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This paper aims to examine the entrepreneurial attitudes of undergraduate students enrolled in the Small Business Institute^® (SBI) program at multiple universities in the USA. Research has encouraged a continuous study and refinement of the entrepreneurial profile, particularly for young adults. Past studies have linked certain personality constructs and entrepreneurship, and shown a connection between entrepreneurial intentions and past business experience.

A total of 216 students completed the entrepreneurial attitudes orientation (EAO) survey. The EAO provides a composite score based on four attitude subscales: achievement in business; innovation in business; perceived personal control of business outcomes; and perceived self‐esteem in business. In addition, participants were asked to provide demographic information and past entrepreneurial experience.

Results indicated that the majority of students possessed entrepreneurial attitudes. Furthermore, both student characteristics and entrepreneurial experience were found to be associated with certain entrepreneurial attitudes. Specifically, male students scored higher on both personal control and innovation, and students with family business experience had more developed entrepreneurial attitudes.

The SBI and other similar training/education programs provide the opportunity for direct entrepreneurial exposure. Their ability to impact attitudes toward entrepreneurship provides a venue for career opportunities. Further discussion centers on the relationship between entrepreneurial attitudes and degree of past experience.

The paper provides an examination of entrepreneurial attitudes that focuses on both demographics and past experiences for a unique educational program that helps promote entrepreneurship as a viable career option.

This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education.

Research argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start‐up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five‐point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course.

Enterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students.

The research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education.

The paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on entrepreneurial intent and graduate entrepreneurship.

Globalisation has made higher education increasingly multicultural. Although multicultural university students' attitudes and interactions with different cultures affect their academic success as well as entrepreneurial intentions, only a few studies have analysed this topic. Therefore, this study examined the assumption that positive psychological capital (PsyCap) mediates the relationship between attitudes towards multiculturalism and entrepreneurial intentions.

A model was proposed and empirically tested 564 university students in Northern Cyprus. Data were analysed using SPSS 23 and AMOS 18 using the PROCESS Macro and Bootstrap methods.

The results indicated that improving university students' attitudes towards multiculturalism will have a beneficial effect on their entrepreneurial intentions. Moreover, PsyCap is a mediator variable on the relationship between multicultural attitudes and entrepreneurial intentions.

This study contributes to the literature by theoretically and empirically examining how attitudes towards multiculturalism and PsyCap impact university students' entrepreneurial intentions. Its limitations can be overcome through future research.

The study's findings are valid in two areas: (1) assisting policymakers, researchers and academics to better understand the critical influence of university students' attitudes towards multiculturalism on their entrepreneurial intentions, particularly since this topic had not been extensively studied; (2) advancing theoretical discussions by examining the positive effects of internal factors such as PsyCap in terms of multicultural attitudes and entrepreneurial intentions.

The study provides empirical evidence that academics and university administrators should pay attention to multicultural attitudes to increase university students' entrepreneurial intentions. Hence, it focused on the relationship between multicultural society, entrepreneurial intentions, and PsyCap.

Attitudes towards multiculturalism influence students' entrepreneurial intentions through PsyCap. The context of cultural values and multiculturalism determines the premises of entrepreneurial intentions. This study is unique and innovative as it brings a new focus to academic literature.

Challenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.

The authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.

The results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.

The homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.

Instructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.

Concerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

The purpose of this paper is to examine key factors influencing students' intent to create a new venture. Based on Ajzen's theory of planned behaviour and Autio's model of intention, it aims to develop a model of entrepreneurial intent that incorporates both human and environmental factors. Specifically, the proposed model aims to focus on three constructs to predict the entrepreneurial intent, i.e. general attitudes (toward money, change, and competiveness), the attitude toward entrepreneurship, and the perception of the university environment and regional start‐up infrastructure.

In June 2005, 35,040 students of medicine, law, and technical, natural, social and business science from seven universities in Austria (electronic survey) were contacted. The response rate was 8.10 per cent. A total of 2,124 cases were considered in the final analysis. A multiple linear regression model with attitudes, perceptions of environment conditions, and selected control variables (age, gender, field of study) was estimated to test the hypotheses.

With the exception of the attitude toward competitiveness, all other paths regarding general and specific attitudes are significant. Pertaining to the environment conditions, only significant effects of the university on students' interest in business founding were detected. Other environment factors have no impact on entrepreneurial intention among students in Austria. In addition to that, significant differences in entrepreneurial intent regarding age, gender and field of study were found. Despite variation in the intent level between students of different fields of study, any significant differences in the effects of predictor variables on the entrepreneurial intent among the investigated student population were not discovered.

Future research should place more emphasis on interaction between personal and environmental factors. Besides, students' social networks (family and friends) should be included in the analysis of entrepreneurial career decision. Practical implications – The universities in Austria should more extensively address entrepreneurship education to students of other subjects than business sciences. An important component of entrepreneurial training is a social learning process. In this respect, inviting successful entrepreneurs (role models) to the lectures or enabling students small business experience via interaction with local entrepreneurs can be viewed as supportive actions. Developing entrepreneurial skills as crucial life capacities should be the main target of all university faculties.

The paper lays the foundation for a better understanding of the “intent preconditions” in the context of new venture creation, particularly in the context of Austrian students.

The use of technology in education is still seen as a symbol of modernity in Indonesia. Without adequate technological infrastructural support from institutions, teachers develop ways to incorporate technology into their classrooms. The purpose of this paper is to investigate the affective domain in learning mathematics with technology across genders and across two student groups, where in one group the students shared learning devices, while the other group of students used individual devices.

