Entrepreneurial Intentions Of Students Research Articles

Influence of culture and personality factors in Vietnam: in view of theory of planned behaviour towards formation of entrepreneurial intentions

Purpose Culture plays a significant role in shaping the decision of the youths to start the new venture, and Vietnam being one of the collectivist societies in Asia, it is critical to know whether culture plays any role in the formation of entrepreneurial intentions (EI) of the Vietnamese youth. However, there are limited studies in Vietnam that investigate the effect of culture on the EI of students. Hence, this study aims to integrate the direct influence of culture and personality factors in view of mediating role theory of planned behaviour components to measure the EI of students. Design/methodology/approach The data for this study were collected from 393 undergraduate/post-graduate university students using an online survey. The data were analysed using structural equation modelling to test the designed hypotheses of the study. Findings The study results showed that attitude (PA) towards entrepreneurship and perceived behavioural control (PBC) mediated the relationship between risk-propensity (RP) and EI, subjective norms (SN) and EI and also had a direct influence on EI. Risk-propensity was found to have a direct influence on students’ entrepreneurship intentions. Further, there was no direct influence of culture and SN on EI of students, but culture had a direct influence on SN, while SN indirectly influenced EI mediated by PA and PBC. Originality/value Only a few studies have been conducted to determine the role of culture affecting entrepreneurial intentions of the students in Vietnam, where strong emphasis is put on society and culture. The study demonstrates that culture plays a significant role indirectly, as the societal culture influences the close networks and family’s approval (SN) towards encouraging the youths to become entrepreneur and further this encouragement enhances the attitude and self-belief (PA and PBC) of an individual in their capabilities which affects their intentions (EI) to become an entrepreneur. Hence, this study adds this new important dimension of culture in existing academic literature in Vietnam’s context.

University or Personal Sustainability— What Shapes Sustainable Entrepreneurship Intentions of Students?

The intentions and behaviour of entrepreneurs have been well researched and explored and now the limelight has shifted to sustainable entrepreneurship. The present study aims to examine the personal and institutional sustainability inclination that may help students develop their intent for sustainable entrepreneurship. Quantitative analysis with partial least squares structural equation modelling (PLS-SEM) was performed with 422 samples collected from students at Indian universities. The model tested the first-order variables for university and personal sustainability and further the effect on the intentions to start sustainable entrepreneurship. The first-order variables of university sustainability are education on sustainability and campus sustainability and the students’ personal consumption profile and moral obligations for the first-order variables of personal sustainability. The findings indicated that the tendency towards sustainable entrepreneurship was more strongly influenced by personal than university sustainability inclination. Further, the results of the importance–performance map analysis (IPMA) highlighted the importance of personal sustainability as well as further advancements in ethical standards and campus sustainability to nurture students’ intentions for sustainable entrepreneurship. The findings of this study offer policymakers, researchers and higher education institutes insights to establish campuses that contribute to sustainability and reframe the educational curriculum to focus on students’ innate propensities to engage in sustainable endeavours. This article outlines the pioneering research effort into the personal and university sustainability inclination in consideration for shaping sustainable entrepreneurship intentions among students.

The influence of creativity and learning motivation on entrepreneurial intentions of fisheries vocational high school students

The fisheries department is one of the expertise programs in Vocational High Schools (VHS). Learning motivation towards the entrepreneurial intention of VHS students majoring in fisheries is still low. This is supported by the fact that some students do not know the relationship between entrepreneurial intentions and learning motivation, which can arouse students' intentions for entrepreneurship. Therefore, this research aims to see the effect of creativity and learning motivation on the entrepreneurial intentions of VHS students majoring in fisheries. This research is ex post facto research with a quantitative approach because the data is generated in the form of numbers and analyzed based on statistical analysis. The sample in this research was 100 students, and the sampling technique used was purposive sampling. The data analysis technique used is multiple regression analysis. The results of this research explain that creativity has an influence on entrepreneurial intentions, and learning motivation has an influence on entrepreneurial intentions. This is evidenced through the results of the t-test where the sig value obtained is 0.003, whose value is much smaller than 0.05 (0.001 0.05) and the t-count is greater than the t-table (2.614 1.984), so it can be said that creativity has an influence on entrepreneurial intention, as well as the learning motivation variable where the t-count value is greater than the t-table (2.679 1.984). This research contributes to the literature by providing insight into the role of creativity and learning motivation in shaping student entrepreneurial intentions, which can inform the development of entrepreneurship education programs and policies.

