Entrepreneurial Career Research Articles

Revisiting the linkage between entrepreneurial intention and behavior in a mediated model: Evidence from Vietnamese logistics industry students

Young entrepreneurs are crucial participants in a country’s entrepreneurial ecosystem. This study analyzes the effects of entrepreneurial motivation and perceived university support on the entrepreneurial intention and behavior of Vietnamese students. A survey was conducted with 831 students who are studying logistics and supply chain management programs. Smart PLS and the Sobel test were utilized to validate the proposed hypotheses. The results indicate that financial motivation has a positive impact on student’s entrepreneurial intention and entrepreneurial behavior. Conversely, the desire for autonomy motivation has a direct negative impact on entrepreneurial behavior. Furthermore, perceived university support exerts a strong direct influence on student’s entrepreneurial intention and entrepreneurial behavior. Notably, entrepreneurial intention partially mediates the relationship between entrepreneurial motivation and entrepreneurial behavior and the relationship between perceived university support and entrepreneurial behavior. The research implications suggest that policymakers should prioritize assessing students’ entrepreneurial motivations before implementing entrepreneurship training programs. Additionally, universities should provide appropriate entrepreneurial support to students throughout their entrepreneurial behavior and their entrepreneurial careers. AcknowledgmentThis research is funded by the International School, Vietnam National University, Hanoi (VNU-IS) under project number CS.2023-12.

The role of three education centers in promoting entrepreneurship careers for vocational students

The potential for vocational students to achieve success in entrepreneurship is considerable, especially since they have acquired specific skills that are in line with their area of specialization since the beginning of their vocational schooling. However, schools cannot be alone in promoting entrepreneurial careers among vocational students. This study aims to measure the role of three educational centers, in influencing self-efficacy, entrepreneurial intention and career choice as an entrepreneur. This study was approached with a quantitative approach using structural equation modeling (SEM), the sample in the study was 354 vocational students. Data analysis through four stages, namely exploratory factor analysis, normality and outlier tests, confirmatory factor analysis and hypotheses testing (structural model). The results showed that the three education centers significantly influence selfefficacy and entrepreneurial intention which in turn can encourage students to choose a career as an entrepreneur. This research contributes to the understanding of how the three education centers can be an important catalyst in shaping a generation of resilient and innovative entrepreneurs.

Diverse perspectives on entrepreneurship: Analyzing gender and age-related differences in perceptions

Entrepreneurship is a key driver of economic growth, innovation, and social development, yet perceptions of entrepreneurship can vary significantly across different demographic groups. Understanding these variations is crucial for developing effective education and support systems. This study investigates the differences in perceptions of entrepreneurship among various gender and age groups, focusing on aspects such as career opportunities, financial readiness, the attractiveness of entrepreneurial ventures, skill requirements, economic impact, educational effectiveness, and gender-specific views on entrepreneurship. Using a quantitative research design, the study analyzed data collected from 300 entrepreneurs in Greater Noida through a structured questionnaire. Independent samples t-tests and ANOVA were employed to identify significant differences in perceptions across genders and age groups. The findings reveal notable differences in perceptions related to the effectiveness of entrepreneurship education and the role of women in entrepreneurship. Specifically, females demonstrated greater confidence in the ability of the education system to prepare individuals for entrepreneurial careers than males did. Additionally, significant differences in perceptions of entrepreneurial opportunities and support were observed between different age groups. These results highlight the need for tailored education programs and support systems that address the unique needs of diverse demographic segments. The study underscores the importance of promoting gender diversity and inclusivity in entrepreneurship to foster a more dynamic and innovative entrepreneurial ecosystem. By addressing the specific challenges and opportunities identified, policymakers and educators can develop more effective and inclusive strategies to support aspiring entrepreneurs. Future research should further explore the sociocultural and institutional factors influencing entrepreneurial perceptions to enhance the overall effectiveness of entrepreneurship initiatives.

