scholarly journals Linking entrepreneurship education and training with students and graduates entrepreneurial intention

2020 ◽  
Vol 9 (7) ◽  
pp. 274-288
Author(s):  
Michael Asamani Pobbi ◽  
Eunice Antiaye
Keyword(s):  
Undergraduate Students ◽  
Entrepreneurial Intention ◽  
Entrepreneurship Training ◽  
Course Content ◽  
Entrepreneurial Characteristics ◽  
The Difference ◽  
Entrepreneurial Training ◽  
Graduate Unemployment ◽  
Context Specific ◽  
The Impact

Recognising the relevance of entrepreneurship, most African universities have made significant input into delivering Entrepreneurial Education in Higher Educational Institutions. However, the rising number of graduate unemployment raises concerns with regard to quality of educational content, and programmes. This study sought to investigate the impact of entrepreneurship course content on entrepreneurial intention and the mediation of individual entrepreneurial characteristics and also to investigate if graduates’ exposure to extra entrepreneurship training and university programme type does account for differences in individual entrepreneurial characteristics. A context-specific framework that explains entrepreneurial intention as a function of course content, programmes type, and extra entrepreneurial training is tested based on data from 400 undergraduate students and 400 graduates from eight Ghanaian universities. Evidence from the model reveals that entrepreneurial course content did impact entrepreneur Intention, however, this impact is partially mediated by the attitudes, perceived behavioural control and subjective norms of Ghanaian students and graduates. Again, while it was found that extra entrepreneurial training did account for differences in individual entrepreneurial characteristics and entrepreneurial intention of graduates, the difference due to programme type was not significant. Theoretical, policy and practical implications findings of this study are discussed.

Impact of training on entrepreneurial intention: an interactive cognitive perspective

2015 ◽  
Vol 27 (6) ◽  
pp. 593-616 ◽  
Author(s):  
Fayçal Boukamcha
Keyword(s):  
Training Program ◽  
Case Studies ◽  
Entrepreneurial Intention ◽  
Equation Modeling ◽  
Cognitive Perspective ◽  
Content Type ◽  
Success Stories ◽  
Self Employment ◽  
Entrepreneurial Training ◽  
The Impact

Purpose – This paper aims to clarify the impact of the entrepreneurial training on a Tunisian trainee’s entrepreneurial cognitions and intention. An interactive cognitive perspective was adopted to test the interaction effect between the entrepreneurial cognitions: the perceived entrepreneurial self-efficacy, the perceived entrepreneurial feasibility and entrepreneurial desirability. A research model was built showing several relationships between entrepreneurial training, cognitions and intention. Design/methodology/approach – A survey was conducted on a convenience sample of 240 participants in four business incubators. The maximum-likelihood test was used as a structural equation modeling method to test the model. Findings – The results show the importance of the entrepreneurial training in the development of entrepreneurial cognitions. Further, the findings, to some extent, validate the interaction between the entrepreneurial cognitive patterns. However, entrepreneurial intention was only predicted through the entrepreneurial desirability. Several implications are discussed at the end of this paper. Practical implications – The findings seem interesting insofar, as they show the importance of entrepreneurial trainings in the entrepreneurial intention development through the enhancement of desirability. This process can be triggered by a training program that contains case studies, success stories and conferences to make the youth enthusiastic about self-employment. Originality/value – The significant impact of the entrepreneurial training on trainees’ cognitions should encourage governments and incubators to promote entrepreneurial training programs to enhance the youths’ willingness to create their own businesses. The findings in this paper seem interesting insofar as they show the importance of entrepreneurial trainings in the entrepreneurial intention development through the enhancement of desirability. This process can be triggered by a training program that contains case studies, success stories and conferences to make the youth enthusiastic about self-employment.

Assessing the Impact of Internet Testing

2011 ◽  
pp. 177-189 ◽  
Author(s):  
Wm. Benjamin Martz Jr. ◽  
Morgan M. Shepherd
Keyword(s):  
Social Environment ◽  
Test Performance ◽  
Testing Procedure ◽  
The Other ◽  
Future Research ◽  
Course Content ◽  
The Social ◽  
The Difference ◽  
Time Of Year ◽  
The Impact

This chapter provides the results of a comparison between two sections of a graduate programming class, where one was an on-campus class and the other, a distance class. The course content, instructor, syllabus, lecture materials, notes, assessments and semester (time of year) were the same. Both groups were surveyed to test their satisfaction with the testing procedure and with their perception of certain aspects of the social environment. The results showed differences in perceived test performance. Two conjectures about possible causes underlying the difference and suggestions for possible future research end the discussion.

scholarly journals Impact of creativity on student entrepreneurial intention

2021 ◽  
Vol 9 (3) ◽  
pp. 646-663
Author(s):  
Thuy Thu Nguyen ◽  
Hoa Thi Thanh Phan ◽  
Van Thanh Pham
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Quantitative Research ◽  
Behavioral Control ◽  
Entrepreneurial Intention ◽  
Subjective Norms ◽  
Equation Modeling ◽  
Indirect Impact ◽  
The Impact ◽  
Innovation And Entrepreneurship

