Shifting Mindsets: Changes in Entrepreneurial Intention Among University Students

Entrepreneurship education has proliferated in universities following empirical studies linking it to entrepreneurship practice. The University of Malawi introduced entrepreneurship and innovation course to the bachelor of business administration programme and aims to make entrepreneurship a core module across academic programmes. This study assessed the effects of the entrepreneurship and innovation course on the entrepreneurial orientation of students thereby joining research into the investigation of the effects of entrepreneurship education on entrepreneurial orientation of students. A questionnaire was administered on a class of 58 students before commencement of the course and at the end of the course delivery to assess movement in students knowledge about entrepreneurship, attitudes towards entrepreneurship, subjective norms, self efficacy and entrepreneurial intentions that could be attributed to entrepreneurship education holding other factors constant over the period of study. The study found that entrepreneurship education positively effects students knowledge about entrepreneurship and their self efficacy; the self confidence in skills and competences that they can engage in entrepreneurship successfully. The study however found weak correlation between entrepreneurship education and students attitudes towards entrepreneurship and their entrepreneurial intentions and did not find any relationship between entrepreneurship education and students' subjective norms. Although attitudes, subjective norms and self efficacy are factors that influence intentions,which are an antecedent of behaviour within the Theory of Planned Behaviour, the study found that entrepreneurship education positively and significantly effects self efficacy only within this framework.

<p>This research studied the relationship between entrepreneurship education and entrepreneurial intention of university students. Following original research by Zhang, Duysters, Cloodt (2014), Ajzen's theory of planned behavior and Shapero's entrepreneurial event model would be incorporated to identify the effect of exogenous variables such as entrepreneurship education, prior entrepreneurial exposure, perceived desirability and feasibility towards entrepreneurial intention in university students. Furthermore, this study aimed to investigate the selection hypothesis of entrepreneurship education for entrepreneurial intentions. Lastly, this study was also proposing to investigate the moderating effect of the teachers and instructors' enthusiasm (Frenzel et al., 2009), pre-educational entrepreneurship intention (Bae et al., 2014), gender (Verheul et al., 2012), as well as the moderating effect of peers in the classroom (Falck et al., 2012). The data would be collected from one of the private and reputable universities in Indonesia in multiple departments with a form of entrepreneurship education. In this study we found that entrepreneurship education does shape entrepreneurial intention. Students with pre-educational entrepreneurial intention would be more likely to have higher entrepreneurial intention. We also learned that there’s a strong relationship between social influence of classmates and entrepreneurial intention. In addition, we found that male and female students have a different perspective about entrepreneurship education that affected their entrepreneurial intention.</p>

While application of entrepreneurship concept is gaining traction in engineering and the entrepreneurship courses embedded in engineering programs increase swiftly, there is a lack of study focusing on how engineering programs enable entrepreneurial experiences in their programmes. The influence of entrepreneurial orientation and entrepreneurship education on achievement entrepreneurial goals of engineers in Sri Lanka remains understudied and uncertain in many circumstances. This necessitates a thorough examination of the mechanisms by which entrepreneurial orientation and education influences entrepreneurial intention. Further, as per international entrepreneurship theory, entrepreneurial intent leads to internationalization intent when facilitated by conducive environment factors. The objective of research is to investigate the influence of entrepreneurial orientation and entrepreneurship education on entrepreneurial intention and internationalization intent of engineer entrepreneurs in Sri Lanka. Three hypotheses related to above links were tested using a validated questionnaire through a survey of 92 engineer-entrepreneurs. The results show that there is a significant positive relationship between entrepreneurial orientation and entrepreneurship education on entrepreneurial intention and internationalization intent of engineer entrepreneurs in Sri Lanka. The variable entrepreneurial intention explained 40% variance of internationalization intention. This research gives valuable inputs and suggestions with respect to entrepreneurship education and promotion of entrepreneurship orientation of engineers in Sri Lanka for policy makers.

