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1 – 10 of over 1000Sofyan Abu Shriha, Moh’d Anwer AL-Shboul and Samer Abaddi
The purpose of this study is to assess the correlations between the e-entrepreneurial intentions, attitude toward e-entrepreneurship, subjective norms, perceived behavior control…
Abstract
Purpose
The purpose of this study is to assess the correlations between the e-entrepreneurial intentions, attitude toward e-entrepreneurship, subjective norms, perceived behavior control, attitude toward risk and entrepreneurial knowledge of Jordanian business students to start an online business and the e-entrepreneurial intention.
Design/methodology/approach
A sample of 392 undergraduate business students from different Jordanian public and private universities participated in the study. Data were collected using an online survey-based questionnaire (i.e. Google Forms) using emails and social media platforms (i.e. WhatsApp, Facebook, etc.); reliability and validity tests were ensured. This study employs a 50-item questionnaire (distributed online via Google Forms and in two languages) to collect data, utilizing 5-point Likert scales; correlation analysis, linear regression analysis, and structural equation modeling are used to analyze the data.
Findings
The results showed that the e-entrepreneurship intentions of Jordanian business students are significantly predicted by their attitude toward e-entrepreneurship, subjective norms, perceived behavioral control, and entrepreneurial knowledge. One’s attitude toward risk does not influence the ambition to launch an Internet company much. Furthermore, their affiliation does not significantly impact the students' plans to pursue e-entrepreneurship.
Practical implications
The study has important real-world implications, particularly for Jordan. The country could create more jobs and boost the economy by encouraging students to start online businesses and helping small businesses grow. This is especially important in Jordan, where many people, particularly young adults, struggle to find work. Therefore, true need for interventions to foster e-entrepreneurship among business students in emerging economies like Jordan.
Originality/value
The goal of this research is to examine Jordanian business students' aspirations to launch Internet businesses in developing nations throughout the digital age. The results offer valuable information on the elements influencing the e-entrepreneurial intents of Jordanian business students. This information may be utilized to create programs and policies that effectively encourage e-entrepreneurship in Jordan.
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Hina Munir, Shazia Nauman, Farough Ali Shah and Umair Zahid
Drawing on social cognitive career theory (SCCT), this study aims to examine how university students’ attitude towards entrepreneurship education (ATEE) consists of affective…
Abstract
Purpose
Drawing on social cognitive career theory (SCCT), this study aims to examine how university students’ attitude towards entrepreneurship education (ATEE) consists of affective, cognitive and behavioral components influences their entrepreneurial intentions. It further examines the role of entrepreneurial self-efficacy (ESE) as a mediator and social norms as a moderator in the ATEE – entrepreneurial intentions and – ESE relationships, respectively.
Design/methodology/approach
A sample of 428 university students from the new generational cohort entering workforce now (i.e. generation Z) from the four main cities of the province of Punjab, Pakistan, were considered using an online administered questionnaire. The study analyzes data using SPSS v25 and AMOS v22 and presents descriptive statistics, reliability, validity analysis and linear regression analysis. Furthermore, to test mediation and moderation hypotheses, Hayes’ PROCESS macro v3.0 was used.
Findings
The results confirm that individuals’ ATEE based on affective, cognitive and behavioral components have significant influence on entrepreneurial intentions. The findings also confirm the strong mediating role of ESE between the components of ATEE and entrepreneurial intentions. Furthermore, the conditional effects results confirm that social norms strengthened the positive relationships between the affective, behavioral and cognitive components of ATEE – ESE at three levels (low, medium and high).
Originality/value
This study is the first of its nature to unlock the missing link between ATEE’s components and entrepreneurial intentions using the theoretical foundations of SCCT. Furthermore, this study provides theoretical and practical implications specifically considering a developing country – Pakistan.
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Daniella Delali Sedegah, Ricky Yao Nutsugbodo, Anna Arthur-Amissah, Sampson Wireko-Gyebi, Gifty Adobea Duodu, Valerie Efua Kwansima Bempong, Peace Ankor, Bernadette Ekua Bedua Afful and Michael Tuffour
The study aims to examine the entrepreneurial intentions (EIs) of tourism and hospitality (T&H) students in Ghana using the theory of planned behaviour (TPB). Specifically, the…
Abstract
Purpose
The study aims to examine the entrepreneurial intentions (EIs) of tourism and hospitality (T&H) students in Ghana using the theory of planned behaviour (TPB). Specifically, the study examined the role of university support on students’ EIs and behaviour within the framework of TPB.