Objective of the study: This empirical research tests the direct and indirect impact of creativity on entrepreneurial intention, by applying the theory of planned behavior (TPB) as the underpinning framework.Methodology/approach: Quantitative research was conducted through a survey of 703 undergraduate students in Vietnam. Structural equation modeling with Amos version 23 was used to test the theoretical model.Originality/Relevance: Creativity is assumed to be a common characteristic of entrepreneurs and a prerequisite for innovation and entrepreneurship, but the findings on the influence of creativity on entrepreneurship intention are inconsistent in literature. This research uses a mediator effect to explain this inconsistency and focuses on the direct and indirect impact of creativity on entrepreneurship intention in an Asian emerging country.Main results: Analytical results show that creativity has no significant direct effect on entrepreneurial intention. Rather, it has an indirect effect on entrepreneurial intention through three determinants (attitude, subjective norms, and behavioral control).Theoretical/methodological contributions: The study provides empirical evidence to confirm the importance of attitude, subjective norms, and behavioral control, which together fully mediate the impact of creativity on entrepreneurial intention.Social/management contributions: These results have several implications for promoting entrepreneurship in university students.

scholarly journals Students as partners in collaborative course design and educational research

2020 ◽  
Vol 4 (2) ◽  
pp. 61-80
Author(s):  
Cortney Hanna-Benson ◽  
Shayla Kroeze ◽  
Radhika Gandhi ◽  
Tom Haffie ◽  
Lindi M. Wahl
Keyword(s):  
Undergraduate Students ◽  
Personal Growth ◽  
Course Design ◽  
Academic Staff ◽  
Faculty Members ◽  
Personal Agency ◽  
Course Content ◽  
Research Questions ◽  
Personal Reflections ◽  
The Impact

The impact of collaborative course design is explored in this qualitative, longitudinal study of an upper-year course in which 30-40 undergraduate students co-designed the course syllabus, including both course content and assessments. In addition, the research questions and methods were co-designed by a research team involving six undergraduate student partners, an educational developer, and two faculty members. Student written work and focus-group transcripts were coded and analyzed using longitudinal interpretive phenomenological analysis. The two major themes emerging from this analysis were (a) growth (i.e., the development of academic skills, reflective practice, and personal growth that extended beyond the course), and (b) awareness (of students as a community of learners, of instructors as partners in learning, and of personal agency in learning). Personal reflections on the impact of this partnership revealed broad benefits to both students and academic staff.

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.

Entrepreneurship education and undergraduate students' self-employment intentions: do paid employment intentions matter?

2020 ◽  
Vol 62 (7/8) ◽  
pp. 741-757
Author(s):  
Innocent Otache ◽  
Dorcas Omanyo Oluwade ◽  
Ele-Ojo Jeremiah Idoko
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Career Guidance ◽  
Entrepreneurship Education ◽  
Content Type ◽  
Self Employment ◽  
Paid Employment ◽  
Graduate Unemployment ◽  
The Impact ◽  
The Relationship

PurposeUndergraduate students have two opposing employment intentions, viz. self-employment intentions and paid-employment intentions (SEIs and PEIs). While a plethora of studies have explored the links between entrepreneurship education (EE) and SEIs, it has been noted that previous studies have ignored the effects of PEIs on the relationship between EE and SEIs. The purpose of this study, therefore, is to empirically explore the effects of PEIs on the relationship between EE and SEIs.Design/methodology/approachThis study adopted a descriptive research design and a self-reported questionnaire was administered to collect data from a randomly selected sample of 95 accounting students from two polytechnics in Nigeria. To test the hypotheses formulated, partial least squares structural equation modelling (PLS-SEM) was performed using SmartPLS.FindingsThe results of Model 1 showed that EE had a significantly positive link with SEIs. On the other hand, the analysis of Model 2 revealed an inverse relationship between PEIs and SEIs. Furthermore, it was observed that the impact of EE on SEIs did not only reduce significantly when PEIs was added to Model 1 but also the relationship between EE and SEIs that was erstwhile statistically significant became nonsignificant.Practical implicationsThe findings have implications for EE curriculum developers, governments and career guidance counsellors.Originality/valueTo the best of the authors' knowledge, this study is the first to provide empirical evidence of the effects of PEIs on the relationship between EE and SEIs. The findings provide important insights into the fundamental issue, which underlies the problem of graduate unemployment.

scholarly journals Delving into the Cognizance of Information and Communication Technology (ICT) among Undergraduate Students

2019 ◽  
Vol 8 (11) ◽  
pp. 1026-1031
Keyword(s):  
Information And Communication Technology ◽  
Undergraduate Students ◽  
Communication Technology ◽  
Daily Lives ◽  
Current State ◽  
Information And Communication ◽  
The Difference ◽  
Gender Factor ◽  
Learning Institutions ◽  
The Impact

We cannot deny the significant influence of Information and Communication Technology (ICT) in one’s lives. The impact is highly acknowledged, and the education field is at no exception. The advancement of ICT has indirectly affected students and their learning process. However, there lies a question as to how much undergraduate students utilise ICT in their daily lives. Are they prone to using it for recreational as compared to the educational purpose? Thus, this study aims to fathom undergraduate students’ perspectives in regard to their ICT usage, perceived ICT competencies, perceptions of ICT, and attitudes towards ICT. In addition, the difference based on gender factor was also investigated besides the correlation between the variables. This quantitative study employed a questionnaire as the research instrument and open-ended questions to unearth the respondents’ views concerning the issue. 283 undergraduate students were involved in this study. The findings showed mixed results pertaining to the elements investigated. In detail, the respondents asserted that ICT is synonymous with their undergraduate lives as it equips them with the necessary skills for their prospective careers. However, few elements need to be rectified and solidified to meet the expectation of ICT. This is crucial as it may inform the higher authority the current state of ICT cognizance and usage among the higher learning institutions students

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