The Effect of Entrepreneurship Education and Curriculum on Student Entrepreneurial Intention moderated by Student Entrepreneurial Mindset

Aims: This study aims to analyze the impact of entrepreneurship education and entrepreneurship curriculum on entrepreneurial intention among students, moderated by entrepreneurial mindset in Vocational High Schools. Study Design:  This research employs a quantitative research design. Place and Duration of Study: The study was conducted among students of the Center of Excellence Vocational High School in Banyuwangi, with a population of 7249 students (N). The sample size was determined using a Sample Size Calculator, resulting in a sample of 365 participants. Methodology: The research instrument utilized in this study was a questionnaire employing a Likert scale. Data analysis was conducted using the Partial Least Squares (PLS) technique implemented through SmartPLS version 3. Results: Entrepreneurship education provides practical knowledge and shapes students' entrepreneurial mindsets, whereas the Entrepreneurship Curriculum offers theoretical foundations and stimulates entrepreneurial enthusiasm. Although the Entrepreneurial Mindset does not moderate the impact of Entrepreneurship Education, it moderates the effect of the Entrepreneurship Curriculum, highlighting the need to align the Curriculum with the development of an entrepreneurial mindset. These findings serve as a basis for improving entrepreneurial education strategies at the vocational high school level. Conclusion: This study concludes that Entrepreneurship Education, Entrepreneurship Curriculum, and Entrepreneurial Mindset positively contribute to Entrepreneurial Intention among outstanding Vocational High School students in Banyuwangi. These findings illustrate the moderating role of the Entrepreneurial Mindset in mitigating the negative impact of the Curriculum on students' entrepreneurial intention.

The Effect of Entrepreneurship Education and Sociological on Student's Entrepreneurial Intention : The Perspective of Entrepreneurial Skills Theory and Social Capital Theory

This study aims to analyze the effect of entrepreneurship education and sociological factors on the entrepreneurial intentions of students. Two theories integrated into this research were the Entrepreneurial Skills Theory and Social Capital Theory. The research adopts a quantitative approach, applying structural equation modeling (SEM) and Partial Least Square (PLS) for analysis. The non-probability sampling technique used was Purposive Sampling to determine the research sample. The study participants consisted of 68 college students in Tasikmalaya, Indonesia, selected to complete an online questionnaire. The research findings indicated that entrepreneurship education and sociological factors significantly and positively influence students' entrepreneurial intentions. Furthermore, both the Entrepreneurial Skills Theory and Social Capital Theory not only have individual positive impacts but also complement each other in shaping students' entrepreneurial intentions. The integration of entrepreneurship education, combining the development of individual skills with the strengthening of social relationships and collaboration, was an effective foundation for motivating and preparing students to face challenges in the business world.

Do Entrepreneurship Education and Family Experience Promote Student's Entrepreneurial Intention? The Mediating Role of Unemployment Rate : An Integrated Analysis through Entrepreneurship Theory, Social Learning Theory, and Hidden Unemployment Theory

Do Entrepreneurship Education and Family Experience Promote Student's Entrepreneurial Intention? The Mediating Role of Unemployment Rate : An Integrated Analysis through Entrepreneurship Theory, Social Learning Theory, and Hidden Unemployment Theory

Influences of entrepreneurship skills and universities on the promotion of entrepreneurial intentions of students; mediating role of business simulation games

