Does entrepreneurship education influence entrepreneurial intention among students in HEI’s?

2020 ◽  
Vol 13 (1) ◽  
pp. 55-72
Author(s):  
Zahoor Ahmad Paray ◽  
Sumit Kumar
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Start Up ◽  
New Business ◽  
The Impact

Purpose Considering entrepreneurship education (EE) theory as a base, this paper aims to examine the impact of EE upon building entrepreneurial intentions. In addition, it investigates the impact of student’s age, gender and degree or course background in developing students entrepreneurial intentions. Design/methodology/approach A sample of 309 student respondents from higher education institution (HEI’s) was used to understand the relationship and its impact over intention building. Regression and ANOVA technique was used to understand the cause and effect as well as mean differences between the construct. Findings The results signify a positive impact of EE for stimulating the start-up intention in these interdisciplinary students of HEIs. These results resemble the existing studies in this endeavour. Findings also verify that individual intention to start a new business in terms of the theory of planned behaviour (attitude, perceived behavioural control and social norms), student background (gender and degree specialization) are positively related to individual intention to start a new business. Research limitations/implications The results confirm previous studies in this field and highlight the need for EE in HEI. The paper highlights the vitality for EE for India’s start-up growth. Originality/value This study adds to the paucity of research on EE and its impact on entrepreneurial intentions in higher education institutions in India.

Student entrepreneurship ecosystems at Australian higher education institutions

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alex Maritz ◽  
Quan Nguyen ◽  
Sergey Ivanov
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
University Student ◽  
Content Type ◽  
Student Entrepreneurship ◽  
Start Up ◽  
Entrepreneurship Ecosystems ◽  
Start Ups ◽  
The Impact

PurposeDespite the significance, university student start-ups and student entrepreneurship ecosystems (SEEs) have been subject to little research. This study aims to apply a qualitative emergent enquiry approach to explore best practice SEEs in Australia, complimented by narratives from leading scholars in higher education institutions with the aim of delineating the integrative components of SEEs.Design/methodology/approachAdopting the entrepreneurial ecosystem framework and aligned to the social cognitive theory, this paper explores the components and dynamics of SEEs, contributing to an understanding of how such components can better support the growth, sustainability and success of student start-ups. The authors extend entrepreneurship research on social construction using narrative research.FindingsThe findings provide guidelines for researchers, entrepreneurship scholars and educators, entrepreneurship students, policymakers and practitioners to enhance the impact and success of university student start-ups by adopting a student ecosystem approach.Research limitations/implicationsThe narratives represent a limited number of universities with an opportunity for further research to empirically measure the impact and outcomes of SEEs. The research is exploratory, inherently conceptual and emergent, providing an opportunity for validation of narrative frameworks in future studies.Practical implicationsThe findings may assist university managers to be more aware of their own subconscious preferences to student entrepreneurship and start-up initiatives, which may be useful in refining their impact and offerings regarding a quest toward the entrepreneurial university.Social implicationsFrom social perspectives, the alignment of the components of SEE has the ability to enhance and shift the entrepreneurial mindset of entrepreneurship students, notwithstanding enhancement of intentionality and self-efficacy.Originality/valueThis is the first study of SEEs in Australia, highlighting the importance of the integration of entrepreneurship education programs, entrepreneurship education ecosystems, the entrepreneurial university and specific start-up initiatives such as university accelerators. Furthermore, students may enhance their entrepreneurial mindset by actively engaging in such ecosystems.

Entrepreneurial intention in the time of crisis: a field study

2016 ◽  
Vol 22 (6) ◽  
pp. 835-859 ◽  
Author(s):  
Alessandro Arrighetti ◽  
Luca Caricati ◽  
Fabio Landini ◽  
Nadia Monacelli
Keyword(s):  
University Students ◽  
Economic Recession ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Cross Sectional ◽  
Content Type ◽  
Entrepreneurial Intent ◽  
New Business ◽  
Severe Recession ◽  
The Impact

