ENVC course focuses on the concept of social entrepreneurship. It inculcates a sense of responsibility for supporting the immediate society among students. Learning the perceptions of students and teachers will provide opportunities to achieve their academic goals, which will reap economic and financial returns in the long run. The development of entrepreneurial skills and intentions of students will eventually help in boosting the country’s economy and its social fabric, thus improving the overall quality of life of Omani society.Originality/valueEven though this study is an exploratory investigation, the framework sets out clear empirical insights into the entrepreneurship course development, its main contents, assessments and learners’ and faculty members’ perceptions of the design, intent, content and delivery of the ENVC course and has crucial implications for all the stakeholders. The originality of this case study lies in the fact that it is the first of its kind in the body of research as it links theory to practice and will be a useful reference for entrepreneurship course developers, higher education faculty and students.

UNIVERSITY STUDENTS PERSPECTIVE ON ENTREPRENEURSHIP

Purpose- The purpose of this study is to analyze the effects of Cultural Persuasion Model dimensions (perceived appropriateness, perceived consistency, and perceived effectiveness) and entrepreneurship education on students' entrepreneurial intentions using multiple linear regression method. Methodology- The universe of the research consists of university students studying in Kayseri who have taken an entrepreneurship lesson or have participated in an entrepreneurship course. The survey method was used to collect the research data. The research model was tested with multiple linear regression analysis. The analysis of the data was carried out with the Jamovi 2.3.9 program. Findings- When the results of the multiple linear regression analysis were examined, it was observed that the variables of perceived appropriateness, perceived consistency, perceived effectiveness and entrepreneurship education together had a significant relationship (R=0.83, R2=0.69) with entrepreneurial intention (F(4-149)=82.4, p<0.05). These variables together explain 69% of entrepreneurial intention. When the significance of the regression coefficients of each variable is examined, it is seen that the variables of perceived consistency (β=0.45, p<0.05) and perceived effectiveness (β=0.44, p<0.05) in order of importance are significant predictors of entrepreneurial intention, and perceived appropriateness (β=-0.09, p<0.05) and entrepreneurship education (β=0.11, p>0.05) variables were not found to be significant predictors. Conclusion- As a result of the research, it was found that the dimensions of perceived consistency and perceived effectiveness had a significant effect on the entrepreneurial intention of university students; It was determined that perceived appropriateness and entrepreneurship education did not have a statistically significant effect on entrepreneurial intention. The significant effect of the perceived consistency dimension on the entrepreneurial intention can be interpreted as the personal values of university students and their entrepreneurial activities match, and at this point, the entrepreneurial intention is formed. The significant effect of the perceived effectiveness dimension on the entrepreneurial intention can be interpreted as the fact that university students see entrepreneurship as a suitable career, which forms the basis for their development of entrepreneurial intention. Keywords: Entrepreneurship, perceived appropriateness, perceived consistency, perceived effectiveness, entrepreneurship education. JEL Codes: L26, M1, M21

Teaching Entrepreneurship and Its Impact on the Entrepreneurial Intention of Students in Public and Private Universities in Mali: A Comparative Case Study of the University of Segou and the International University of Excellence of Mali

This communication compares two Malian universities (Ségou University and International University of Excellence) in terms of self-employment in order to assess its impact on the development of entrepreneurial intention among students in training. The orientation of the study on the teaching of entrepreneurship made it possible to adopt a quantitative approach based on a hypothetico-deductive approach. The surveys carried out among 345 students from the University of Ségou (US) and 236 students from the International University of Excellence (UIE) have made it possible to arrive at the results showing that the possibilities offered by the teaching of the productivity entrepreneurship of students from both universities prior to graduation provided an overview of self-employment and entrepreneurship education. These are real factors in the development of entrepreneurial intention and self-employment among students who are less and less tempted towards salaried employment.