Purpose Entrepreneurship has become a widely accepted concept in the past few decades due to its prominent role in economic activity and economic development of a nation. Promotion of entrepreneurship can be ensured with the help of entrepreneurship teaching and learning through higher education institutions. Similarly, entrepreneurship skills play a significant role in the promotion of students’ intentions to become entrepreneurs. This study aims to examine the role of universities and entrepreneurship skills on the entrepreneurial intentions of students. Design/methodology/approach Business simulation games is taken as mediator between university role and entrepreneurial intentions as well as entrepreneurship skills and entrepreneurial intentions. This research has used Smart PLS to perform a PLS-SEM technique with a data of 378 students from higher education institutions of Malaysia. Findings The results of data analysis show a positive role of universities and entrepreneurship skills in the promotion of student’s entrepreneurial intentions. Moreover, business simulation games positively mediates the relationship between dependent and independent variables. Originality/value Results of this research prove that entrepreneurial skills and university support have a significant part in the promotion of entrepreneurship intentions of students. As students use the electronic resources such as business simulation games, their skills, attitude and practical knowledge is positively enhanced and eventually it positively impacts the intention of students to become entrepreneurs. Therefore, it is believed that promotion of entrepreneurial skills in students via business simulation games and positive role of universities in promoting entrepreneurship will have a significant positive influence on the students’ entrepreneurial intentions.

THE EFFECT OF ISLAMIC WORK ETHICS ON ENTREPRENEURIAL INTENTION AND ACADEMIC PERFORMANCE

Purpose: Having identified a gap in the literature, this study aimed to determine the role of Islamic Work Ethics (IWE) in creating high Academic Performance (APE) and Entrepreneurial Intention (ENI) among Indonesian undergraduate students.
  
 Theoretical framework: The motivation for entrepreneurship is a popular topic investigated in many studies. Previous studies showed that entrepreneurial activities are strongly connected to individuals' values. In this situation, Muslims should be inspired to become entrepreneurs because the Qur’an and Hadith discuss entrepreneurship. However, Islamic Work Ethics (IWE) has received less attention from scholars about its role in developing the Entrepreneurial Intention (ENI) of students as potential entrepreneurs.
  
 Design/ methodology/approach: This is a qualitative study that used structural equation modelling (SEM) to process data from 150 samples of Indonesian undergraduate students
 Findings: This study discovered that IWE played a significant role in driving all TPB factors, including ATB, SUN, and PCB, to promote ENI. which means IWE would encourage Muslims to embrace entrepreneurship as a means of sustaining Islamic teaching.
  
 Research, Practical & Social Implications: This study may serve as the foundation for Indonesian educational institutions to incorporate IWE into their curriculum. It is because the religious values as inherent in IWE will foster a positive attitude and spirit of achievement.

The Impact of Subjective Norms and Entrepreneurship Education on Student Entrepreneurial Intentions

The Impact of Subjective Norms and Entrepreneurship Education on Student Entrepreneurial Intentions

Can entrepreneurship education activities promote students' entrepreneurial intention?

Entrepreneurship education activities (EEA) aim to promote entrepreneurship, however, existing research on the impact of EEA on students' entrepreneurial intention (EI) shows contradictory results. Building on this research, our explorative study examines the relationship between curricular EEA and extracurricular EEA – differentiated into startup talks, workshops, and startup competitions – and participants’ EI.We conducted multiple linear regression analyses to compare students in Germany from multiple universities who participated exclusively in one of the four mentioned EEA (N = 105) with a control group, that didn’t participate in any EEA (N = 105), while controlling for external factors such as role models and students' demographic characteristics.Our findings show that the EI of students who participated in curricular EEA or startup competitions as assessment-based activities is not significantly different from students who did not participate in EEA at all. Attendees of non-assessed startup talks and workshops, however, showed significantly higher EI than the control group.We employ self-determination theory (SDT) to interpret our findings and hypothesize that assessment situations reduce social relatedness among students and exert a form of negative pressure on them, leading to lower motivation and ultimately a reduced entrepreneurial intention. Implications for educators and policymakers are drawn.