Purpose The purpose of this paper is to investigate the impact of a prolonged economic recession on the entrepreneurial intentions of young people (university students) distinguishing between propensity to start a new business (i.e. degree of interest in entrepreneurship) and perceived likelihood of becoming an entrepreneur (i.e. probability to start a business in the future). Furthermore this study verifies if the recession strengthens the orientation to exploit new market opportunities, or simply supports self-employment objectives. Design/methodology/approach Entrepreneurial intention was measured in terms of propensity to start a new business and perceived likelihood of becoming an entrepreneur. Psychosocial and economic variables were measured as well. Information was gathered through questionnaires distributed in both electronic and paper-and-pencil form to a sample of 3,684 Italian University students enrolled in 12 different faculties. Findings First, this study found that while the perception of the economic crisis as an obstacle to new business creation does not impact on the propensity toward entrepreneurship, it has a negative and highly significant impact on the likelihood to start a business. Second, when a distinction is made between opportunity- and necessity-based types, results show that while for the latter the crisis impacts only on the perceived likelihood to become an entrepreneur, for the former it affects both dimensions of entrepreneurship, i.e., both propensity and perceived likelihood. Moreover, neither family support nor economic institutions are perceived as relevant in sustaining entrepreneurial intentions. On the contrary, the university is considered as a key support entity. Research limitations/implications Reliance on cross-sectional questionnaires instead of an experimental design imposes caution about the causal relationships between predictors and entrepreneurial intent. Originality/value The present paper is one of the few studies concerning the influence of rapid worsening of external economic context (severe recession) on the entrepreneurial intent.

scholarly journals Gender, risk-taking and entrepreneurial intentions: assessing the impact of higher education longitudinally

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Eda Gurel ◽  
Melih Madanoglu ◽  
Levent Altinay
Keyword(s):  
Higher Education ◽  
Risk Taking ◽  
Well Being ◽  
Entrepreneurial Intention ◽  
Low Risk ◽  
Entrepreneurial Intentions ◽  
First Year ◽  
Content Type ◽  
Impact Of Higher Education ◽  
The Impact

PurposeThis longitudinal study assesses whether higher education has the same impact on the entrepreneurial intentions of women and men with regard to their propensity to risk-taking in particular.Design/methodology/approachA self-administrated survey instrument was used to collect data from students studying business and engineering at five selected universities in Turkey. The survey was carried out in two intervals: first year and fourth year of studies. A total of 215 student participated in both waves.FindingsThe findings indicate that the impact of education is stronger for women than for men as the relationship between gender and entrepreneurial intention is moderated by education and risk-taking propensity in that the entrepreneurial intention of women with high or low risk-taking propensity increases when they acquire higher education. In particular, the boost is more noticeable for women with low risk-taking propensity. On the contrary, the effect of education is negative for men with both high risk-taking propensity and low risk-taking propensity.Practical implicationsThis study has identified that the impact of education is different for women and men. Based on these findings, Turkey could offer gender-specific entrepreneurship education in higher education for individuals who could then exploit their entrepreneurial capacity and thus contribute to the social and economic well-being of the country.Originality/valueThis paper makes two distinct contributions. First, this is one of the few longitudinal studies in the literature which demonstrates the differences between females and males in terms of their entrepreneurial intention and shows how risk-taking and education influence entrepreneurial intention. Second, it offers new insights into entrepreneurship research from a developing-country but emerging-economy context.

Teaching Pedagogies of Entrepreneurship Education and Entrepreneurial Intention of Students of Higher Education in Nigeria: An Evaluation

2019 ◽  
Vol 5 (02) ◽  
Author(s):  
Ranjana Gujrati ◽  
Lawan A. Lawan
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
North West ◽  
North East ◽  
The Impact ◽  
Teaching Pedagogies

Entrepreneurship education was introduced in Nigerian higher education institutions as a compulsory course for students regardless of area of specialization in 2006/2007 academic session. This paper investigates the impact of selected teaching pedagogies (Normal lecture, Case study, Meeting entrepreneurs, Expert lecture, Incubation facility, Business plan development, Industry tour, Group discussion, Entrepreneurial stories, and Live project) used in delivering these courses on student’s entrepreneurial intention. Data were collected during scheduled lecture period with the aid of questionnaire on 405 students of universities, colleges of education and polytechnics in the three regions of Northern Nigeria (The North-East, North-Central, and North-West). Proportionate stratified random sampling technique was applied to select the participants. Descriptive along with inferential statistics were used for the analysis. Ordinal logistic regression was used to estimate the impact of each of these courses on students’ entrepreneurial intention. Findings indicate that four out of the ten teaching pedagogies namely; Normal lecture, Case study, Expert lecture, and Incubation facility lead a positive and significant impact on students’ entrepreneurial intentions. Therefore, higher education institutions in Nigeria need to set specific entrepreneurship education goals and come up with an effective blend of both conventional and innovative teaching pedagogies, through which students’ mental and practical capabilities can be improved towards successful entrepreneurship. The study also recommends that the teaching pedagogies applied in entrepreneurship education area must be in alignment with the career interests of the students and with the objectives for which the course is offered.

scholarly journals The development of entrepreneurial potential among higher education students