Purpose : This study examined the impact of entrepreneurship education on the development of entrepreneurial career intentions and actions using selected tertiary institutions in Delta state as a case study. The main objective of the study was to investigate the impact of entrepreneurship education on the entrepreneurial intentions of university students to start a new venture using Linen’s model. This study also analyzed the significance of different component of entrepreneurship education program in imparting entrepreneurship education at tertiary level. Methodology : The population of this study consisted of 10,279 students who were, at the time of the survey, in their final year of study (2015/2016 academic session) at Delta State Polytechnic Ogwashi-uku and Delta State University. A study sample of 400 students was taken using random sampling technique. The methodological approach involved analysis of a close ended questionnaire distributed to undergraduate students in their last year in selected tertiary institutions. The data collected were analyzed using descriptive statistics such as Frequency counts, percentages and population t-test were the statistical techniques deployed to test the study hypotheses and also answer the research questions. Results : The findings suggest positive relationship between entrepreneurship education and intentions and perceived desirability while no relation existed with perceived feasibility or self-efficacy. Given the significance and importance of entrepreneurship, it is desirable to reform the educational system to encourage creativity and innovativeness of students. Unique contribution to theory, practice and policy: The study recommended that entrepreneurship education should be practical oriented so as to sustain students’ interest. In addition the duration and intensity of the entrepreneurship education should be increased beyond a semester's course to realize a maximum impact on university students.

This paper addresses a research gap by examining how two groups of individuals with different personality traits (more entrepreneurial personalities versus less entrepreneurial personalities) react to changes in entrepreneurial intention after attending an entrepreneurship course. A key aspect of this study lies in its application of MEMORE; this tool was crucial in determining whether changes in entrepreneurial intention were driven by changes in the factors of the Theory of Planned Behavior (TPB) in each group of individuals. The survey employed a pre-test–post-test questionnaire design distributed before and after a university-level entrepreneurship course. The results indicated that individuals with more entrepreneurial personalities (characterized by high openness, conscientiousness, and extraversion and low neuroticism and risk aversion) had higher levels of entrepreneurial intention, attitude, subjective norms, and perceived behavioral control compared to less entrepreneurial personalities. After the course, more entrepreneurial personalities reported higher entrepreneurial intentions and perceived behavioral control. MEMORE indicated that changes in perceived behavioral control affected the increase in entrepreneurial intentions. Less entrepreneurial personalities demonstrated a decline in entrepreneurial intention but a positive change in perceived behavioral control; this change did not affect the decline in entrepreneurial intentions. This study provides essential insights into an underexplored area, advancing knowledge in this field.

Objectives: Entrepreneurship education serves as a key driver within the entrepreneurial ecosystem, equipping individuals with the essential knowledge, skills, and resources to fuel job creation and economic expansion. Recognizing this vital role, this study aims to delve into the intricate relationship between entrepreneurship education and the cultivation of entrepreneurial intentions within the context of Turkish universities. Specifically, it focuses on the distinct yet interrelated functions of lecturers, course content, and university policies in shaping students' aspirations for entrepreneurship. Design/methodology/approach: The foundation of this study is rooted in Resource-Based Theory, which emphasizes the pivotal significance of resources, skills, and capabilities in fostering competitive advantage. Building upon this theoretical framework, this study takes on human capital as a resource and adopts a quantitative approach to unravel the multifaceted dynamics between entrepreneurship education and students' entrepreneurial intentions. An extensive online survey is conducted among a diverse group of students from various Turkish universities. Hierarchical regression analysis is employed to unveil the individual roles of lecturers, course content, and university policies in nurturing students' entrepreneurial intentions. Results: Empirical evidence highlights the substantial influence of entrepreneurship education on students' entrepreneurial intentions. The outcomes indicate the significance of entrepreneurship lecturers, course content, and university policies as influential determinants of entrepreneurial intentions. Notably, among these factors, the influence of university policies emerges as the utmost driving force behind entrepreneurial intentions. This finding underscores the pivotal role of well-designed institutional policies in fostering an environment conducive to effective entrepreneurship education and subsequently nurturing and cultivating entrepreneurial intentions. Practical implications: This study provides practical insights for institutions and policymakers, urging institutions to craft strategies to foster an atmosphere that drives students toward entrepreneurial activities. By understanding how entrepreneurship education, particularly concerning lecturers, content, and policies, influences entrepreneurial intentions, institutions can tailor their curricula and support systems to not only promote entrepreneurship but also foster a culture of entrepreneurial intent. Originality/value: This study pushes the boundaries of existing knowledge by illuminating the relatively unexplored yet crucially important crossroads of entrepreneurship education and entrepreneurial intentions with respect to Turkish universities. Moreover, the study adds an important perspective by focusing on analyzing the viewpoint of students, an area that has been relatively under-researched. This endeavor recognizes students as the primary beneficiaries of entrepreneurial education and consequently, a deeper exploration of their experiences and perceptions holds immense promise for enriching our understanding of the educational process's impact. By investigating the roles of lecturers, course content, and university policies, this research unravels the intricate mechanisms through which entrepreneurship education molds entrepreneurial intentions. Notably, given the limited scope of prior research on the influence of policies in Turkish universities, the distinct emphasis placed on policy impact in this study stands out as a noteworthy contribution.