Design/methodology/approach
An online questionnaire was used to collect data from 929 T&H students from six universities in Ghana. Structural equation modelling using AMOS was used to test the stated hypotheses.
Findings
The results showed that perceived university support (PUS) played a key role in influencing students’ attitudes, subjective norms and behavioural controls towards their EIs. Furthermore, the EI of T&H students was also found to have influenced students’ entrepreneurial behaviours (EBs). All seven hypotheses were significant.
Research limitations/implications
To increase the entrepreneurial drive of T&H students, universities and T&H educators need to provide support through strengthening experiential learning activities (guest speaker series, mentorship sessions, practicals and internships) to provide an avenue for students to be trained on risk management and failure recovery skills, develop positive attitudes and behaviours and learn from experts. Policymakers should also enact favourable laws to regulate business practices.
Originality/value
This is likely the first paper to address the issue of PUS for entrepreneurship amongst T&H students in the context of a developing country. Specifically, it addresses the role of universities and T&H educators in supporting T&H students to be entrepreneurs.
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Jayesh Patel, Sanjay Vannai, Vikrant Dasani and Mahendra Sharma
In order to achieve a sustained level of entrepreneurship in India, it is very important that the spirit and culture of entrepreneurship are ingrained in students, right at the…
Abstract
Purpose
In order to achieve a sustained level of entrepreneurship in India, it is very important that the spirit and culture of entrepreneurship are ingrained in students, right at the “school” level. Specifically, in this study we examine how student entrepreneurial behavior is influenced by entrepreneurial activities at school.
Design/methodology/approach
We chose schools in India to recruit the students’ samples; 520 higher secondary school students were approached in-person to understand their entrepreneurial intentions (EI). We applied PLS-SEM to test the relationships of serial mediation.
Findings
Our findings imply that the students' entrepreneurial intentions are largely influenced by the school’s entrepreneurship program (e.g. labs, lectures and exercises). Further, we noted that school career guidance and students’ entrepreneurship attitude effectively mediate the relationship between school entrepreneurship curriculum and EI.
Practical implications
Entrepreneurship education beginning in schools does foster stronger entrepreneurial intent over the short-term. It also helps in fostering entrepreneurs, who create jobs and support in achieving the country’s desired SDGs.
Originality/value
The study contributes new dimensions to entrepreneurship research focusing on school children hence anchoring at early stages.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-05-2023-0350
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Julia Anamaria Sisu, Andrei Constantin Tirnovanu, Cristina-Claudia Patriche, Marian Nastase and George Cristian Schin
This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.
Abstract
Purpose
This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.
Design/methodology/approach
Entrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.
Findings
The factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.
Originality/value
The study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.
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João M. Lopes, Sofia Gomes and Cláudia Dias
This study aims to understand how perceived desirability and perceived feasibility influence Portuguese higher education students' social entrepreneurial intention and general…
Abstract
Purpose
This study aims to understand how perceived desirability and perceived feasibility influence Portuguese higher education students' social entrepreneurial intention and general entrepreneurial intention and explore how gender attitudes can affect these relationships.
Design/methodology/approach
This study's sample comprises 391 participants. The hypotheses formulated in the research model were tested through structural equation modelling, using the bootstrapping method to perform decomposition tests and multigroup analyses to assess the effect of gender on perceived desirability, perceived feasibility and social and general entrepreneurial intention.
Findings
The sample data reveal that women have a greater social entrepreneurial intention, and men have a greater general entrepreneurial intention. The results regarding the research model reveal that perceived desirability positively influences social and general entrepreneurial intention, with stronger relationships for men than for women. However, perceived feasibility positively influences overall entrepreneurial intention but is insignificant in explaining social entrepreneurial intention. When the differences between genders are analysed, the perceived feasibility by women is significant and positively influences the social entrepreneurial intention, not being significant when men are considered. Contrary to previous studies about higher education students, men have a higher perceived desirability in both general and social entrepreneurial intentions, while women have a stronger perceived feasibility in both general and social entrepreneurial intentions.
Originality/value
This paper contributes to the development of the social entrepreneurship literature, demonstrating that social entrepreneurial intention can be influenced by gender. The results show the importance of considering the spatial and organisational context in examining the relationships between perceived desirability/perceived feasibility and social entrepreneurial intentions of men and women.