The study adopts both quantitative and qualitative methods and is based on data collected from five secondary schools in Indonesia.

The findings reveal attitudinal differences are associated with technology usage in mathematics classrooms. Quantitative measurements across four attitudinal subscales—mathematics motivation, attitudes to the use of technology in mathematics, technological confidence and mathematics confidence—indicate that affordances in technologies influence boys and girls attitudes; while qualitative data share further insights on gender perspectives related to attitudinal differences.

Appropriate pedagogical approaches with equitable access to technologies are important for engaging students in learning mathematics with technology.

This empirical study reveals aspects related to student participation with technologies in classrooms, which has important implications for student development.

The study contributes to literature on mathematics education related to the use of learning technologies in secondary schools of a developing country.

This study aims to examine the impact of college students’ health and wellness orientations on the perceived importance of health benefits for an innovative new brand of standing desk, which is hypothesized to positively affect students’ attitudes and intentions. Research in this domain for the college student market is sparse.

An online survey was conducted among business students at a large Midwestern US University, with class credit offered for completion. Of the 325 students given the opportunity to participate, 210 completed the survey.

Health motivation is positively related to calorie reduction importance, whereas wellness orientation is positively related to back health and cognitive enhancement. Calorie reduction and potential cognitive benefits significantly affect attitudes toward standing desks, which positively impact intentions to use, pay a school usage fee and buy the product.

Different health orientation factors are associated with specific health benefits, providing greater insight into consumer attitudinal motivations for health-related products. Future research can further evaluate the generalizability of the results.

Marketers can tailor more effective communications based on underlying consumer motivations for health-related product benefits, resulting in better marketing outcomes.

Obesity is a growing societal issue, which could be ameliorated by improved daily behaviors, including the use of standing desks to assist in countering sedentarism.

To the best of the authors’ knowledge, neither academic research has yet examined standing desk purchase decision factors for the college student market, nor the effects of different health orientations on perceived health benefits.

The purpose of this study was twofold: first, to optimize the Environmental Attitudes Inventory (EAI) and second, to establish a baseline of the difference in environmental attitudes between first and final year students, taken at the start of a university’s declaration of commitment to EfS.

The psychometrically designed EAI was used to overcome the problems and limitations of the much-used, but controversial, revised New Environmental Paradigm (NEP) Scale. The performance of the original 72-item EAI was compared with our 37-item reduced form using a population of first- and final-year university students.

The reduced 37-item EAI provides a reliable and valid tool for investigating structured, multi-dimensional environmental attitudes of university students while reducing response burden and increasing response and completion rates compared with the longer versions of the EAI.

No attempt is made to link elements of the university experience with changes in attitude between first- and third-year students. The authors expect the 12-faceted EAI to provide more detailed feedback on the affective outcomes of EfS initiatives than currently used instruments.

This research contributes to establishing the EAI as a gold standard with which to monitor students’ environmental attitudes. Although most studies aimed at understanding the impact of EfS measure attitude change over relatively short periods of time – typically using the brief NEP scale administered immediately before and after a specific semester course – the approach developed here is designed to detect attitudinal change that may be ascribed to the entire university experience between students’ first and final year.

This paper aims to develop, refine and validate a multidimensional scale for measuring students’ attitude toward educational debt for higher studies in Punjab (India) and the impact of this attitude on the satisfaction of students.

The study uses interview and survey approach. The sample comprises 417 students from four public and four private universities of Punjab (India). Exploratory factor analysis and confirmatory factor analysis have been used to develop and validate students’ attitude toward education loan scale (Morgado et al., 2017). Further, structural equation modeling (SEM) has been used to analyze the impact of factors of students’ attitude on their satisfaction.

The scale has been tested for both reliability and validity. Analysis has revealed six factors of students’ attitude toward educational debt, namely, economic empowerment, social empowerment, utility, procedural requirements, risk and stress. These, six independent variables and one dependent variable, i.e. students’ satisfaction, were entered into structural equation model. The structural equation model shows that procedural requirements, economic empowerment and utility have a positive, whereas stress has a negative and significant impact on the students’ satisfaction.

Education financing is a gigantic problem nowadays due to the high cost of self-financing courses in Punjab. To make higher education accessible to all students, education loan plays a vital role. Thus, the attitude of students is of great importance to policymakers to bring reforms in education loan scheme.

To the best of the authors’ knowledge, this study is the foremost study for developing a validated tool to measure the students’ attitude toward educational debt in India.

This paper aims to examine undergraduate students' attitudes towards the accounting profession, including accounting as a career, as a discipline, as a profession and perceptions of the work activities of accountants.

The data set used in this paper was collected via questionnaires. The present study compares several aspects of a prior study of Marriott and Marriott using the Accounting Attitude Scale developed by Nelson.

Overall, the paper supports the view that exposure to accounting at university does not enhance positive attitudes about accounting as a discipline, but reinforces rule‐memorisation, and lack of involvement with conceptual skills or judgement.

The paper only examines students' attitudes at one point in time and does not attempt to identify whether students' attitudes change over the period of their study. The paper can only speculate as to why there is a difference between local and international students' attitude towards the accounting profession. Third, the questionnaire is only administered at one institution. There is a scope to extend this study across institutions as well as conduct a longitudinal study. In order to validate the findings, further research via in‐depth interviews with students may help determine the factors that influence students' attitudes.

The results from this paper are expected to contribute to the body of research by providing accounting educators with insights into how the curriculum may influence students' attitudes towards the profession, together with implications as to how the profession should be promoted to undergraduate students.