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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.

The purpose of this study is to identify factors instrumental in developing entrepreneurial intentions among youth. Although, numerous studies have been conducted focusing on entrepreneurship intention, however, this study attempts to provide an integrated model by means of analyzing the impact of internal (personal) and external (environmental) factors in developing entrepreneurial intentions.

This cross-sectional study is based on primary and secondary data. A sample of 358 respondents belonging to the age group of 21–25 years from various universities and colleges in Kashmir participated in the study. Primary data collection was done using self-administered questionnaires. A purposive sampling approach was used to identify respondents for the current study. Structural equation modeling has been used for testing hypotheses besides other statistical methods and techniques.

The study identifies three important antecedents of entrepreneurship intentions, namely, personal competencies, contextual factors and entrepreneurial exposure and tests the relationships using path analysis. It further suggests that there exists a significant relationship between personal competencies, entrepreneurial exposure, contextual elements and entrepreneurial intention.

The paper presents an integrated and comprehensive model of entrepreneurial intentions discussing important antecedents instrumental in developing entrepreneurship intentions among youth considering both personal and environmental factors. It is, therefore, an important contribution toward entrepreneurship literature and of interest to different policymakers and institutions related to entrepreneurship.

The purpose of this research is to integrate the prediction from entrepreneurship education with the theory of planned behaviors (TPB) to build a conceptual framework and estimate the effect of entrepreneurship education on entrepreneurial intention over and above key predictors from an extended TPB model. Also, the moderating impacts of educational fields in the paths from entrepreneurial education, attitude toward entrepreneurship, subjective norms and perceived behavioral control to entrepreneurial intention are tested in this study.

The study used a sample of 559 university students who received entrepreneurship education at 12 universities from Vietnam. Confirmatory factor analysis was utilized to test the validity and reliability of all variables and regression analyses were used to estimate coefficient paths. Then, bootstrapping method with the PROCESS approach was utilized to test the indirect correlations.

The study reveals that attitude toward entrepreneurship and perceived behavioral control were positively and strongly associated with entrepreneurial intention, while the linkage between subjective norms and entrepreneurial intention was not significant. Also, the findings show that even though entrepreneurship education did not have a direct effect on entrepreneurial intention, it increased entrepreneurial intention via attitude toward entrepreneurship and perceived behavioral control. In addition, this study finds that educational fields moderate the associations between predictors and entrepreneurial intention.

This study offers both universities and policymakers options to foster youths' entrepreneurial activities.

This study is expected to significantly contribute to entrepreneurship literature by enriching our understanding of the interesting and crucial linkages between entrepreneurship education, attitude toward entrepreneurship, subjective norms, perceived behavioral control and entrepreneurial intention. Additionally, the current research reveals that for economic and business management students, the paths are driven from entrepreneurial education, attitude toward entrepreneurship, subjective norms and perceived behavioral control to intention to engage in entrepreneurial activities has become stronger when compared to students of majors in engineering and others.

The purpose of the research is to test empirically whether the variables of personal attitudes towards entrepreneurship and perceived control mediate the relationship between entrepreneurship education and intentions of Ukrainian students to become entrepreneurs; to determine whether personal attitudes mediate the relationship between cultural context and entrepreneurial intentions.

The research project carried out jointly by four Kharkiv universities used 349 survey responses from senior students majoring in business and economics and management and marketing. The data was analysed using Partial Least Squares regression.

Education and employed teaching methods, in particular, positively affect students' attitudes towards entrepreneurship, their perceived capability to start a business and indirectly influence entrepreneurial intentions. However, attendance of entrepreneurship-related courses itself does not enhance perceived control and has no significant effect on personal attitudes. The study also shows that cultural context has a positive influence on students' attitudes towards entrepreneurship and, therefore, indirectly impacts their intentions to become entrepreneurs.

Firstly, the students participating in the study were from one country. And secondly, the paper deals with pre-educational entrepreneurial intentions.

The study suggests that a practice-based approach to entrepreneurship education is a key to raising entrepreneurial awareness of young people in countries whose national cultures are built on collectivist values.

The results of the study are of value for teaching staff, who can actually influence students' entrepreneurial self-awareness, and for university management in the context of contemporary education reforms and the latest requirements to education process.

This paper proposes and empirically assesses a social cognition conceptual model linking creativity (both artistic and scholarly), entrepreneurial personality traits, and entrepreneurial intention. Specifically, the study draws on social cognition perspectives to investigate the potential role of creativity as a mechanism underlying the relationship between entrepreneurial personality traits and entrepreneurial intention.