Підприємницькі наміри студентів в Україні: гендерні аспекти

In the context of ongoing hostilities in Ukraine, it becomes important to understand the prospects of entrepreneurship as a sphere of economic recovery of the country. Student entrepreneurship can become a key factor in the formation of an entrepreneurial ecosystem, in particular in the context of Ukraine’s integration into the EU. Studying and taking into account the gender aspects of entrepreneurial intentions of Ukrainian students, supporting entrepreneurial education and the development of women’s entrepreneurship among young people in the curricula will contribute to the sustainable development of the economy and society in general. The aim of the article is to highlight the results of a study of the gender profile of entrepreneurial intentions of Ukrainian students, initiated and conducted by the authors within the framework of the project «Entrepreneurial Opportunities, Competencies and Intentions among University Students in the Cross-Cultural Dimension» in April – June 2023. The conclusions presented in the article are based on the results of an online survey of 247 students of Ukrainian universities, conducted on the Qualtrics platform according to the authors’ own methodology, which involves a survey of respondents on 27 questions, divided into four blocks: 1) general data about the respondent; 2) awareness of the entrepreneurial environment; 3) dimensions of entrepreneurial competence; 4) entrepreneurial intentions. The obtained data were analyzed using the instrumentarium of descriptive statistics. It is found that the entrepreneurial intentions of students in Ukraine have gender differences. In particular, in the implementation of their entrepreneurial initiatives, women are mostly focused on the long term and postpone starting a business for the future, while men mostly try to realize themselves as soon as possible, while studying at the university. When analyzing the preferences of students in choosing a sphere for starting their own business, «gender-neutral» and «gender-sensitive» business areas are allocated, which makes it possible to further develop recommendations for improving entrepreneurship education and institutional support for youth (including women’s) entrepreneurship policy in Ukraine. It is assumed that the «post-industrial» type of thinking prevails among students, in particular in the context of choosing promising business areas for their own business, this is manifested through the increased interest of survey participants in the service sector of the economy. The need to intensify women’s entrepreneurship and leadership among female students during their studies at the university, as well as to improve entrepreneurial education programs, in particular in business areas that are important during the wartime and post-wartime periods, is substantiated.

Entrepreneurial intentions of students from Latvia, Poland, and Ukraine: The role of perceived entrepreneurial education results

Purpose: Our main aim is to establish which factors influence entrepreneurial intentions, with a particular focus on the role of entrepreneurial education and university support in Central and Eastern European countries (CEE). An additional aim is to determine the differences in these perceptions between students from seemingly similar but rather different CEE countries. Methodology: We based our study mainly on two theory constructs, namely the entrepreneurial support model (ESM) and entrepreneurial self-efficacy (ESE). Both concepts often appear in research on entrepreneurial intentions, but they are not used together. Moreover, we proposed a new education-related factor – perceived entrepreneurial education results (PEER). To verify hypotheses quantitative research was conducted using surveys among 2,085 first-year undergraduate students from three technical universities in three countries: Latvia, Poland and Ukraine. Findings: The results of the study indicate that entrepreneurial self-efficacy, perceived entrepreneurial education results, and perceived educational and relational support all influence the intention of students to launch a venture. The research did not provide support for the hypothesis of an impact of perceived structural support (PSS) on intentions. The impact of perceived educational and relational support appeared to be less important than the impact of ESE and PEER on intentions. Additionally, we identified that there are significant differences between students from the analysed countries. Implications for theory and practice: Our research has identified a new factor, not previously used in studies of entrepreneurial intentions, that is, perceived entrepreneurial education results. This new factor can be used in research as a complement to self-efficacy and it refers to hard skills related, in this particular case, to entrepreneurship. The results show the importance of the national context, implying the need to take this into account when modelling support policies at a national level. The findings can be used to remodel how this knowledge is delivered to young people. Originality and value: Firstly, we proposed the inclusion of a new education-related component called perceived entrepreneurial education results, which can examine the perceived results of education at any level, in our case, at the secondary school level. Secondly, we showed the stronger influence of factors related to perceptions of one's own skills than perceptions of support from the environment. In addition, we demonstrated that making judgements or recommendations about entrepreneurial support, for rather similar countries, should be considered separately. Furthermore, we conceptualised the three aspects ESE, PEER and ESM in a new way. Finally, we also proved that the role of individual factors varies from country to country, even if the countries belong to the same cultural background and share a similar past experience.