2015 ◽  
Vol 22 (3) ◽  
pp. 563-589 ◽  
Author(s):  
Elina Varamäki ◽  
Sanna Joensuu ◽  
Erno Tornikoski ◽  
Anmari Viljamaa
Keyword(s):  
Gender Differences ◽  
Young People ◽  
Positive Impact ◽  
Behavioral Control ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Perceived Behavioral Control ◽  
Content Type ◽  
Individual Level ◽  
The Impact

Purpose – The purpose of this paper is to increase the understanding of how entrepreneurial potential is developed among young people. Changes in individuals’ entrepreneurial intentions and the antecedents of intentions are investigated, as well as the impact of entrepreneurship education on the changes. Design/methodology/approach – Ajzen’s Theory of Planned Behavior (TPB) is applied. Longitudinal data from 197 HE students, in their first and third year of studies, is examined using path analysis. Findings – Overall the entrepreneurial intentions of HE students decreased over time. Intentions decreased particularly for those with high initial level of intentions, whereas the group with increasing intentions rose from low to neutral level of intentions. Changes in attitudes and perceived behavioral control have a significant positive impact. Versatile entrepreneurship courses have direct effect on changes in attitudes. Changes in attitudes have a dual role, as they influence change in both intentions and perceived behavioral control. The developed model explains 19 percent of the variance among women and 28 percent among men, suggesting gender differences in development of intentions. Research limitations/implications – Only one way of developing entrepreneurial potential in young people (i.e. education) is covered. The empirical sample is limited to one university. Practical implications – The results suggest versatile methods of entrepreneurship education are more effective in developing intentions than perhaps purely active modes. Gender differences should be considered when designing interventions to foster entrepreneurial potential. Originality/value – The research confirms with longitudinal individual-level data the applicability of TPB on entrepreneurial intentions and demonstrates the mediated impact of versatile entrepreneurship courses on changes in intentions.

scholarly journals Entrepreneurship education as an arena for career reflection: the shift of students' career preferences after a business planning course

2020 ◽  
Vol 62 (7/8) ◽  
pp. 877-896
Author(s):  
Kjersti Kjos Longva ◽  
Øivind Strand ◽  
Mark Pasquine
Keyword(s):  
Conjoint Analysis ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Small Sample ◽  
Entrepreneurial Intentions ◽  
Business Planning ◽  
Content Type ◽  
The Impact ◽  
Career Preferences

PurposeThe purpose of this paper is to examine the impact of entrepreneurship education (EE) in the form of a business planning course on students' career intentions and preferences. While there is extensive research in which traditional survey scales have been applied to study students' entrepreneurial intentions, this study takes a novel approach by extending the construct of entrepreneurial intention to include preferences for intrapreneurship and team entrepreneurship. Furthermore, the use of conjoint analysis captures students' unconscious decision-making processes when presented with different career opportunity scenarios, thereby overcoming many of the limitations of self-reported survey measures.Design/methodology/approachThe study uses a quasi-experimental design with a novel application of conjoint analysis in EE research. A two-part survey combining a traditional questionnaire with conjoint analysis was distributed to students enrolled in a business planning course at two campuses of a Norwegian university, resulting in 99 matched pre- and post-test responses.FindingsTwo main findings arise from the study. First, there is a significant decrease in entrepreneurial intention among students in the EE course. Second, the conjoint analysis contributes to a better understanding of this decrease by illustrating how students shift their career preferences from entrepreneurship to employment during the EE course. This suggests that EE provides a space for students' career reflections where they can explore, commit to and reconsider entrepreneurship as a career.Research limitations/implicationsA limitation of the study is that it focuses on a small sample of undergraduate students from two campus locations in Norway. Thus, further investigation is still necessary to establish whether the findings are valid in other contexts. The research has implications for higher educational institutions, policymakers and researchers in the field of EE.Practical implicationsThe study contributes with a novel perspective on EE as a trigger for career reflection, a perspective that is important for educators teaching EE courses, as well as for higher education institutions who decide to implement EE in study programmes.Originality/valueBy focusing on the development of students' career preferences through conjoint analysis, the study expands knowledge on the impact of EE on students' careers, while also accentuating the value of the application of conjoint analysis in research on EE.

scholarly journals Entrepreneurship Education and Its Effect on Entrepreneurial Intentions of Omani Undergraduate Students

2021 ◽  
Vol 124 ◽  
pp. 05005
Author(s):  
Fatima Al Ghafri ◽  
Mustafa Malik
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Entrepreneurial Intention ◽  
Policy Implications ◽  
Entrepreneurial Intentions ◽  
Full Cohort ◽  
National Initiative ◽  
The University

