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The purpose of this research is to determine the impact of getting a higher education degree in a developed country on entrepreneurial intentions of individuals in developing countries by using the social cognitive career choice theory.

A quantitative methodology was utilised through the application of a questionnaire in a sample located in Northern Cyprus.

This research found that for the students who study abroad, the effects of entrepreneurial self-efficacy, outcome expectations and entrepreneurial interest on entrepreneurial career choices are different than for students who study in their homeland. This finding indicates that the location of the university differentiates the antecedents of entrepreneurial career choice of university students.

This research has similar limitations to any cross-sectional research. Conversion of these intentions to behaviour should be explored further. Moreover, different models, such as the theory of planned behaviour, should be incorporated to determine if there are significant, meaningful differences between both groups.

The authors did not come across any other research combining the social cognitive career theory and the study abroad subject relating to entrepreneurial career choice. Thus, this research makes a unique contribution to the entrepreneurial career choice theory by showing the moderating role of studying abroad.

This exploratory research aims to utilize a unique dataset obtained from the China Project of “Global University Entrepreneurial Spirits Students Survey” (GUESSS) to assess Chinese students' career choice intentions in general and entrepreneurial intention in particular, the dynamics of changes in career choice intentions, and impacts of career motives, university environment and perceived barriers.

The research followed the survey instrument and protocol designed by the organizer of the international GUESSS project. The sample in the dataset contains data of about 850 students who participated in China and 450 overseas Chinese students who participated in other countries in the international GUESSS project.

The most preferred career choice option for Chinese students right after leaving university is to work in a large company and their intention to start an own company is low. However, in five years after graduation, founding an own company is identified as the most preferred option. The change appears to be primarily associated with students' perception of own maturity, confidence and improved financial position.

The results indicate that the support of graduate entrepreneurship at universities shows first positive impacts, the entrepreneurship programs however still need to be extended to bridge the gap to realization. The insights into Chinese students' entrepreneurial intention are therefore of great value for educators, policy makers, and future student generations.

GUESSS is the first study to explore the entrepreneurial spirit of Chinese students in great depth and to enable an international comparison of the findings.

The purpose of this paper is to predict future career paths of university students, distinguishing between paid employment, running one’s own independent business and running a family business. The main predictor is the students’ current mode of entrepreneurial exposure, both in terms of the students running their own business, and in terms of their parents running their own business.

The study is based on a comprehensive survey held in May 2013 among 1,490 business and law students of Kozminski University in Warsaw, Poland. To predict future career expectations in ten years’ time, multinomial logit regressions were employed.

The authors find that, among students with a family business background, those students who are actively involved in their parents’ business are significantly more likely to pursue joining the family firm, rather than starting their own business.

In order to stimulate business succession, universities with a large proportion of students with family business background may consider launching dedicated programs promoting the interest of students in the businesses run by their parents.

The authors investigate to what extent active participation of university students in their parents’ business is associated with a higher probability to pursue a career in family business. The research has important implications in light of the increasing difficulty in Europe to find successors for family businesses.

This study aims to examine how the perceptions of hospitality and tourism management (HTM) undergraduates about their parental influences predict their career choice intention with regard to the hospitality and tourism (H&T) industry in China.

A self‐administered questionnaire containing 22 parental influence attributes was given to both junior and senior students studying HTM programmes. Primary research on students' perceptions of parental influences on career choice has been undertaken in ten universities across five cities in China, with 566 valid samples acquired as a result.

Three out of six parental influential factors derived from 22 attributes are determined as being the salient predictors for students' H&T career choice intention. Those three factors are “perceived parental supports of the H&T industry”, “perceived parental career concerns about welfare and prestige”, and “perceived parental barriers to career choice”. Demographic differences in parental influential factors are also revealed in the study.

The findings need to be confirmed by further evidence from other countries with different cultures. Future research should investigate students studying different majors, or at various educational levels. The variables of internship experience and colleges or universities being attended also deserve more attention. Another interesting topic would be to study parental influences on career choice from the parents' perspectives.