Assessing the influence of entrepreneurial education on individual entrepreneurial orientation of university students

A number of empirical studies have underscored the significance of entrepreneurial orientation in understanding the dynamic business environment driven by entrepreneurial actions. However, the notion of individual entrepreneurial orientation (IEO) has received less attention in scholarly literature. It’s widely acknowledged that entrepreneurial education (EE) makes a substantial contribution to a country’s economy. It’s believed that EE can empower individuals and thus play a crucial role in addressing various societal challenges faced by countries globally. Nonetheless, the influence of EE on the IEO of university students, and whether it effectively guides them towards an entrepreneurial career, hasn’t been thoroughly examined. This study aimed to explore the influence of EE on the IEO of university students. This study focuses on two distinct economies—a developing one (South Africa) and a developed one (Scotland), the latter being recognized for its high-quality EE and a high proportion of individuals opting for entrepreneurial careers. A quantitative research approach was followed making use of an adapted questionnaire, which was analysed with SPSS and EQS 6.4 using descriptive statistics, reliability analysis, exploratory factor analysis, multivariate analysis of variance and path model analysis. A total of 2841 questionnaires were distributed online, yielding 575 valid responses. Findings indicate that EE significantly influences the IEO of university students in South Africa, but to a lesser extent in Scotland. The study expands the existing body of knowledge on IEO of university students. In addition, it provides insight for policymakers in the respective countries.

The Influence of Entrepreneurship Knowledge, Personality, Family Environment on Entrepreneurial Interest of Undergraduate Students Class of 2021, Faculty of Economics and Business, University of Riau

This research aims to determine 1) the influence of entrepreneurial knowledge on students' interest in entrepreneurship, 2) the influence of personality on students' interest in entrepreneurship, 3) the influence of the environment on students' interest in entrepreneurship and 4) the influence of personality, entrepreneurial knowledge and the environment on students' interest in entrepreneurship. This research is quantitative with a multiple linear regression analysis model. This research uses data obtained from distributing questionnaires to 90 respondents. The sampling method used was the simple random sampling method. This research uses statistical data analysis methods using SPSS version 25. The results of the research show that 1) Knowledge of entrepreneurship has a positive and significant effect on students' interest in entrepreneurship, 2) Personality has a positive and significant effect on students' interest in entrepreneurship, 3) Family environment has a positive and significant effect on students' interest in entrepreneurship, 4) Knowledge of entrepreneurship, personality, and The family environment together has a positive and significant effect on interest in entrepreneurship. This means that the influence of these factors interacts with each other, where individuals who have good knowledge about entrepreneurship, a strong personality, and a positive family environment will have a great interest in pursuing an entrepreneurial career.

Entrepreneurial intentions and the role of educational and social support: do the self-efficacy and the theory of planned behavior variables matter?

Purpose The study aims to ascertain whether educational and social support for entrepreneurs significantly affects university students’ intentions to become successful entrepreneurs. This study examines the mediating role of the Theory of Planned Behavior (TPB) variables (e.g. entrepreneurial personal attitude, subjective norms and entrepreneurial perceived behavioral control) and entrepreneurial self-efficacy in encouraging young entrepreneurs. Design/methodology/approach An online survey with a structured questionnaire collected data from different university students in Bangladesh; subsequently, it was analyzed through the structural equation model. Findings The results suggested that educational support has a direct positive relationship with the three variables of TPB. Moreover, the findings indicated that social support positively influences the variables of TPB, entrepreneurial self-efficacy and entrepreneurial intentions. The variables of TPB and entrepreneurial self-efficacy were found to have a significant direct impact on entrepreneurial intentions and also exhibited favorable mediating effects of educational and social support on entrepreneurial intentions. Research limitations/implications First, the study is only generalized to some sectors of entrepreneurship activities because the researchers used samples from university students across Bangladesh. Second, the implicit limitation of survey-based research is that respondents need to know more ways of understanding the questionnaires accurately, and some participants need to be taught how to answer the question items. Practical implications The main practical implication for the relationship between entrepreneurial intentions and educational support involves different entrepreneurial educational programs, which give rise to attitude, behavior, self-efficacy and intentions and enhance the student's awareness of advancing a successful entrepreneurial career. Social implications This study demonstrated that universities and social communities should promote the improvement of innovative thoughts for entrepreneurs and offer essential information about entrepreneurship. Originality/value Because entrepreneurial educational support is a crucial factor in entrepreneurial intentions, universities need to develop a practical education system that can help improve the skills required to start new ventures. The results will improve a new route to developing students’ entrepreneurial intentions using the variables of TPB and entrepreneurial self-efficacy. Subsequently, these research findings will help to achieve governmental goals and increase the number of startups in the future.

