Search results

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.

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.

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.

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.

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.

This study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.

The research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).

The findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.

This study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.

With the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary to cope with the uncertainty of the start-up process through meaningful managing learning and continuous entrepreneurship education. The purpose of this study is to examine the relationship between Chinese college students' digital entrepreneurship intention and digital entrepreneurship behavior, as well as the role of managing learning and entrepreneurship education in this relationship.

Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students.

The results showed that managing learning and entrepreneurship education can promote the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. Managing learning and entrepreneurship education played a driving role in the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior.

This study explored the complex mechanism of the relationship between digital entrepreneurship intention and digital entrepreneurship behavior among Chinese college students. Based on survey data from 235 college students in China, the empirical results supported theoretical research hypotheses on the relationship between college students and digital entrepreneurship intention, digital entrepreneurship behavior, managing learning and entrepreneurship education.

The purpose of this chapter is to conduct a structured literature review to examine the relationship between entrepreneurship and emotional intelligence in academic settings as well as the current entrepreneurship pedagogy for flexible, innovative and creative graduates. One hundred and twenty-eight peer-reviewed papers were analysed based on Webster’s and Watson’s (2002) methodology. Papers classified into three topics and a content analysis was implemented to discuss about the publication year, journals, authors, frequency of keywords and research method adopted. The contribution of this chapter is twofold. It is a bibliometric study which provides a macropicture of a research field, its evolution and connections among studies, in order to be a starting point for future researchers who are already studying entrepreneurial education or entrepreneurship-related scientific areas. Also, this chapter helps academics to improve educational programmes and curriculum to increase students’ entrepreneurial intention taking into account the factors that affect it.

The chapter aims to evaluate the effectiveness of the entrepreneurship training programmes implemented in public and private universities in the entity of Guanajuato, located in the central part of Mexico. A simple random sample of 449 students who participated in these programmes was collected. The survey data were statistically analysed to determine if the participants’ capability of agency and the influence of their closest social groups – university, family and regional socioenvironmental – increase the entrepreneurial intentions of university students. Results showed that the capability of agency was directly improved after participation in the programme, while entrepreneurial intentions were indirectly influenced by the institutional and business environment.

Literature has identified possible factors to entrepreneurial behaviour, including some antecedents of entrepreneurship intention among university students. This study stresses on the field of study and the attendance of an entrepreneurship course as moderators for such intention. Following the theory of planned behavior (TPB), the study compares the results of a survey with a sample of 220 students, conducted in two universities, one public and one private, the latter teaching an entrepreneurship course.

The authors found that (1) Ajzen’s TPB predicted entrepreneurial intention; (2) different field of studies show significant difference on entrepreneurial intention; (3) family and/or friends influence is associated with higher entrepreneurial intention, attitude and perceived behaviour control; (4) the intention to attend an entrepreneurship course is strongly associated with entrepreneurial intention; and (5) however, business-related studies and men do not indicate higher intention to take entrepreneurship course, contradicting previous studies.

The results open further topics for discussions that can be researched with qualitative studies, such as the reason why students who take entrepreneurship course do not predict higher entrepreneurial intention. Meanwhile the intention to attend an entrepreneurship course is associated with entrepreneurial intention.

Social entrepreneurship has played a significant role in reducing unemployment and poverty, fixing other social issues and environmental concerns. Although there is an increasing concern on social entrepreneurship by the public sector, practitioner and scholars, there are still limited studies on predicting the intention to become a social entrepreneur. Thus, investigating social entrepreneurship intention using a systematic literature review (SLR) approach is crucial due to the lack of systematisation and categorisation in this field. Therefore, this study aims to conduct a SLR to identify the antecedents of social entrepreneurial intention (SEI) used by the previous research. In this sense, this chapter carries out a systematic review of the literature on social entrepreneurship intentions. The review is guided by the PRISMA Statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses). After the identification and screening process, only 56 articles were qualified for further analysis. This SLR focused on articles that are using quantitative research and in the English language published in Scopus. Although there is no limitation in the timeline, the search string results found that the related articles were published between 2010 and 2020. From the thematic analysis, nine main themes were found. The themes are categorised based on the antecedents of SEI used by previous research. There are nine antecedents found: (1) perceived desirability and feasibility, (2) attitude, subjective norms and perceived behavioural control, (3) prior experience, (4) emotional factors, (5) self-efficacy, (6) personality, (7) support systems, (8) skills and competencies and (9) motivational factors. Further analysis of the themes has resulted in ten sub-themes. This chapter's contribution includes offering a clearer picture of the antecedents of social entrepreneurial intention that is still at its infancy stage. Additionally, this chapter managed to identify the research gaps and proposed future research agenda.

This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.

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.

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.

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.

The purpose of this paper is to adopt the theory of planned behavior to close the entrepreneurial attitude–intention–behavior gap in the entrepreneurship field as well as test the key moderators of the entrepreneurial process, starting from entrepreneurial attitude and intention to behavior to engage in entrepreneurial activities – namely, entrepreneurship education.

The research used a sample of 2,566 students from 16 universities in Vietnam. First, Cronbach’s alpha and confirmatory factor analysis have been used to test the reliability and validity of scales. Then the coefficient paths in the conceptual framework were tested through structural equation modeling, and indirect associations were estimated via the PROCESS bootstrapping approach.

The research illustrated that both attitudes toward entrepreneurship and entrepreneurial intention serve as the central antecedents in the formation of entrepreneurial behavior. Also, when students are more entrepreneurially educated, the linkage between attitude toward entrepreneurship and entrepreneurial behavior was hypothesized to become stronger, yet the relation between entrepreneurial intention and behavior was weakened.

This research suggests useful recommendations for educators and policymakers to encourage university students’ favorable attitudes toward entrepreneurial activities, their intention to engage in them and their subsequent entrepreneurial behavior.

This research is expected to make a significant contribution to the entrepreneurship literature by closing the entrepreneurial attitude–intention–behavior gap as well as enriching our understanding of the influence of entrepreneurship education on the entrepreneurial process. Importantly, this research reveals that entrepreneurial education significantly moderates the effects of attitude toward entrepreneurship and entrepreneurial intention on entrepreneurial behavior.

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.

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.

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.

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.