The impact of entrepreneurship education on the entrepreneurial intention of students at the International University of Excellence in Mali: an exploratory study

This paper is research devoted to the self-employment of students of the International University of Excellence of Bamako through the teaching of entrepreneurship as a factor in the development of entrepreneurial intention among students in training. This choice is explained by several factors: the State's recruitment capacities in the public service are limited; the modern private sector which constitutes the natural outlet for young graduates is not in a position to offer employment for the many promotions of students trained annually who constitute thousands of people who increase the non-working population. It is becoming necessary to put in place systems that allow young graduates, especially those in training, to set up their own account through entrepreneurship. The practical study led us to consider the case of the International University of Excellence of Bamako. To study it, we focused our work on teaching entrepreneurship as a factor in the development of the entrepreneurial intention and self-employment of Students. As the parent population, we have a database of 236 students, from first to third year undergraduate students of the 2019 - 2021 academic years. This population is distributed between the different fields (Finance - accounting, Projects and organizations Management, Money - Finance - Banking and Insurance, Marketing-Communication, International Trade, Logistics - Transport, Business Intelligence). The information collected and processed will allow us to have a series of data on the possibilities offered by the teaching of entrepreneurship in terms of productivity of students of the International University of Excellence of Bamako before obtaining a university degree but also, to have an overview of self-employment and the teaching of entrepreneurship as a factor in the development of entrepreneurial intention and self-employment of the students of the International University of Excellence (IUE).

Behavioural entrepreneurial mindset: How entrepreneurial education activity impacts entrepreneurial intention and behaviour

This research investigates how entrepreneurial education activity (EEA) influences entrepreneurial behaviour (EB) by unpacking how EEA influences both entrepreneurial intention (EI) and EB and how behavioural entrepreneurial mindset (BEM) mediates the relationship between EEA and EI. This furthers research into the behavioural subdimension of entrepreneurial mindset and how this impacts the relationship between EEA and EI. Confirmatory factor analysis was used for checking the measurement model fit and psychometric properties of the measurement scales used, and structural equation modelling was used for testing the proposed model using questionnaire data collected from 1428 students participating in EEA in higher education institutions in China. The research found that effective EEA has a positive effect on EB which was partly mediated by EI, and that EEA positively affects BEM, which in turn mediates the relationship between EEA and EI. This research contributes by expanding the understanding of how EEA can influence students' EB by highlighting BEM as an impact indicator of entrepreneurship education (EE). Secondly, it contributes to the understanding of the formation of students' EB by identifying how BEM mediates the transition from EEA to EB through the development of EI. This highlights BEM as an effective endogenous driver of students’ EI, addressing a lacuna in research by investigating EM from the behavioural perspective in EE research.

Bridging the gap in real estate enterprise: the impact of mentoring on entrepreneurial intentions of real estate students in Nigeria

PurposeThis study investigates the impact of mentoring on real estate students' entrepreneurial intentions with a focus on Nigeria, an emerging African economy. Specifically, the study assessed the influence of mentoring on the entrepreneurial intentions and career preferences of real estate students and analysed the influence of having a real estate mentor on the respondents' perception of the motivators and inhibitors to their entrepreneurial intentions.Design/methodology/approachThe study adopted a descriptive research approach using closed-ended questionnaires. The study population comprise final year real estate students selected from three federal universities offering Real Estate in southwest Nigeria. Total enumeration was adopted for the study. From a total population of 231 students, a response rate of 69.26%, representing 160 questionnaire were retrieved and found suitable for the analysis. Descriptive and inferential statistical techniques were employed for data analysis.FindingsThe result shows that the factor structure of the motivators for students who have real estate mentors clustered into four constructs; in order of influence are personal fulfilment/satisfaction, flexibility/financial motives, mentoring/economic influences and personal preferences/prestige and status. Meanwhile, economic/independence, personal preference/fulfilment, financial motives/self-perception and mentoring were the factor clusters influencing intention for real estate enterprise by students who have no real estate mentor. Predominant debacles across both categories of respondents relate to the lack of support and market uncertainty.Practical implicationsThere is a growing body of knowledge exploring the linkages between mentoring and the development of entrepreneurial intentions. However, scant empirical investigations have examined the impact of mentoring on real estate students, especially from the perspectives of emerging markets which are usually characterised by low economic opportunities and where issues of graduate unemployment appear endemic and yet to be appropriately resolved.Originality/valueThis study explores the implications of mentoring on the entrepreneurial intentions of real estate students' from the perspective of an emerging market.