From business owner to retiree: understanding life satisfaction's impact on entrepreneurial exit

PurposeEntrepreneurial exit research has overlooked the unique context of exits at retirement age when an exit marks the end of an entrepreneurial career (i.e. retirement). To better understand retirement exit decisions and transitions, this study introduces the concept of work ability (i.e. an individual’s ability to meet work demands) into the entrepreneurial exit literature and, based on role theory, hypothesises its effect and interaction with general life satisfaction in explaining the entrepreneurial exits to retirement. The study clarifies the dynamics between the voluntary and non-voluntary aspects behind exit to retirement.Design/methodology/approachThe authors use mixed-effects ordinal logistic regression with four-wave panel data on 198 Finnish small business entrepreneurs who intend to retire to test hypotheses on the relationship between work ability, general life satisfaction and entrepreneurial exit to retirement.FindingsThe study provides partial support for the hypothesis that work ability negatively impacts entrepreneurial exit to retirement and strong support for the idea that this effect is affected by general life satisfaction. Entrepreneurs who experience higher life satisfaction are likely to retire on their own terms, whereas those less satisfied continue working until declining work ability forces them to retire.Originality/valueThe study contributes to the entrepreneurial exit literature by showing how the exit dynamics unfold in the unique context of entrepreneurial exit to retirement. The theoretical discussion opens up the potential psychological mechanisms behind such dynamics.

Psychometric Properties of the Turkish Version of the Entrepreneurs' Social Identity

This study aimed to assess the psychometric properties of the Turkish adaptation of the Entrepreneurial Social Identity Scale developed by Sieger et al. (2016). The factor structure, construct validity, and reliability of the Turkish version were analyzed. Convergent validity was examined in relation to entrepreneurial self-efficacy and entrepreneurial career motivations. Discriminant validity was tested by examining its relationship with locus of control, subjective norm, risk perception, and uncertainty avoidance. A total of 216 startup founders in technoparks participated. Findings indicated acceptable goodness-of-fit indices for the scale's factor structure, supporting its three-factor structure. In conclusion, there is substantial evidence supporting the psychometric properties of the Entrepreneurial Social Identity Scale.

Chinese women’s entrepreneurial career choices: exploring factors

Chinese women’s entrepreneurial career choices: exploring factors

How does a subsequent entrepreneurship career choice develop? A set-theoretic analysis testing hope theory

ABSTRACT This research explores the complex mechanism leading to a subsequent entrepreneurship career choice (SECC), whether perceived as a failure or not. It mobilizes the theory of hope (via the role of optimism and grit) and the components of the theory of planned behavior (attitude, subjective norms, and self-efficacy). The study involved 48 previous entrepreneurs not currently in the reentry process. A fuzzy-set qualitative comparative analysis was used. Results reveal that the entrepreneurial attitude forged through first-hand experience is the most critical element in understanding an SECC. Optimism can substitute for this attitude, and grit plays a lesser role, as do the other variables. This study underscores the central role of attitude and optimism in explaining entrepreneurial career persistence, transitioning from a novice to a serial entrepreneur, with grit playing a somewhat secondary role. Configurational approaches prove essential to understanding entrepreneurial intention, notably for an SECC.