PurposeThe purpose of this study is to determine the factors affecting entrepreneurial intention by combining the big five personality traits with the theory of planned behavior (TPB).Design/methodology/approachThe study was conducted with the use of an online questionnaire. The sample was comprised of 257 students from the business department of a public university in Athens.FindingsThe results of this study indicated a statistically significant and positive relationship of openness, extraversion, attitude, and perceived behavioral control to entrepreneurial intention. Furthermore, there is a positive relationship of openness, conscientiousness and extraversion towards entrepreneurial intention through perceived behavioral control. Finally, the findings indicated a positive relationship of extraversion with entrepreneurial intention through attitude.Research limitations/implicationsThe findings are limited to a specific student environment and should be replicated across various university settings to reach generalizable conclusions. The sample consists of only Greek students, which is another limitation of the study. The effects of entrepreneurship education vary with different ethnic backgrounds as seen in other studies. Finally, the research did not address the issue of gender or work experience among other variables discussed in other studies.Practical implicationsSeveral practical aspects of entrepreneurial intention can be considered, including entrepreneurship education, strategic investment, government and business organizations, mentoring issues and policymaking. This research can assist in various ways, enabling educational institutions to customize entrepreneurship courses, helping students choose suitable courses, aiding policymakers in developing supportive policies, and allowing organizations to identify employees with an entrepreneurial mindset.Originality/valueAlthough the big five personality traits and the Theory of Planned Behavior have been combined in numerous fields such as behavioral economics, psychology, and health behaviors, their integration in studying entrepreneurial intention remains scant. With this approach, researchers can gain a deeper understanding of the factors that affect entrepreneurial intention.

Entrepreneurship is an important component for economic growth, innovation and job creation. In today’s rapidly evolving economy, fostering an entrepreneurial mindset among young individuals has become crucial to addressing the challenges of youth unemployment. University students, as future contributors to society, represent a key demographic for cultivating entrepreneurial intentions and skills. Entrepreneurial education plays an important role in this process, equipping students with the knowledge, skills, and attitudes needed to navigate the uncertainties of starting and managing a business. In the global market where technology is advancing rapidly, entrepreneurial education is more important than ever to prepare students for a dynamic and complex workforce. This research study examines the role of entrepreneurial education in shaping the entrepreneurial intentions of university students in Albania. Using the Theory of Planned Behavior (TPB) as the theoretical framework, the study investigates how attitudes, subjective norms, and perceived behavioral control as key components of the framework interact with entrepreneurial education to influence students’ intentions to start a business. This study is unique for the Albanian context, where research on the relationship between entrepreneurial education and entrepreneurial intentions remains limited. This research generates empirical evidence of the usefulness of the theory of planned behavior in explaining entrepreneurial intention. The results suggest that tailored educational programs can contribute to the development of entrepreneurial intentions among university students. This study emphasizes the critical role of education in nurturing future entrepreneurs and highlights the need for universities and policymakers to prioritize entrepreneurial education as part of their academic curricula. By investing in education that fosters critical thinking about business in general, Albania can empower its youth to new employment opportunities, ensuring a sustainable future.