The knowledge obtained from the study will increase the very limited understanding of the effects of perceived parental influences on career choice, which might then lead to more attraction and recruitment of students to the H&T industry in China.

Family business successors have three career options. They may find a job, start their own business or join their family business and eventually take it over. This broadens the scope of a common entrepreneurial dilemma of whether to start a new venture or seek hired employment. The purpose of this paper is to highlight the problem from multiple angles in two different socio-political environments.

A survey was conducted among senior students in 34 countries with 109,000 participants. Several influencing variables such as family business background, motivation for self-employment, university environment and family business performance were defined. The used multinomial logistic regression with categorical three-dimensional independent variable allows to capture the complexity of an individual’s approach to career choice intention taking into consideration family business performance, personal motives for self-employment and university support for entrepreneurship.

All hypotheses include succession intention as a central category. There is significant correlation between friendly and supportive environment for entrepreneurship at university and the successor’s career choice. Performing family business is positively connected with the succession preference compared to the other two career alternatives. In the market economy group, students, who attended at least one entrepreneurial course, exhibit a significant preference for succession compared to employment. Male students are more likely to choose succession career than employment and founding a new own venture than succession. Students with family business background exhibit significant preference towards succession.

Some EU countries have a common denominator of almost 50 years of communist regime experience, which broke the entrepreneurial tradition and for a couple of decades prolonged the development the market economy. The value of the study is in the model comparison of transition and market based economies in the EU.

The purpose of this paper is to examine the influence of workplace spirituality on employee well-being and intention to stay with the organization among teachers in technical higher education institutions. Furthermore, the study endeavors to test the difference in model estimates across two groups of teachers who differ in their intentional career choice.

This descriptive study was conducted amongst a sample of 523 teachers working in technical educational institutions in India. Self-reporting questionnaires were administered among the respondents, who were selected through purposive sampling method. Structural equation modeling and multi-group analysis were done to test the hypotheses.

Analysis revealed that workplace spirituality enhanced employee well-being and intention to stay. Differences were observed on the effects of different dimensions of workplace spirituality on job outcomes. Also, teachers’ intentional career choice was found to moderate these relationships.

This study is pioneering in conceptualizing and testing a theoretical model linking workplace spirituality, employee well-being and intention to stay, particularly in the context of teachers who differ in their intentional career choice. Implications with regard to the experience of workplace spirituality and job outcomes in the specific context of teaching are elaborated, thus striving to fill a gap in existing literature.

The purpose of this paper is to examine how entrepreneurial self-efficacy (ESE) and self-perceived employability (SPE) affect students' choice of an entrepreneurial career path.

A survey approach was used to gather data from 274 final year undergraduate students at a South African university. The study made use of partial least squares (PLS) structural equation model (SEM) analyses to test the hypothesized associations.

ESE was positively associated with the intention to engage in both a full-time and a hybrid entrepreneurial career path. Also, SPE was positively associated with the intention to engage in hybrid entrepreneurship but negatively associated with engaging in full-time entrepreneurship. Additionally, the effect of ESE on the intention to engage in hybrid entrepreneurship was significantly moderated by SPE, such that the effect was more pronounced for students with a high SPE.

Data were gathered only from one South African university and as such there is a need for similar studies to improve the generalizability of the findings. Also, the measures for ESE and SPE used in the present study are not the only ones available. Thus, future studies are encouraged to use alternative measures to further assess the robustness of the proposed associations.

The arguments and the subsequent findings of this study indicate a new line of convergence for the popular but disjointed literature on ESE and SPE.

Based on a theoretical framework grounded in the social-cognitive theory and its derivative the social-cognitive career theory, the main purpose of this paper is to examine the role of entrepreneurial exposure in moderating the relationship between self-efficacy and entrepreneurial intention in the presence of different levels of outcome expectations.

Using a sample of 643 secondary students from Colombia, the authors tested the validity and reliability of scales used to measure the main constructs of the socio-cognitive career theory and used the construct of entrepreneurial exposure to examine contingent hypotheses using a four-step linear regression analysis.