Evaluation of the Impact of a University Accelerator on Students’ Entrepreneurial Attitudes, Intentions, and Learning Experience

University accelerator programs have exhibited remarkable growth in recent years, and many countries have embraced their potential to support entrepreneurship education and ultimately the development of successful startups. Despite their widespread adoption, additional research is needed to comprehensively grasp their potential impact on entrepreneurship education. This case study adopted a mixed-method approach to assess (a) the impact of a university accelerator program for healthcare innovation on participant’s attitudes and intentions towards entrepreneurship and (b) the learning experience and knowledge gains of the participants through the process of forming multidisciplinary teams, generating a startup idea and creating a Minimum Viable Product (MVP). The authors draw data from a quantitative measure of attitudes towards entrepreneurship and entrepreneurial intentions and a series of interviews with the participants. Findings showed that personal attitudes (i.e., favorable or not toward an entrepreneurial career) and subjective norm (i.e., perceived social pressure) weren’t affected by the program. However, the program positively impacted the participants’ perceived behavioral control (i.e., perceived ease or difficulty of entrepreneurship) and entrepreneurial intention (i.e., participant’s intent to become an entrepreneur). Furthermore, the findings indicated that the content and the activities of the program were beneficial for participants supporting their learning and competences including knowledge and entrepreneurial skills and social skills. However, challenges in multidisciplinary team formation, content delivery, and mentorship were identified. The study suggests the need for future research with a larger sample size in varied contexts to deepen our understanding of the impact of university accelerator programs on entrepreneurial attitudes and learning experiences. The case study contributes valuable insights to enhance the design and effectiveness of university accelerator programs.

The role of parents and communities in promoting entrepreneurial careers for vocational high school students

The role of parents and communities in promoting entrepreneurial careers for vocational high school students

EFFECTS OF ENTREPRENEURSHIP SKILLS ON CAREER PROSPECTS OF PUBLIC SECONDARY SCHOOL STUDENTS IN RWANDA, A CASE OF MUHANGA DISTRICT

With the changing dynamics of the global economy and the increasing importance of entrepreneurial skills, there is a growing need to understand the effectiveness of entrepreneurship education in shaping students career paths. This thesis investigated the impact of entrepreneurship skills on the career prospects of secondary school students. It had three specific objectives such as to examine the effectiveness of components of entrepreneurship education among secondary school students, to explore students career prospects, to determine the relationship between Entrepreneurship skills and Entrepreneurial Career prospects among secondary school students in Muhanga District. As the significant of the study, this supplied crucial information to the education officers and planners on how entrepreneurship education should be improved by revealing the weaknesses and strengths. The target population of this study was 280 population, from which a sample size of 165 participants were chosen as respondents of the study who were from public schools. The study used a questionnaire to gather quantitative information on the views of secondary school students regarding entrepreneurship, as well as their perceived levels of ability and career goals. This research was supported by Human Capital Theory and Dyers(1994) Model of Entrepreneurship Career. In the analysis process,Statistical Packages for Social Sciences(SPSS) 21.0 was used to examine the data. After data have been gathered, findings were summarized, general conclusions were drawn and recommendations formulated.

The Intervening Role of Entrepreneurial Motivation in the Link Between Innovation Education and Entrepreneurial Intentions

Unemployment poses a significant challenge in Indonesia, exacerbated by the nation's high population growth rate, which intensifies competition in the job market. One of the most effective strategies to address this issue is to encourage entrepreneurship, thereby increasing the number of entrepreneurs who can create new job opportunities. This study aims to explore both the direct and indirect effects of innovation and entrepreneurship education on entrepreneurial intentions, with a particular focus on the mediating role of entrepreneurial motivation. The research utilizes a quantitative approach to examine how innovation and entrepreneurship education influence students' intentions to pursue entrepreneurial careers, and how entrepreneurial motivation serves as a crucial link in this relationship. The study's independent variables are innovation and entrepreneurship education, while entrepreneurial intention is the dependent variable, and entrepreneurial motivation acts as the intervening variable. The research was conducted among Vocational High School students, who represent a key demographic for fostering future entrepreneurs. The findings reveal that both innovation and entrepreneurship education have significant direct and indirect impacts on entrepreneurial intentions, mediated by entrepreneurial motivation. These results highlight the importance of enhancing entrepreneurial motivation as a pivotal factor in transforming educational and innovative inputs into concrete entrepreneurial outcomes. The study underscores the need for educational strategies that not only impart knowledge but also actively engage and motivate students to pursue entrepreneurship, thereby contributing to efforts to reduce unemployment through the creation of new enterprises.

