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This study aims to address the effects of self-esteem and affective commitment on firm performance and whether these effects vary according to the gender and age of active entrepreneurial students.

This study uses a subsample from the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) of entrepreneur students running their own businesses to perform a structural equation model (SEM) analysis to test the relationship between self-esteem (SE), affective commitment (AC) and firm performance (FP) moderated by the gender and age of entrepreneur students.

The results confirm that higher levels of entrepreneur SE are related to a higher assessment of AC and FP. A major effect of SE on AC was also observed among male respondents. Age was not related to an increase in AC. The effect of SE on AC and FP was lower among older students.

This study makes valuable contributions to the fields of entrepreneurship, psychology, gender and organizational behavior. This study presents empirical support for the theoretical framework using SEM, presenting initial insights into the mechanisms that shape AC in entrepreneurial students and its implications for FP.

Esta investigación tiene como objetivo analizar la influencia del género, la edad y la autoestima (SE) de los emprendedores en el compromiso afectivo (AC) de los estudiantes universitarios con sus emprendimientos y cómo se relacionan con el desempeño subjetivo de la empresa (FP).

Utilizamos los datos de la encuesta GUESSS de 2018 para realizar un modelo de ecuaciones estructurales (SEM) para determinar los efectos directos del género, la edad y la SE en el AC, sus efectos directos e indirectos en el FP y los efectos directos y papel mediador del AC hacia el FP, para estudiantes emprendedores.

Los resultados confirman que niveles más altos de SE están relacionados con niveles más altos de AC de los emprendedores a sus emprendimientos y una mayor evaluación de FP. Además, los hombres reportan niveles más altos de AC y FP que sus contrapartes femeninas, al tiempo que el género tiene un efecto importante en la relación del SE en el AC. La edad no está relacionada con el aumento del AC, pero el efecto de la SE sobre el AC disminuye con el incremento de la edad, y los valores de FP también se reducen para los estudiantes mayores en comparación con los estudiantes más jóvenes. Los niveles más altos de AC están relacionados con valores más altos de FP, y existe un efecto de mediación de AC para el género y SE sobre FP.

este estudio proporciona valiosas contribuciones a los campos del emprendimiento, la psicología, el género y el comportamiento organizacional. Primero, presentamos un marco teórico que integra postulados de emprendimiento FP, AC, SE, edad y género. Luego, probamos empíricamente nuestro marco teórico utilizando SEM y presentamos resultados iniciales sobre los mecanismos que dan forma al AC en estudiantes emprendedores y sus implicaciones para el FP.

Esta pesquisa tem como objetivo analisar a influência do gênero, da idade e da autoestima (SE) dos empreendedores no comprometimento afetivo (AC) dos universitários com seus empreendimentos e como eles se relacionam com o desempenho subjetivo da empresa (FP).

Utilizamos dados da pesquisa GUESSS de 2018 para realizar uma modelagem de equações estruturais (SEM) para determinar os efeitos diretos de gênero, idade e SE na AC, seus efeitos diretos e indiretos no FP e os efeitos diretos e papel mediador do AC na FP, para estudantes empreendedores.

Os resultados confirmam que níveis mais elevados de SE estão relacionados com níveis mais elevados de AC dos empreendedores para os seus empreendimentos e uma maior avaliação do FP. Além disso, os homens relatam níveis mais elevados de AC e FP do que as mulheres, embora tenham um efeito importante da SE na AC. A idade não está relacionada com o aumento da AC, mas o efeito do SE na AC diminui com o aumento da idade, e os valores de FP também diminuem para os alunos mais velhos em comparação com os alunos mais jovens. Níveis mais elevados de AC estão relacionados a valores mais elevados de FP, e há efeito mediador da AC para gênero e SE sobre FP.

Este estudo fornece contribuições valiosas para as áreas de empreendedorismo, psicologia, gênero e comportamento organizacional. Primeiro, apresentamos um quadro teórico que integra postulados de empreendedorismo em FP, AC, SE, idade e género. Em seguida, testamos empiricamente o nosso enquadramento teórico utilizando SEM e apresentamos resultados iniciais sobre os mecanismos que moldam o AC em estudantes empreendedores e as suas implicações para o FP.