Entrepreneurship? Let us do it later: procrastination in the intention–behavior gap of student entrepreneurship

PurposeThis study aims to explore the intention–behavior gap of student entrepreneurs who develop entrepreneurial intention in a venture creation course and decide to continue working on the business idea after completing the course. While many students decide to work on business concepts, they often struggle with taking further steps when the course ends. This suggests that the development of entrepreneurial intention in the course does not directly lead to entrepreneurial actions after the course. Hence, this paper examines the sources for the intention–action gap and behavioral responses of student entrepreneurs.Design/methodology/approachThis study applied a systematic inductive qualitative research method to examine how student entrepreneurs encounter challenges after the entrepreneurship program and how they respond to them. The authors selected a venture development course at a German public university as their research context.FindingsThe findings revealed that students encountered substantial challenges after the program, which invoked their procrastinating behaviors. Based on the findings, this study developed a process model of the intention–behavior gap in student entrepreneurship. The process model provides a roadmap to follow the main findings, which consist of three main parts: (1) the antecedents of the intention–behavior gap; (2) behavioral responses of student entrepreneurs and (3) the outcomes of procrastination.Research limitations/implicationsThis study contributes to the emerging student entrepreneurship literature by identifying obstacles for students who intend to continue developing a venture after attending venture creation courses, as well as elaborating on possible student responses to these barriers and their subsequent impact on their nascent ventures. Furthermore, the findings contribute to developing the understanding of the intention–behavior gap in entrepreneurship education at higher education institutions by highlighting challenges for students that emerge in the transition phase from course participants to autonomous entrepreneurial actors.Originality/valueScholars have generally emphasized the vital role of entrepreneurship education in developing the entrepreneurial intentions of students as prospective entrepreneurs. However, researchers have only rarely examined how these intentions are translated into actions. Furthermore, the existing research on students' intention–behavior gap is limited to quantitative studies that demonstrate the existence of the gap empirically or apply theoretically derived moderators to their analysis. Consequently, the literature calls for more qualitative, explorative research approaches to understand what happens to students' entrepreneurial intentions once their entrepreneurship program is over.

“The Good, the Bad and the Ugly”? The influence of dark triad personality traits on formation of entrepreneurial intentions

This article examines the influence of the “dark triad” personality traits — narcissism, Machiavellianism and psychopathy — on the development of entrepreneurial intentions through the prism of the theory of planned behavior. The theory explains entrepreneurial intentions formation trough emergence and development of the attitude towards entrepreneurship, relevant subjective norms, and perceived behavioral control. These personality traits are considered in the study in their non-clinical manifestations. The proposed theoretical model has been tested on a sample of 191 students and graduates from 13 Russian universities. The empirical data were collected through an online survey. The analysis was carried out with OLS estimation. To assess the mediation effects, the PROCESS macro for the SPSS data analysis package was employed. The study identifies the key role of narcissism as an antecedent of intention to start one’s own business, while the main element of the theory of planned behavior mediating psychological effects is the attitude towards entrepreneurship. In addition, a negative relationship between psychopathy and subjective norms as well as perceived behavioral control has been established. With this study, we contribute to the theory of personality traits in the context of entrepreneurship and expand knowledge about the role of negatively perceived individual psychological characteristics in the entrepreneurial process. In addition, this work details the theory of planned behavior in terms of identifying possible antecedents of attitudes towards entrepreneurship, subjective norms, and perceived behavioral control. The results of this study can be used by entrepreneurship educators, especially in courses and trainings on the psychology of entrepreneurship.