Gender effects and firm financial performance: A SUMAD meta-analysis of social responsibility and family-to-work conflict

The current study uses SUMAD meta-analytic methods (Oh, 2020) to examine gender differences in social responsibility and family-to-work conflict. Synthesizing evidence from across social science literature, the results of this study provide an evidence-based foundation to support more theorizing and practical discourse regarding gender effects in entrepreneurship. As explained by theories of socialization and social roles, gender differences in (a) socially responsible attitudes and behaviors and (b) the balance between family and work responsibilities, are likely two of the more pervasive gender effects that influence entrepreneurial careers. The goal of this study is to motivate more research and practical discussion on these and related gender effects to improve our understanding of entrepreneurship phenomena. Using firm performance as an example, the results of the SUMAD meta-analysis suggest that gender effects related to social responsibility and family-to-work conflict have significant consequences for entrepreneurship outcomes. Based on the evidence and theory rooted in socialization and social roles, the current study calls for more theorizing and primary-level studies on these and related gender effects in entrepreneurship research.Comment to Readers:Does gender matter? Of course it does (depending on the issue). A simple search of “does gender matter” reveals ample discussion on this topic across a variety of gender issues. In this article I highlight gender regarding differences between women and men in social responsibility and family-to-work conflict. As the evidence suggests, gender does indeed matter as women – on average – are more socially responsible and have more family-to-work conflict than their men counterparts. The results of this study show that greater social responsibility is tied to better business performance whereas greater family-to-work conflict is tied to worse business performance. So, what should we do? First, acknowledge the fact that women and men are different in the contexts of social issues and family matters to clear the way for constructive discourse about these gender differences. Second, embrace that women are higher than men in socially responsible attitudes and behaviors, and that more women in business could inherently result in more socially responsible business practices. Moreover, while this is a societal win in and of itself, the results suggest it could also carry over to improved financial and economic performance. Lastly, focus more on “why” there are differences between women and men regarding family-to-work conflict. Specifically, emphasize both societal-driven influences (e.g., stereotypes; biases) and individual-driven influences (e.g., individual differences; personal preferences). Understanding these influences, which are not mutually exclusive, is key for maximizing the personal and professional well-being of both women and men.

The role of the socialist second economy experience in an entrepreneurial career after 1989

ABSTRACT Our case study is the story of a successful entrepreneur who, thanks to the second economy, had already been successful before the regime change, and who, after the regime change, was forced to build a completely new career due to changes in the institutional environment and became successful as an entrepreneur again. What kind of “entrepreneurial spirit” does he have and where did he acquire it? How can this be explained, and what factors combined to make him successful beyond the regime change and independent of the system? How did his experience in the second economy contribute to his success after 1989? These are the questions we seek to answer.

Entrepreneurial university support and entrepreneurial career: the directions for university policy to influence students’ entrepreneurial intention and behavior

PurposeAcademic scholars have tested students’ entrepreneurial intention (SEI) through the Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). Still, the link between entrepreneurial intention and career is missing in previous studies. An extensive literature review developed the rationale that existing theories in the entrepreneurial discipline have limitations in linking entrepreneurial intention with career. This research is conducted to develop a comprehensive model for the relationship between entrepreneurial university support, student entrepreneurial intention, behavior and career. Stimulus-Organism-Behavior-Consequence (SOBC) paradigm from organizational behavior research is borrowed to entrepreneurship literature.Design/methodology/approachThe cross-sectional data was collected from Pakistani university students enrolled in business incubators. A sample of 100 responses was tested with a partial least square–structural equation modelling approach.FindingsThe study established that by the underpinning of SOBC, entrepreneurial university support influences students’ entrepreneurial intention. It is also found that the students’ entrepreneurial intention strongly influences their entrepreneurial behavior, leading them to entrepreneurship careers.Research limitations/implicationsThe policies influencing students’ entrepreneurial intention and behavior can be developed using the SOBC paradigm. Higher education institutions can improve students’ entrepreneurial intentions and behavior to lead them to entrepreneurship careers.Originality/valueThis research introduced the SOBC paradigm in entrepreneurial intention and behavior literature. SOBC underpinning explored a new dimension of entrepreneurial intention and behavior literature.