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 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.

To encourage entrepreneurship, which accelerates economic growth by increasing employment opportunities and competitiveness, stakeholders must conduct studies and develop policies that consider both the current situation and future expectations. This study aims to examine the environmental and personal factors that influence students’ entrepreneurial intentions (EIs), using a model based on the theory of planned behaviour (TPB) and social cognitive theories (SCT).

This study proposed an institutional framework demonstrating contextual features to achieve this objective. This theoretical framework is evaluated using a sample of 375 university students in Türkiye.

The empirical findings can help policymakers develop effective policies to encourage entrepreneurship.

The study focuses on EIs; it is possible that even if a participant indicated a high EI in the survey, they will ultimately pursue a completely different career path.

The study also contributes to entrepreneurship literature studies investigating the relationships between the TPB and SCT.

By testing specific hypotheses for Türkiye, this study contributes to the demand for entrepreneurship research in countries that are major global players but have vastly different sociocultural contexts than Western countries.

The study draws a theoretical model that explains the factors affecting the EIs of university students and attempts to explain the EIs of university students with and without business education within this model.

This study aims to understand the impact of student entrepreneurship and university support on faculty intrapreneurship. The authors also analyze the role of the university’s dynamic and ordinary capabilities and the environmental dynamism in which the university is embedded.

With a large survey data set involving 680 professors and 2,230 students from 70 Brazilian universities, the authors use a multimethod approach with partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA).

The PLS-SEM results demonstrate that student entrepreneurship indirectly influences faculty intrapreneurship through the interaction of students with faculty and entrepreneurs, in addition to proving the intense influence of university support on faculty intrapreneurship, especially in a slow-growth environment. Additionally, the authors confirmed the moderating effect of universities’ dynamic and ordinary capabilities on student interaction and university support, respectively, and some exciting differences considering the ecosystem dynamism. The fsQCA results deepened the differences between environments, presenting different configurations between the antecedents that lead to high levels of faculty intrapreneurship in fast and slow-growth environments.

The study makes a unique and significant contribution to the literature on faculty intrapreneurship by examining the cross-interactions between individual, organizational and environmental levels about the promotion of faculty intrapreneurship. From a practical point of view, it is possible to identify more effective, innovative and systematic ways to encourage faculty intrapreneurship in a developing country. The findings help open up the black box of faculty intrapreneurship.

This research presents and evaluates a method for assessing the entrepreneurial mindset (EM) of students in higher education.

The research considers EM a multi-variable psychological construct, which can be broken down into several conceptual sub-categories. Using data from a master course in entrepreneurship, the authors show how these categories can be applied to analyze students’ written reflections to identify linguistic markers of EM.

The research reports three main findings: analyzing student reflections is an appropriate method to explore the state and development of students’ EM; the theoretically-derived EM categories can be nuanced and extended with insight from contextualized empirical insights; and student reflections reveal counter-EM categories that represent challenges in the educator’s endeavor to foster students’ EM.

The commitment of resources to researching EM requires the dedication of efforts to develop methods for assessing the state and development of students’ EM. The framework can be applied to enhance the theoretical rigor and methodological transparency of studies of EM in entrepreneurship education.

The framework can be of value to educators who currently struggle to assess if and how their educational design fosters EM attributes.

This inquiry contributes to the critical research discussion about how to operationalize EM in entrepreneurship education studies. The operationalization of a psychological concept such as EM is highly important because a research focus cannot be maintained on something that cannot be studied in a meaningful way.

This study aims to explore the contribution of Enactus sustainability initiatives to youth empowerment and community development, thus analysing how South African higher education institutions can increase student involvement in Enactus projects across all faculties.

Using a systematic literature review approach, the authors searched the Web of Science database for 47 relevant studies, which were found and filtered using the search parameters, and then 33 articles that are strictly relevant to the main topic were chosen as the final corpus.

The authors found that Enactus facilitates community progress through transformative innovations and students gain valuable skills that increase their employability regardless of their field of study.

The focus of this study is confined to scholarly evidence acquired from peer-reviewed journals, hence empirical studies could be conducted by using literature from books, theses, bulletins, government white papers and gazettes.