Entrepreneurial university ecosystems: does the country's level of development differently affect the students entrepreneurial intention A perspective from public universities in Spain and Mexico

Entrepreneurial university ecosystems: does the country's level of development differently affect the students entrepreneurial intention A perspective from public universities in Spain and Mexico

Influence of Personality Attributes on the Entrepreneurial Intention of Polytechnic Undergraduates in Osun State, Nigeria

The study examined the influence of personality attributes on the entrepreneurial intention of polytechnic undergraduates in Osun State, Nigeria. The study adopted descriptive survey design. A multi-stage sampling technique was used to select 280 undergraduates for the study. Three null hypotheses were postulated and tested at 0.05 level of significance. A questionnaire adapted from literature, designed in 4-Likert format was used for data collection. The instrument was subjected to a panel of experts’ validation. The panel carried out a content analysis of each of the questionnaire items and eliminated those found to be irrelevant to the research problem. A reliability test for the internal consistency of the instrument yielded Cronbach alpha of 0.79. Data analysis was based on 260 valid responses with the aid of regression analysis, ANOVA and correlation coefficient using SPSS version 23. The study found that four of the big-five personality attributes (openness, conscientiousness, extraversion, and agreeableness) have a significant positive influence on the entrepreneurial intention of polytechnic undergraduates in Osun State, Nigeria with p<0.05 and Adjusted R2 =.457. The entrepreneurial intention of the undergraduates was found to significantly differ in favour of engineering and management studies. The study concluded that personality attributes have a significant influence on the entrepreneurial intention of polytechnic undergraduates and it was therefore recommended that, in order to boost the level of entrepreneurial intention of polytechnic undergraduates, both students and management should pay better attention to the development of personality attributes such as openness, conscientiousness, and extraversion, which have higher positive influence on the entrepreneurial intention of the students. Keywords: Personality Attributes, Entrepreneurship Education, Entrepreneurial Intention, Polytechnic Undergraduates

Determinants of Entrepreneurial Intention Among Students: Perceived Role of the Academic and Socio- Institutional Environment

This article aims to analyze the influence of the academic and socio-institutional environment on the entrepreneurial intention of students in Benin. Using the snowball sampling technique, data collection was carried out based on a questionnaire distributed to a sample of 325 students from public and private universities in Benin. The estimation of the ordered logistic regression model with STATA 13 shows that the entrepreneurial intention of students in Benin is characterized by entrepreneurial education, innovation, and risk propensity. Moreover, unlike government support, variables related to perceived cultural norms and social legitimacy of entrepreneurship negatively moderate the effect of entrepreneurship education on students’ entrepreneurial intention in Benin. As a contribution to the literature, this paper shows the crucial role of students’ education in the acquisition of entrepreneurial skills that enhance entrepreneurial capacity and lead them to develop skills that help them start businesses.

Student Entrepreneurial Intention: The Role of Support, Emotional Intelligence, Personal Attitude, and Creativity among Economic Student

Indonesia still requires more entrepreneurs, predominantly young entrepreneurs who could resolve the problems of unemployment and poverty. This research aims to discover the contribution of support (family and education), personal attitude, emotional intelligence, and creativity in supporting the entrepreneurial intention of students. This type of research is quantitative with a population and sample of 99 after using census sampling techniques. Data collection uses a questionnaire and continues to be tested with the SmartPLS 4.0 analysis tool. Through investigations, research results found that support influences personal attitude, emotional intelligence influences creativity, personal attitude and creativity influence entrepreneurial intention, personal attitude and creativity mediate support, and emotional intelligence influences entrepreneurial intention.