Purpose This study examines how entrepreneurship education shapes students' entrepreneurial intention, with technical skills, technological advancement, and mindset acting as mediators. The aim is to understand how educational experiences translate into real entrepreneurial motivation among university students in India. Design/methodology/approach A quantitative research design was employed, collecting data from 420 university students across India. Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4.0 was applied to analyze both direct and indirect relationships between entrepreneurship education and entrepreneurial intention through the proposed mediators. Findings The results confirm that entrepreneurship education has a significant positive effect on entrepreneurial intention. Technical skills and technological advancement were found to partially mediate this relationship, indicating that hands-on skills and digital awareness help translate educational input into intention. Although entrepreneurship education positively impacts entrepreneurial mindset, this mindset alone did not show a significant influence on entrepreneurial intention, suggesting that mindset must be complemented by tangible skills and tools to effectively inspire entrepreneurial action. Originality/value This study offers a comprehensive empirical model that captures how diverse learning outcomes interact to shape entrepreneurial intention. By highlighting the roles of skill development and technological awareness, it provides meaningful direction for educators and policymakers seeking to enhance entrepreneurship education programs and produce innovation-ready graduates.

Purpose This paper examines the attitudes of students with entrepreneurial backgrounds towards innovative entrepreneurship courses and their influence on entrepreneurial intentions, mediated by innovation spaces programs as enterprise support systems (ESS) in Tanzania. The study extends the theory of planned behavior (TPB) by incorporating the business service theory (BST). Design/methodology/approach Cross-sectional data were collected from 135 students enrolled in entrepreneurial courses at the University of Dodoma using a questionnaire survey method. The structural equation model (SEM) was employed to analyze the collected data. Findings The findings reveal a significant direct relationship (p < 0.05) between students’ attitudes towards entrepreneurship innovative courses (ATEC) and entrepreneurial intention (EI). Also, the inclusion of ESS yielded a positive significant influence at both 1 and 5 percent significance levels (p < 0.01 and p < 0.05, respectively). Participation in entrepreneurial capacity-building programs and access to ESS through innovation spaces programs were found to enhance students’ EIs, thereby fostering business startup initiatives. Research limitations/implications The inclusion of ESS tends to change students’ ATEC and enhance their EIs. Practical implications Integrating ESS enhances students’ entrepreneurial attitudes and intentions through supportive, experiential learning. Originality/value Given the prevalent trend of university graduates seeking employment opportunities, the current study underscores the necessity to advocate for the adoption of ESS through innovation spaces programs. Such initiatives enhance students’ EIs and encourage them to pursue entrepreneurship, thereby fostering the establishment of their own businesses while still at university.

Although most of the reputed higher education institutes in India have started entrepreneurship courses, very less emphasis has been given towards finding out the effect of entrepreneurship education and their intentions to become entrepreneurs. This paper evaluates and examines the role of entrepreneurial intentions and their antecedents among 200 students at a premier higher education institute of India by using Ajzen theory of planned behaviour. This research paper seeks to understand whether and how entrepreneurship education affects the intention of the students in India. Multiple regression analysis is used to test the relationship between independent variables (entrepreneurship education, attitude towards behaviour, subjective norms and perceived behavioural control) and dependent variable (entrepreneurship intention). Results indicate a positive relationship between entrepreneurship education and entrepreneurial intention. The finding validates the effect of entrepreneurship education on entrepreneurial intentions and also encourages academicians to develop courses on entrepreneurship and to increase the entrepreneurial intentions among their study.

The primary objective of this research is to study the entrepreneurial intentions of university students in Pakistan, focusing on the moderating role of entrepreneurial education within the framework of the Theory of Planned Behavior (TPB). It is a comparative study of the public and private sector universities, namely Quaid-e-Azam University and Iqra University, to explore how attitudes toward behavior, subjective norms, perceived behavioral control, and entrepreneurial education influence their intentions to pursue entrepreneurship. It a quantitative research study, and the data were collected through surveys questionnaire from 245 final-year students, with a response rate of 62.43%. The hypothesis testing and empirical analysis were performed by SMART PLS and SPSS data analysis software. The findings reveal that attitudes and subjective norms significantly predict entrepreneurial intentions in both institutions, aligning with the TPB. However, entrepreneurial education and perceived behavioral control do not show a direct significant impact on entrepreneurial intentions. Interestingly, the interaction between entrepreneurial education and perceived behavioral control significantly influences entrepreneurial intentions at Quaid-e-Azam University but not at Iqra University, suggesting contextual differences in how education enhances perceived control. The study concludes that while entrepreneurial education alone may not be sufficient to foster entrepreneurial intentions, it can play a crucial role when combined with other factors, particularly in public sector universities. These insights provide valuable implications for policymakers and educators aiming to promote entrepreneurship among university students in developing countries.