Using a sample of 194 creative nascent entrepreneurs, the study tests the proposed model using Partial Last Squares Structural Equations Modeling (PLS-SEM).

The study reveals that, among entrepreneurial personality traits, only risk-taking propensity is positively related to entrepreneurial intention. Interestingly, while artistic creativity seems to enhance entrepreneurial intention, scholarly creativity is found to stimulate a more cautious approach toward venturing. The findings also reveal that scholarly creativity fully mediates the relationship between tolerance for ambiguity and entrepreneurial intention.

The study makes an original contribution by showcasing how both artistic and scholarly creativity developed in the same socially situated cognitive environment can differentially influence decision-making and the relationship between entrepreneurial personality traits and entrepreneurial intention, thus contributing to social cognition perspectives and research in entrepreneurship.

Stimulating new business creating has been a decisive issue and the Indonesian Government is responding to this issue by providing entrepreneurship programs for Islamic students. This study aims to examine the impact of Islamic values and entrepreneurship education to predict Islamic students’ intention for business, as well as investigates the mediating role of entrepreneurial inspiration and attitudes.

The study estimates primary data obtained from a sample of 381 Islamic boarding students in a selected area in Indonesia who incorporated entrepreneurial education and practices. In addition, structural equation modeling has been incorporated to answer the hypotheses raised in the research.

The findings strengthen the study of the influence of Islamic values that affects both directly and through inspiration and motivation on students’ entrepreneurial intentions. Additionally, it found the direct and indirect influences of entrepreneurship education on intentions for entrepreneurship through inspiration and motivation.

This study has been cramped to draw a limited geographical area in Indonesia and the research’s implication is used for relevant themes in Islamic entrepreneurship.

The findings of this research give insights to promote students’ entrepreneurial intention from Islamic schools.

The findings of this study offer a broader knowledge to enhance entrepreneurs through economic education in Islamic boarding schools.

These results provide insights into the important effects of Islamic values, particularly in the context of Islamic boarding schools. The findings suggest that Islamic values be an important contextual factor for Islamic boarding school students’ entrepreneurial intentions.

This paper analyses how contextual factors at universities (entrepreneurship education and program learning) and cognitive variables (perceived behavioral control, implementation intentions, and attitude) influence entrepreneurial intentions among Latin American university students.

The empirical analysis employs a multilevel (hierarchical) linear model with a sample size of 9012 university students taken in 2018 from nine Latin American countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, México, Panamá, and Uruguay.

Overall, the university context and cognitive variables contribute to explaining entrepreneurial intentions in university students. Whereas program learning constitutes a variable that directly and indirectly explains entrepreneurial intentions among university students, attending entrepreneurship courses negatively influences their entrepreneurial intentions.

A central premise of this study is that the entrepreneurial process in university students is a multilevel phenomenon, given that university context and cognitive variables are key factors in entrepreneurial intentions. The findings support this premise and contribute to the existing literature on entrepreneurship in emerging economies. Nevertheless, the results reveal a more nuanced picture regarding the role of university context on the entrepreneurial intentions of students.

Este artículo analiza cómo las variables del contexto universitario (educación emprendedora y aprendizaje adquirido) y las variables cognitivas (control de conducta percibido, intenciones de implementación y actitud) influyen en la intención emprendedora de los estudiantes universitarios latinoamericanos.

El análisis empírico es por medio de un modelo lineal multinivel (jerárquico) con una muestra de 9012 estudiantes universitarios de nueve países latinoamericanos, a saber: Argentina, Brasil, Chile, Colombia, Costa Rica, Ecuador, México, Panamá, y Uruguay.

En general, el contexto universitario y las variables cognitivas contribuyen a explicar la intención empresarial de los estudiantes universitarios. Mientras que el aprendizaje adquirido (program learning) constituye una variable que explica la intención emprendedora de los estudiantes universitarios directa e indirectamente, matricular cursos de emprendimiento influye negativamente en su intención emprendedora.

Una premisa central en este estudio es que el proceso emprendedor de los estudiantes universitarios es un fenómeno multinivel, resultando el contexto universitario y las variables cognitivas factores clave para explicar la intención emprendedora. Nuestros resultados apoyan esta premisa y contribuyen a la literatura sobre emprendimiento en países emergentes. No obstante, nuestros resultados revelan una imagen más matizada del papel del contexto universitario en la intención empresarial de los estudiantes universitarios.