The Effect of Entrepreneurship Education and Social Media on Student's Entrepreneurial Intention : The Perspective of Theory of Planned Behaviour and Social Media Use Theory

This study aims to investigate the effect of entrepreneurship education and social media use on students' entrepreneurial interest using the Theory of Planned Behaviour and Social Media Use Theory approaches. This study used a survey method with a quantitative research approach, involving 139 student respondents from Semarang City, Indonesia, through an online questionnaire. The data analysis techniques used were Structural Equation Modeling (SEM) and Partial Least Square (PLS). The results of this study indicated a positive and significant relationship between entrepreneurship education, social media, and students' entrepreneurial intention. Thus, based on the principles of the Theory of Planned Behaviour and Social Media Use Theory, entrepreneurship education provided understanding, skills, and support to consider self-employment as a career. In contrast, social media provides access to information, social interaction, motivation, role model influence, and norms that support entrepreneurship, creating an ecosystem that supports students' entrepreneurial intentions.

The Relationship Of Entrepreneurial Mindset And Entrepreneurial Passion To Entrepreneurial Intention Through Entrepreneurial Attitude As An Intervening Variable

This study aims to determine the effect of an entrepreneurial mindset and passion for entrepreneurship on entrepreneurial intentions through entrepreneurial attitudes in vocational students in Sooko Mojokerto. The results of this study indicate that the Entrepreneurial Mindset is proven to have a positive and significant influence on the Entrepreneurial Attitude. Similarly, the Entrepreneurial Mindset and Entrepreneurial Passion are each proven to have a positive and significant influence on student entrepreneurial intention. This study also successfully tested the mediator role of Entrepreneurial Attitude on the relationship between Entrepreneurial Mindset and Entrepreneurial Passion to Entrepreneurial Intention. The test results show the effect of an entrepreneurial mindset on entrepreneurial intention can be mediated by an entrepreneurial attitude. In addition, the role of entrepreneurial attitude is also proven to mediate the effect of entrepreneurial passion on student entrepreneurial intention. Thus, the Entrepreneurial Attitude variable shows its role in mediating the independent variables in this study by increasing the effect of Entrepreneurial Mindset and Entrepreneurial Passion on students` Entrepreneurial Intention

The Relationship Between Entrepreneurship Education And Digital Literacy On Entrepreneurial Intention Through Self-Efficacy As An Intervening Variable

The purpose of this study was to determine the effect of entrepreneurship education and digital literacy on entrepreneurial intentions through self-efficacy in OTKP students at SMK in Mojokerto. The results showed that Entrepreneurship Education was proven to have a positive and significant influence on Self-Efficacy. In addition, Digital Literacy is also proven to affect Self-Efficacy positively and significantly. This study also successfully tested the mediating role of Self-Efficacy in the relationship between Entrepreneurship Education and Digital Literacy on Entrepreneurial Intention. The test results show that Self-Efficacy successfully mediates the effect of Entrepreneurship Education on Entrepreneurial Intention positively and significantly. In addition, the role of Self-Efficacy is also proven to be a positive and significant mediator of the effect of Digital Literacy on student entrepreneurial intention. Thus, the Self-Efficacy variable in this study shows its role as a mediator of independent variables that can increase the effect of Entrepreneurship Education and Digital Literacy on student entrepreneurial intention.

Impact of Entrepreneurship Education on Entrepreneurial Intention Among Female Students of Odisha

Economic development is significantly influenced by the entrepreneurial process. Economic growth is fuelled by entrepreneurial activity; thus, academic institutions are under more pressure than ever to encourage students to think like entrepreneurs. This study tries to focus on analysing how entrepreneurship education is affecting the development of entrepreneurial intent among female students of Odisha. The study analysed the impact of entrepreneurship education in terms of perception of entrepreneurship education, perceived relevance and adequacy of curriculum and perceived competence of the lecturing team on student entrepreneurial intention. Our study showed a positive and significant association between entrepreneurship education and female entrepreneurial intention. It was also evident from the study that entrepreneurship education has a positive significant impact on female entrepreneurial intention. Therefore, it is imperative to reform and revolutionise the educational system for educated youth to stop seeking employment and start creating it instead.