Objectives This study aims to examine the relationship between entrepreneurship education and entrepreneurial intention of prospective entrepreneur, considering entrepreneurship education as the independent variable and entrepreneurial intention as the dependent variable. A partial mediation model was established to investigate the effect of entrepreneurship education on entrepreneurial intention through customer interviews and problem-solving skills. Methods To do this, a mediation model analysis was conducted through the responses of 389 learners from 16 universities who performed the KDB entrepreneurial education program conducted by the Korea Entrepreneurship Foundation. The study employed STATA 17 version to conduct basic statistical analysis, correlation analysis, as well as partial mediation analysis and significance testing using the khb analysis method. Entrepreneurship education was assumed as an independent variable, entrepreneurial intention of prospective entrepreneurs was assumed as a dependent variable, and customer interviews and problem-solving skills as mediating variables. Results Firstly, entrepreneurship education had a positive (+) effect on entrepreneurial intention of prospective entrepreneur. Secondly, entrepreneurship education positively influenced entrepreneurial intention of prospective entrepreneur through customer interviews. Thirdly, entrepreneurship education positively influenced entrepreneurial intention of prospective entrepreneur through the improvement of problem-solving skills. Through the results of this study, it was confirmed that entrepreneurship education is necessary to strengthen entrepreneurial intention. To enhance the effectiveness of entrepreneurship education, it was found that customer interviews and problem-solving skills are important during the process of entrepreneurship education, and these educational methods improve entrepreneurial intention of prospective entrepreneur. Conclusions The finding that entrepreneurship education positively influences entrepreneurial intention of prospective entrepreneur is significant in confirming the effectiveness and necessity of entrepreneurship education. Additionally, the study is significant in verifying and confirming the partial mediating effect of customer interviews and problem-solving skills in the relationship between entrepreneurship education and the enhancement of entrepreneurial intention. By confirming whether customer interviews and problem-solving skills mediate the effect in the process where entrepreneurship education manifests as improved entrepreneurial intention, this study contributes to elucidating in detail that the effects of entrepreneurship education can lead to entrepreneurial intention. Furthermore, the academic and practical implications are also found in identifying the role of intermediate variables such as customer interviews and problem-solving skills in the process where the effects of entrepreneurship education emerge.

Transitioning from entrepreneurial education to entrepreneurial behavior: The role of opportunity recognition, entrepreneurial social networks, and risk-taking propensity

Currently, Indonesia is still experiencing unemployment problems. One way to overcome unemployment and improve the Indonesian economy is to increase the entrepreneurial interest of the younger generation. Entrepreneurial knowledge really supports entrepreneurial values, especially for students, so it is hoped that they will foster an entrepreneurial spirit for entrepreneurship. It is hoped that student intentions and knowledge about entrepreneurship will be useful in fostering entrepreneurial activity within the student environment. Entrepreneurial intentions will make someone more active in looking for, exploiting and creating existing opportunities in order to achieve their desire to become an entrepreneur. The existence of a high desire (intention) to succeed in achieving something will form high self-efficacy in the individual. Self-efficacy can encourage a person's performance in various fields, including entrepreneurial intentions. Self-efficacy is a person's self-confidence in carrying out their duties which can encourage a person's performance. The FISIP faculty at the University of 17 August 1945 Surabaya has provided entrepreneurship education by including entrepreneurship courses in the college curriculum. The purpose of this research is to determine and analyze the influence of Self-Efficacy, Entrepreneurial Intentions, and Entrepreneurship Education, on Entrepreneurial Intentions in Social Sciences Students at the University of 17 August 1945 Surabaya. This research is quantitative research using survey methods. Data collection was carried out through observation, as well as distributing online questionnaires via Google Form to respondents, namely Business Administration students at the 17 August University of Surabaya. The results of this research show that Self-Efficacy, Entrepreneurial Intentions, and Entrepreneurship Education have a partial and simultaneous effect on Entrepreneurial Intentions.