Entrepreneurial capacity building is one of the important strategies to boost economic growth in general and solve unemployment problems in particular. Governments across the world have taken wider initiatives to encourage entrepreneurship among younger generations. Oman has never been an exception to this phenomenon. It has introduced several initiative and programs to promote entrepreneurship in the Country. One of the important initiatives to promote entrepreneurship came in the year 2015 when the Oman Ministry of Higher Education made it mandatory for all the higher education institution (HEIs) in the Country to introduce a course on Entrepreneurship across all their academic programs. Since the academic year 2015-2016, all the HEIs in the country have been training all their students in entrepreneurship as a national requirement. In this background, the purpose of this paper is to report the effects of entrepreneurship education, which is a national initiative, on the students’ entrepreneurial intention at the Country’s second biggest university, the University of Nizwa. One full cohort of students (N=349) who registered for the University required Entrepreneurship course (MNGT100) at the University of Nizwa, for Fall 2019-2020 Semester was surveyed. The findings show that the entrepreneurial education can positively influence the entrepreneurial intentions of the students. The findings have academic as well as policy implications as strengthening and enhancing entrepreneurship education will further enhance the students’ entrepreneurial intentions.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

scholarly journals Analisis Relevansi Pendidikan Kewirausahaan dan Lingkungan Kampus Terhadap Minat Berwirausaha Mahasiswa Perguruan Tinggi di Jawa Barat, Indonesia

2019 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Anggaraeni Permatasari ◽  
Rendika Nugraha ◽  
Ihsan Hadiansah
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Ecosystem Model ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Activity ◽  
Business Simulation ◽  
Higher Education Institution ◽  
West Java

Entrepreneurship ecosystem development is new concept to support entrepreneurship education in higher education institution. The objective of this research is to analyze the relevance between entrepreneurship education and university environment to encoura ge student entrepreneurial intention in higher education institution. Higher education institution is university or higher institution in West Java, Indonesia, that have business faculty or entrepreneurship subject in their study of program, also supportin g by conducive environment that liven up entrepreneurial activity. The population of the research are students in University/Institution in surrounding West Java Area that already learned entrepreneurship subject and operated business simulation in real wo rld. Quantitative method by survey is used for this research. Data collection is using questionnaire with likert scale 1 - 7. Structural Equation Modelling (SEM) is use to analyze data to justify the significancy of the model. The novelty of this research is to see the relationship between entrepreneurial education and campus environment toward student entrepreneurial motivation and intention as one holistic system that influence each other. Also, the results of this research can be used to development repreneurial higher education institution ecosystem model in Indonesia

scholarly journals Entrepreneurship Education in Nigeria Tertiary Institutions and its Impact on Students’ Entrepreneurial Career Intentions. A Study of Students at Federal Polytechnic Ekowe

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Kurotimi Maurice Fems
Keyword(s):  
Phenomenological Study ◽  
Positive Impact ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Positive Influence ◽  
Policy Makers ◽  
Tertiary Institutions ◽  
Career Intention ◽  
Laboratory Technology ◽  
The Impact

 Purpose: Entrepreneurship education as an influencer of graduate entrepreneurial intention is gaining massive attention amongst practitioners, policy makers and academics across the globe. The proliferation of entrepreneurship courses in universities around the world is evident of this wide acceptance of entrepreneurship education as a strategy for graduate entrepreneurship. The purpose of this research paper is to ascertain the impact entrepreneurship education has on students’ entrepreneurial career intentions.Methodology: The article includes a review of literature in entrepreneurship education and entrepreneurial intention to gain background knowledge. This research is a qualitative, interpretive phenomenological study and relies on narrative as a means of knowing, and as a form of communication. The scope of the study is year one students at the Federal Polytechnic of Oil & Gas Ekowe in the departments of Computer Science, Science Laboratory Technology and Statistics. The questionnaire was designed in a semi-structured way and distributed to students to return after 7 days to allow for proper articulation of narratives.Findings: A total of 42 students participated in the interview and 42 returned. 28.57% representing 12 students showed intention to start a business, 40.48% (17 students) desire to get a job after graduation while 13 students (30.95%) are unsure what they want to do after graduation. The results indicate that entrepreneurship education has a positive impact on students’ entrepreneurial career intention but other than EE, it was also revealed from participants’ narratives that age, prior experience and parents’ status have positive influence on graduate entrepreneurial decisions.Implication of Findings: Findings will aid curriculum designers and educational policy makers to scrutinize and re-examine EE programmes and how they are taught to enhance practice.Originality: Narratives and storytelling methods are not the common methods adopted in entrepreneurship education and entrepreneurial intention research. More research should be carried out using this method to validate results from this approach.

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