Online and Face-to-Face Social Networks and Dispositional Affectivity. How to Promote Entrepreneurial Intention in Higher Education Environments to Achieve Disruptive Innovations?

Although entrepreneurial intention has been widely studied using cognitive models, we still lack entrepreneurial vocation and, therefore, lack disruptive innovations. Entrepreneurship scholars have some understanding of the reasons underlying this weakness, although there is much room for improvement in our learning concerning how to promote entrepreneurship among university students, especially in the transformed context of digital technologies. This paper focuses on the early stages of start-up, and in particular seeks to evaluate what role social and psychological factors play in the development of entrepreneurial intentions. Drawing on network theory, we consider the impact of social networks on entrepreneurial intention. Specifically, we analyze the influence of two types of social networks: face-to-face and online social networks, with the latter proving especially important in digital transformations. In addition, based on affective congruency theory, we relate affect with entrepreneurial intention. Particularly, we evaluate the influence of positive and negative dispositional affectivity on the formation of entrepreneurial intentions. Finally, since affect and emotions can also be related with social relationships, we analyze whether dispositional affectivities influence entrepreneurial intention through the mediation effect of social networks. Using structural equation modeling, we confirm the impact of both online and face-to-face social networks, as well as positive dispositional affectivity on entrepreneurial intention for 589 higher education students in Spain. However, negative dispositional affectivity is not seen to influence entrepreneurial intention. Furthermore, both face-to-face and online social networks are influenced by positive dispositional affectivity. Moreover, these two types of networks can even partially mediate the relationship between positive dispositional affectivity and entrepreneurial intention. Positive dispositional affectivity can thus influence entrepreneurial intention in two different ways: directly and indirectly through both face-to-face and online social networks. This study provides further insights and adds to the literature on affect, social networks, and entrepreneurial intention. From a broader perspective, we also contribute to the literature on disruptive innovations by explaining how the development of entrepreneurial intentions would have positive consequences for university students vis-à-vis achieving these disruptive innovations.

Measuring the Entrepreneurial Intention Among Millennials in Uttarakhand

In a developing country like India, most of the millennials intend to be employees in a company rather than start their own enterprise. The present study aimed at unfolding the reasons behind development of entrepreneurial intention and did not concern with the relation between intention and action. A well-structured questionnaire on a five-point Likert scale has been used for the measurement of entrepreneurial intention. The factors included in the study are attitude towards entrepreneurship, instrumental readiness, locus of control, subjective norms, need for achievement, and perceived support and barriers. The data were analysed with multiple regression. A positive relationship was found with locus of control, subjective norms, and instrumental readiness of various age groups where parent’s occupation is a major hindrance to starting a own venture. The findings will help the government to address the emerging issue of unemployment among millennials. The results of the study will classify the factors which play a significant role in influencing students’ entrepreneurial mindset in the mountainous state of Uttarakhand.

Making sense of entrepreneurial intent: a look at gender and entrepreneurial personal theory

PurposeIndividuals adopt differing perceptions of entrepreneurial types, including small businesses, scalable businesses and social businesses. This study aims to suggest that individuals' entrepreneurial personal theory (EPT: learning from experiences that informs how an individual conceptualizes entrepreneurship) influences entrepreneurial intent, and that sensemaking facilitates this process such that those with a clearer understanding of different entrepreneurship paths are more likely to pursue opportunities.Design/methodology/approachThis study theorizes and empirically tests whether EPT affects an individual's intent to start a small business, a scalable business or a social enterprise and how gender moderates the relationship between EPT and entrepreneurial intent. Primary survey data were collected from undergraduate business students and working adults.FindingsThe results indicate that EPTs characterized by small business, scalable business and social entrepreneurship have a positive association with entrepreneurial intentions. However, gender interaction effects showed that for women, an EPT characterized as small business has a weaker relationship with entrepreneurial intent, whereas an EPT characterized as social entrepreneurship has a stronger relationship with entrepreneurial intent. The notions that gender directly affects personal conceptions of entrepreneurship and that women may have not been exposed to all facets of entrepreneurship are addressed.Research limitations/implicationsOther variables not included in this study could also influence the relationship between how the type of entrepreneurship may shape entrepreneurial intent and how such relationship may be influenced by gender. Implications for entrepreneurship education and curriculum development are presented.Originality/valueIntegrating the EPT and sensemaking to uncover gender differences in the development of entrepreneurial intentions is a novel theoretical discussion.