Attraction, passion and confidence: the paths to undergraduates’ entrepreneurial intentions

PurposeThis study aims to assess how undergraduates’ exposure to entrepreneurship education (EE) may increase their volitional desire and behavioral control to start-up a business.Design/methodology/approachThe model establishes three different paths from EE to entrepreneurial intention (EI): attraction and passion through desire and confidence through control. These paths are assessed by partial least-squares structural equation modeling in a sample of 650 undergraduates from Poland, Turkey and Portugal.FindingsThe most effective way by which EE may increase EI is by promoting a favorable change in the attractiveness of the entrepreneurship career. Contrary to expectations based on the literature, the effects of EE on perceived behavioral control are weak and limited to aspects related to financial control.Practical implicationsEE programs should consider desire and control in different phases of training, with the following learning outcomes: explore prospective rewards of an attractive entrepreneurial career, develop self-efficacy regarding management competences and gain control by assuring skills to cope with failure.Originality/valueTo the best of the authors’ knowledge, this study is the first to establish a path from EE to EI through passion and desire. It is also the first to consider entrepreneurial passion as a positive anticipated emotion in the model of goal-directed behavior. The results allow to relate the different paths with different learning outcomes of EE programs.

The impact of entrepreneurship education on students’ desirability and intentions to pursue an entrepreneurial career: a study in general and vocational secondary schools of Cabo Verde

This study aims to evaluate the impact of the Entrepreneurship Curriculum Programme (ECP) on students' entrepreneurial attitudes, perception of social norms and entrepreneurial intentions. This programme was implemented in upper-secondary level classes in Cabo Verde. The study also assesses if the programme has different impacts in different years of schooling and the mediating role of personal factors (gender and family models), teaching factors (differences between general and vocational education) and contextual factors (different island). The research was conducted on six islands in 4 vocational schools and 8 schools of general studies. The research compared the results of two groups: one with 947 students who attended ECP and the other with 1140 students who did not. The findings reveal that ECP impacts all the dimensions considered, the effect is differentiated throughout schooling and that other factors affect students' entrepreneurial attitudes, beliefs and intentions. From the theoretical point of view, the study reinforces the knowledge about the impact of education in entrepreneurship in contexts where there are still few studies—the context of developing countries and the context of secondary education. From a practical point of view, the study provides indications for deepening/improving the design and implementation of entrepreneurship education programmes.

Entrepreneurship as career choice of Russian students: the role of university education, cultural traditions, and gender stereotypes

In this paper, based on our own recent sociological survey of more than 800 students of 15 Russian universities, we explore the views of Russian students regarding entrepreneurship as their possible choice of a future career. We are interested above all in the role of university education in shaping these views. However, in order to scrutinize this role to full extent, we place our study in the broader framework of national cultural traditions which constitute an integral contributing factor and underlying influence not only in educational, but also in the general existential realm. In this context, we argue that a substantial impact on the students’ future career choice is made by existing gender differences based on the stereotypes of the ‘typically male’ and ‘female’ employment fields. Our study demonstrates, in particular, that Russian students display—notably, just as the older generation of educated Russians too—a noticeable conservatism in their career choices (including entrepreneurial aspirations), by adhering to the traditional cultural values and gender perceptions. We also provide a nuanced analysis of the motivations and expectations associated with choosing an entrepreneurial career by our respondents. Our method of collecting information is chosen to be questionnaire-based—as most effective for descriptive research—which is then complemented by further qualitative analytics intended to reveal hidden causal connections. Our approach is interdisciplinary, as it combines sociological research methods with socio-economic and culturological analysis.