These findings highlight several merits of Enactus skill-based training such as learning-by-doing, learning from failures and learning from entrepreneurs.

The study findings offer compelling evidence that student transformational innovations could facilitate sustainable development within communities.

Despite the crucial contribution of Enactus projects to nation-building worldwide, literature on this phenomenon in the context of South Africa is limited.

The combination of action and process has remained the attention of the psychology of entrepreneurship research. Moreover, special attention has also been paid to the whens and hows of entrepreneurial psychological training. Keeping this in view the current study has tested the impact of individual entrepreneurial orientation (IEO) training on small business entrepreneurial career resilience. Using action regulation theory (ART), a serial mediation model of IEO behaviour and entrepreneurial career adaptability is hypothesised.

This study used a longitudinal randomised controlled field experiment in which the data were collected at four points. A total of 546 small business owners from Lahore, Pakistan, participated in this research (training group = 265, control group = 281). The data were analysed using ANCOVAs and PROCESS Model 6.

The research has found that IEO training impacts the entrepreneurial career resilience of small business owners through the development of IEO behaviour and career adaptability.

This experimental inquiry is a novel attempt to extend the career-related outcomes of IEO training (career resilience) based on ART through the mediating role of IEO behaviour and career adaptability. In addition, it has tested the IEO training in the developing country of Pakistan, which is a relevant context for enhancing its socio-economic growth.

The current environment is unhelpful to female entrepreneurs, and they need to overcome numerous barriers when starting their own businesses. In this study, the researchers investigated the significant barriers that Pakistani female entrepreneurs require to overcome in this respect.

In this study, the researchers used a quantitative study and they used a questionnaire to survey the respondents and collect cross-sectional data. The researchers targeted female students who were undertaking bachelor’s and master’s degree programs in different Pakistani public and private sector universities. Accordingly, the researchers based this study’s findings on the usable samples received from 498 Pakistani female students.

The researchers used a structural equation model (SEM) in this study and its findings highlight that aversion to risk (ATR) has an insignificant impact on entrepreneurial inclinations (EI). In addition, fear of failure (FoF), lack of resources (LoR), aversion to hard work and stress (ASH) and the lack of social networking (LSN) have negative and insignificant effects on EI. The ATR factor has an insignificant effect on entrepreneurial success (ES), whereas FoF, LoR, ASH and LSN are negative and insignificant predictors of Pakistani female students’ ES.

This study’s findings may help Pakistani women to overcome the barriers to ES. In this respect, the researchers recommend that the Pakistan Government and policymakers develop significant strategies to provide the conducive business environment and to financially support Pakistani women to start their own businesses. Furthermore, this study’s findings contribute greatly to the vast amount of current literature and help to overcome the entrepreneurial conditions and barriers that potential entrepreneurs from advanced and developing countries experience frequently.

This study’s findings provide empirical evidence of EI and ES in Pakistan.

With practical entrepreneurship capabilities becoming ever more important for all university graduates, whether they are starting their own business or adding value to an organisation by innovating, improving, and problem-solving, what role do business incubators (BIs) play in helping to develop these capabilities for students? This chapter aims to better understand the role of BIs as extra-curricular entrepreneurship activity in universities through a narrative account of business incubation practice in three institutions – two in England and one in Australia. Utilising a practice-led methodology, the study is underpinned by social capital theory and a critical realist ontological perspective on incubation’s mechanisms, processes, and structures. Across these examples, there are common underpinning principles of entrepreneurial learning and socio-economic development. However, there are differences in implementation regarding space for incubation. Where the BI is on campus and closely integrated with extra-curricular entrepreneurship activity, this results in a cohesive graduate startup community and ongoing peer support. With no BI present, the opposite is observed. The chapter argues that without the infrastructure to build and maintain a community of nascent entrepreneurs to benefit from sustained peer learning, there can be negative impacts on the entrepreneurs and a visible gap affecting the entrepreneurial ecosystem. The chapter concludes with a practice note providing practical considerations for university BIs in communicating the significance of the incubator peer group to prospective entrepreneurs to improve realistic expectations and potentially improve their reach to entrepreneurs who may be experiencing isolation during their startup journey.