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Wendy A. Bradley and Caroline Fry
The purpose of the present study is to investigate the extent to which female and male university students from low-income countries express different entrepreneurial intentions…
Abstract
Purpose
The purpose of the present study is to investigate the extent to which female and male university students from low-income countries express different entrepreneurial intentions. Specifically, the study empirically tests whether the anticipated financial returns to entrepreneurship versus salaried employment, or the perceived barriers to entrepreneurship exert a stronger influence on the relationship between gender and entrepreneurial intentions.
Design/methodology/approach
To test the relationship of anticipated rewards versus barriers to entrepreneurship on gender and entrepreneurial intention, the study uses new data from a field survey in Sierra Leone and employs multiple mediation analyses.
Findings
The authors find that the relationship between gender and entrepreneurial intentions operates through the mediator of perceptions of the financial returns to entrepreneurship but not perceived barriers to entrepreneurship.
Research limitations/implications
The authors study intent, not behavior, acknowledging that cognitive intent is a powerful predictor of later behavior. Implications for future research on entrepreneurship in the African context are discussed.
Practical implications
The results from this study can be applied to both pedagogic and business settings in the field of entrepreneurship, with concrete implications for policymakers.
Originality/value
Results suggest that the gender gap in entrepreneurial intentions (EI) for science, technology, engineering and mathematics (STEM)- and business-educated students in Sierra Leone is predominantly influenced by anticipated financial returns to occupational choices, as opposed to perceived barriers to entrepreneurship, a more frequently studied antecedent to EI.
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Minhajul Islam Ukil, Abdullah Almashayekhi and Muhammad Shariat Ullah
While compassionate and morally motivated people are theorised to be more likely to engage in activities that contribute to the social good, the literature provides contradictory…
Abstract
Purpose
While compassionate and morally motivated people are theorised to be more likely to engage in activities that contribute to the social good, the literature provides contradictory evidence regarding the role of empathy and moral obligation in building social entrepreneurial intention (SEI). This study aims to clarify how empathy and moral obligation influence SEI.
Design/methodology/approach
The authors used survey data (n = 307) from Bangladesh, a frontier economy, to test the hypothesised relationships between empathy, moral obligation and SEI by applying partial least square–structural equation modelling in Smart PLS 3. They then conducted a second study with a larger sample (n = 339) from Saudi Arabia, an emerging economy, to further investigate how the findings withstand in a different socio-economic context.
Findings
The findings contradicted extant conceptualisations and revealed that empathy and moral obligation influence SEI indirectly through other individual and contextual factors, such as social entrepreneurial self-efficacy and perceived social support. The findings indicate that a person with a feeling of compassion and moral responsibility to help others will not start a social venture unless they feel capable and supported to start and run the venture.
Originality/value
The study contributes to a contentious area of research in SEI by demonstrating the links between various individual-level (empathy, moral obligation and social entrepreneurial self-efficacy) and contextual-level (perceived social support) variables and their relationship with SEI.
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Manpreet Kaur and Sonia Chawla
The study seeks to conduct an empirical investigation on the impact of entrepreneurship education (EE) through its components, i.e. entrepreneurial knowledge (EK) and business…
Abstract
Purpose
The study seeks to conduct an empirical investigation on the impact of entrepreneurship education (EE) through its components, i.e. entrepreneurial knowledge (EK) and business planning (BP) on entrepreneurial intentions (EI) in India.
Design/methodology/approach
An electronic questionnaire was used to collect data from 340 engineering students and partial least square-structural equation modeling (PLS-SEM) was used to analyze the collected data.
Findings
The findings revealed that EK and BP have no direct impact on EI, however, they have an indirect influence through attitude towards entrepreneurship (ATE) and perceived behavioral control (PBC), whereas subjective norms (SN) have no mediation impact on the relationships.
Research limitations/implications
This research has been conducted on students of engineering background only, future studies can be carried out by incorporating more attitudinal and environmental determinants with larger data sizes from diverse educational streams.
Practical implications
This study is of immense significance to policymakers and educational establishments in designing the purposefully designed EE courses that can drive the entrepreneurial intentionality of students.
Originality/value
The study adds to the paucity of research on the systematic elaboration of EE construct underlining the specific impact of EK and BP as EE dimensions on students' EI. To the best of authors' awareness, this kind of investigation has not been conducted in indian higher educational institution (HEI) context.
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Muhammad Salman Shabbir and Ebetuel Pallares-Venegas
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…
Abstract
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.
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