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The purpose of this study is to determine if the changes that occur in entrepreneurial intention, following entrepreneurship education are related to changes in the factors of the Theory of Planned Behavior (TPB).

This research was conducted based on a questionnaire and used a pre-test-post-test group design. A questionnaire was filled out at the start of a university-level entrepreneurship course, and a follow-up was obtained at the conclusion of a semester-long course. Both questionnaires were fully completed by a total of 191 business students from a central Business School based in Athens with a class population of 400.

The results of this study indicated that the positive change in entrepreneurial intention after the entrepreneurship course, is caused by the positive change in perceived behavioral control.

One limitation of this study is that it assesses entrepreneurial intention and entrepreneurial behavior which may or may not materialize. Also, the findings of this study should be evaluated across different ethnic groups, before making more conclusive generalizations. Further research on the sample’s characteristics, including gender, age, past career history, and parent’s line of work, would be adding value in similar studies. Furthermore, we indicated the antecedents of the changes in entrepreneurial intention that occurred from entrepreneurship education examining only the changes of the factors of TPB, without taking into consideration additional factors.

The results of this study can help employees, organizations, students, and managers to develop abilities that will aid them in navigating the uncertain future. Also, our findings can help corporate management, policymakers, governments, professors, and institutions to design entrepreneurship programs that can promote entrepreneurship in more effective ways.

MEMORE macro reveals a new approach between the combinations of entrepreneurship education, entrepreneurial intention, and the factors of the TPB. With these combinations we can examine if the impact of entrepreneurship education on entrepreneurial intention is caused by the impact of entrepreneurship education on the factors of the TPB.

The purpose of this study is to determine the factors affecting entrepreneurial intention by combining the big five personality traits with the theory of planned behavior (TPB).

The study was conducted with the use of an online questionnaire. The sample was comprised of 257 students from the business department of a public university in Athens.

The results of this study indicated a statistically significant and positive relationship of openness, extraversion, attitude, and perceived behavioral control to entrepreneurial intention. Furthermore, there is a positive relationship of openness, conscientiousness and extraversion towards entrepreneurial intention through perceived behavioral control. Finally, the findings indicated a positive relationship of extraversion with entrepreneurial intention through attitude.

The findings are limited to a specific student environment and should be replicated across various university settings to reach generalizable conclusions. The sample consists of only Greek students, which is another limitation of the study. The effects of entrepreneurship education vary with different ethnic backgrounds as seen in other studies. Finally, the research did not address the issue of gender or work experience among other variables discussed in other studies.

Several practical aspects of entrepreneurial intention can be considered, including entrepreneurship education, strategic investment, government and business organizations, mentoring issues and policymaking. This research can assist in various ways, enabling educational institutions to customize entrepreneurship courses, helping students choose suitable courses, aiding policymakers in developing supportive policies, and allowing organizations to identify employees with an entrepreneurial mindset.

Although the big five personality traits and the Theory of Planned Behavior have been combined in numerous fields such as behavioral economics, psychology, and health behaviors, their integration in studying entrepreneurial intention remains scant. With this approach, researchers can gain a deeper understanding of the factors that affect entrepreneurial intention.

The purpose of this study is to examine the personality traits that are responsible for changes in entrepreneurial intention levels following an entrepreneurship education course.

This is a questionnaire-based survey employing a pretest-posttest group design. The first questionnaire was completed at the beginning of a university-level entrepreneurship course and a repeat one at the end of a semesterly course. A total of 315 university students from a Business School faculty of Business Administration participated voluntarily in the survey and completed both questionnaires.

Our findings indicate that specific personality traits (namely, Openness, Conscientiousness, Extraversion, and Risk Aversion) can cause statistically significant changes in entrepreneurial intention levels upon the completion of the entrepreneurship course.

It would be interesting to examine more characteristics of the sample such as gender, age, prior working experience, and parent’s employment type, among other variables. The results of this study should also be compared across ethnic groups, before drawing more generalizable conclusions. Additionally, with regard to personality, we tried to explain only changes in entrepreneurial intention, whereas many studies proposed an approach combining variables, such as the triad of elements of the Theory of Planned Behavior (Perceived behavioral control, Social Norms and Personal attitude toward entrepreneurship).

The findings of this study can be useful to public and private organizations, employees, policy makers, teachers, students, and governments in designing tailor-made entrepreneurship programs and to identify the individuals, who could benefit from entrepreneurship education.

The studies examining the role personality traits play in entrepreneurship education effectiveness, regarding entrepreneurial intention, are scant. This research is making an attempt to add to the knowledge gap existing to date on this issue.

The purpose of this study is to investigate the relationship between perceived employee training effectiveness and job satisfaction, motivation and commitment.

The study examined the responses of 134 employees and lower managers, of five large Greek organizations, after they had completed a training program. The questions asked contained information about the employee attitudes towards tvhe training received, as well as their attitudes towards their employers.

The results of the study provide support to the hypotheses proposed, indicating that there is a significant correlation between the employee perceived training effectiveness and their commitment, job satisfaction and motivation. Additionally, high correlations were found between the latter three variables.

The study is limited to examining employee feelings, not taking into account their personal characteristics, which may be important.

The implications of the findings of this study for managers and especially for Human Resource professionals are quite significant, given their roles in funding, designing and delivering training interventions. Not only does it appear to be important, offering training programs to one's employees but, the training program content must be perceived as effective and of value to those participating in it. This will have a positive effect, according to the findings of this study, on key employee attitudes, which appear to be related to a greater or a lesser extent, in the pertinent literature, to organizational performance outcomes including, productivity, turnover and absenteeism

The study is ground‐breaking, given that there are no prior studies examining the relationship between the variables considered in the present one.