The Role of Affect in the Development of Entrepreneurial Intentions

Abstract Advances on the study of entrepreneurial intention among students from universities motivate to further investigate the factors behind this intention. In this paper, we focus on the effect of affective traits (positive and negative) on the entrepreneurial intention antecedents proposed by Ajzen’s theory of planned behavior drawing on the arguments of affect priming. Using a sample of 597 students from Spain, we use structural equation model to test our hypotheses. Our results show that positive affective traits have a positive impact on the attitude toward entrepreneurship (ATE), perceived behavioral control of entrepreneurship (PBC), and social norms toward entrepreneurship (SN). Negative affective traits negatively influence ATE and SN, but not PBC. In addition, using a K-means clustering analysis and an analysis of variance, our study further explores how different affective personalities relate to a particular level of entrepreneurial intention. Our results contribute to understand of the psychological processes that influence entrepreneurial intention. Overall, our research contributes to the literature on affect and entrepreneurial cognition by evaluating the interaction of affect and the cognitive antecedents of entrepreneurial intention.

Symmetric and asymmetric modeling of entrepreneurial ecosystem in developing entrepreneurial intentions among female university students in Saudi Arabia

PurposeUnlike previous studies that examine the role of different entrepreneurial ecosystem factors in predicting entrepreneurial intentions. The purpose of this study is to explain the direct effects of entrepreneurial ecosystem factors effecting entrepreneurial intentions and configurational combinations of entrepreneurial ecosystem factors that cause high or low entrepreneurial intentions among female university students in Saudi Arabia.Design/methodology/approachThe study used structured survey-questionnaire based data collected from 310 female students enrolled in different universities in Saudi Arabia. The study used symmetric analysis using structural equation modeling technique, whereas asymmetric analysis is performed using the fuzzy-set qualitative comparative analysis, necessary condition analysis is also used to identify the role of different entrepreneurial ecosystem factors in increasing and/or decreasing entrepreneurial intentions among young Saudi women.FindingsThe results of symmetrical analysis show that access to finance, access to physical infrastructure, and cultural factors are not significantly associated with entrepreneurial intentions, whereas government policies and regulations, government programs and support, social factors and entrepreneurship education and training are significantly associated with the development of entrepreneurial intentions among female Saudi university students. While the result of asymmetrical analysis provides 15 configurational models that explains the high levels of certain factors to predict entrepreneurial intentions among female university students in Saudi Arabia. Specifically, social support is found as necessary condition in majority of models to predict high levels of entrepreneurial intentions among female Saudi university students.Practical implicationsThe results of the study provide empirical evidence to policymakers in Saudi Arabia. The study proposes that it is not mandatory that the high levels of all entrepreneurial ecosystem factors are important to predict high entrepreneurial intentions, rather in some conditions the low levels of certain factors are obligatory to predict high levels of entrepreneurial intentions.Originality/valueTwo-step mix-method approach is used in this study containing analysis of symmetric within entrepreneurial ecosystem increase or decrease entrepreneurial intentions among female university students in Saudi Arabia. There has been plenty of research that examines the role of entrepreneurial ecosystem factors in development of university students’ entrepreneurial intentions, however there is less research evident in the entrepreneurship literature that examine the configurational effects of factors within entrepreneurial ecosystem in increasing and/or decreasing entrepreneurial intentions among female university students.