The study results suggest that although the main social-cognitive career variables (self-efficacy and outcome expectation) and entrepreneurial exposure directly influence the formation of entrepreneurial intention and thus support previous findings, the authors also discover a new configuration of (interacting) antecedents. While on the one hand, even a low level of entrepreneurial exposure leads to a significant increase in the entrepreneurial intention of secondary students with high outcome expectation and high self-efficacy; on the other hand, high entrepreneurial exposure leads to a decrease in entrepreneurial intention among students with high entrepreneurial expectation and high self-efficacy.

The main implication of the study findings is although entrepreneurial exposure is beneficial for fostering entrepreneurial intention among secondary students, a high level of entrepreneurial exposure can have a detrimental effect especially among those with high self-efficacy and outcome expectations.

The paper suggests implications and suggestions for educators to foster the development of entrepreneurial intentions among students.

This study provides empirical evidence on the formation of entrepreneurial intention in a new setting. In addition, it improves one’s understanding of the main tenets of social-cognitive career theory by taking into account an important environment factor that can have a contrasting impact on the formation on entrepreneurial intention among adolescents.

In this chapter the authors explore some drivers of entrepreneurial intentions using the theory of planned behaviour on a sample of Italian students. Our objective is twofold. First, the study investigates if both perceiving that becoming an entrepreneur is risky and having non-financial career motivations affect university students’ entrepreneurial intentions. Second, it investigates if students’ perception that university education has an effect on their entrepreneurial skills and attitudes and their perception that the university favours and supports entrepreneurship moderate the relationship between cognitive antecedents of intentions (i.e. attitudes, norms and control) and entrepreneurial intentions. This chapter presents an analysis of a sample of more than 1,500 students from the University of Padova (Italy). According to the national ranking, this University – which is one of Italy’s oldest and largest universities – has been classified as the one with the best Faculty of Economics and Statistics in terms of teaching for more than 10 years among 45 Italian public universities. Data from the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) carried out in 2013 was used. Our analysis highlights not only on the importance of individual characteristics, but also on the role of the learning experience students have during their university studies. This means that it is important to consider how much students perceive that their university education has an effect on entrepreneurial skills and attitudes.

The purpose of this paper is to examine the impact of entrepreneurship education (EE) in the form of a business planning course on students' career intentions and preferences. While there is extensive research in which traditional survey scales have been applied to study students' entrepreneurial intentions, this study takes a novel approach by extending the construct of entrepreneurial intention to include preferences for intrapreneurship and team entrepreneurship. Furthermore, the use of conjoint analysis captures students' unconscious decision-making processes when presented with different career opportunity scenarios, thereby overcoming many of the limitations of self-reported survey measures.

The study uses a quasi-experimental design with a novel application of conjoint analysis in EE research. A two-part survey combining a traditional questionnaire with conjoint analysis was distributed to students enrolled in a business planning course at two campuses of a Norwegian university, resulting in 99 matched pre- and post-test responses.

Two main findings arise from the study. First, there is a significant decrease in entrepreneurial intention among students in the EE course. Second, the conjoint analysis contributes to a better understanding of this decrease by illustrating how students shift their career preferences from entrepreneurship to employment during the EE course. This suggests that EE provides a space for students' career reflections where they can explore, commit to and reconsider entrepreneurship as a career.

A limitation of the study is that it focuses on a small sample of undergraduate students from two campus locations in Norway. Thus, further investigation is still necessary to establish whether the findings are valid in other contexts. The research has implications for higher educational institutions, policymakers and researchers in the field of EE.

The study contributes with a novel perspective on EE as a trigger for career reflection, a perspective that is important for educators teaching EE courses, as well as for higher education institutions who decide to implement EE in study programmes.

By focusing on the development of students' career preferences through conjoint analysis, the study expands knowledge on the impact of EE on students' careers, while also accentuating the value of the application of conjoint analysis in research on EE.