The Role of Perceived University Support in the Formation of Students' Entrepreneurial Intention

Endogenesis and Externalization: Configurational Influence of Learning Engagement Among Chinese University Students Majoring in Tourism

Learning engagement among university students is a critical predictor of academic success. This study, drawing on responses from 333 questionnaires completed by Chinese tourism students, employs the fsQCA method to construct a configurational impact model of learning engagement, exploring the paths and mechanisms of its influence. The study finds that learning engagement among tourism students is shaped by the combined influence of internal and external factors, with internal factors-such as professional cognition, professional evaluations, professional emotions, and academic self-efficacy-playing a foundational and central role. External factors, such as the university environment, provide additional influence, though their impact varies depending on the type of learning engagement. A high level of learning engagement is associated with two distinct configurational paths, identified as the endogenous model and the endogenous-exogenous promotion model. Having positive professional evaluations and a strong professional identity is found to have a significant positive impact on students' academic engagement. Conversely, a low level of learning engagement follows three distinct configurational paths, collectively termed the endogenous suppression model, in which a lack of professional emotions and low academic self-efficacy are key inhibitors of academic engagement. Theoretical and practical implications based on the research findings are also discussed.

The effects of entrepreneurial narrative on entrepreneurial intention: An affective events perspective

Entrepreneurial narrative has been used in the entrepreneurship education process to develop students' entrepreneurial intention. However, previous research has less knowledge about the mechanisms between entrepreneurial narrative and entrepreneurial intention from an affective events perspective. We explore the effect of entrepreneurial narrative on entrepreneurial intention based on the theory of affective events theory. The sample of this study comprised 348 individuals who participated in entrepreneurship education in China. The results suggest that entrepreneurial narrative have a significant positive impact on college students' entrepreneurial intention. Additionally, the relationship between entrepreneurial narrative and entrepreneurial intention is mediated by entrepreneurial passion, and entrepreneurial support positively moderates the relationship between entrepreneurial passion and entrepreneurial intention.

The effect mechanism of perceived entrepreneurial environment on Chinese college students' entrepreneurial intention: chain mediation model test

Introduction

This study aimed to explore the effect of perceived entrepreneurial environment among Chinese college students' entrepreneurial intention and its underlying mechanism.

Methods

Based on a survey of 445 college students from 5 universities with the perceived entrepreneurial environment assessment scale, the achievement motivation scale, the entrepreneurial self-efficacy scale, and the entrepreneurial intention questionnaire.

Results

There were significant correlations among perceived entrepreneurial environment, achievement motivation, entrepreneurial self-efficacy, and entrepreneurial intention, and perceived entrepreneurial environment could significantly positively predict entrepreneurial intention. Achievement motivation and entrepreneurial self-efficacy played significant mediating roles between the perceived entrepreneurial environment and entrepreneurial intention. There were three paths that perceived entrepreneurial environment to influence entrepreneurial intention: One was the mediating role of achievement motivation; The second was the mediating role of entrepreneurial self-efficacy; The third was the chain-mediated role of both achievement motivation and entrepreneurial self-efficacy.

Discussion

The internal mechanism of the relationship between perceived entrepreneurial environment and entrepreneurial intention enriches the research results of entrepreneurial psychology among college students and provides a theoretical basis for training and guiding the entrepreneurship of college students.

How entrepreneurship education affects college students' entrepreneurial intention: Samples from China

Colleges and universities play a pivotal role in nurturing students' entrepreneurial aspirations, as evidenced by a significant increase in entrepreneurial education. Improving its quality and igniting students' motivation are crucial. This study, grounded in established theoretical frameworks, introduces variables such as entrepreneurial intention, attitude, and self-efficacy, forming a moderated mediation model. An analysis of 347 questionnaires using Mplus 8.0 reveals the following insights: (1) Collegiate-level entrepreneurship education is positively correlated with students' entrepreneurial intentions; (2) Entrepreneurial attitude and self-efficacy mediate the relationship between entrepreneurship education and students' entrepreneurial intentions; (3) Entrepreneurial social support moderates the link between entrepreneurship education and students' entrepreneurial intentions. These findings contribute to the body of knowledge in entrepreneurship education and provide valuable guidance for enhancing its effectiveness and fostering students' entrepreneurial aspirations.

Investigating Structural Relationships between Professional Identity, Learning Engagement, Academic Self-Efficacy, and University Support: Evidence from Tourism Students in China

In order to foster students' development and enhance the training quality within tourism programs at universities, this study aims to investigate the relationships among tourism students' professional identity, academic self-efficacy, learning engagement, and university support. Professional identity refers to learners' recognition and understanding of their study programs and is viewed as a dynamic, progressive process consisting of professional cognition, professional emotion, and professional appraisal. Data were collected from 333 tourism students studying at Chinese universities. They were analyzed through SPSS and SmartPLS. The results revealed that there is no significant correlation between students' professional cognition and learning engagement. However, students' professional emotions and professional appraisals positively influence learning engagement. Moreover, all three dimensions of professional identity exhibit positive effects on students' academic self-efficacy. Additionally, students' academic self-efficacy demonstrates a positive impact on learning engagement, and university support is associated with increased learning engagement and academic self-efficacy. This study contributes to a comprehensive understanding of the learning experience of tourism students and aims to facilitate the advancement of tourism education through cultivating students' professional identity towards tourism and developing students' career commitment in the tourism industry. Theoretical and practical implications are discussed.

Does entrepreneurship education in China develop entrepreneurial intention? the role of self-efficacy and experience

Entrepreneurship education has attracted much attention in recent years. However, the relationship between entrepreneurship education and entrepreneurial intention has not achieved an agreement yet. To reconcile these conflicting conclusions, we explore the effect of entrepreneurship education on entrepreneurial intention from the content of the entrepreneurship education programs and different types of individuals who have participated in the program. Leveraging the self-efficacy theory and event system theory, we examine the mediation of entrepreneurial self-efficacy from five dimensions and the moderation of entrepreneurial experience. The sample of this study comprised 243 individuals who participated in entrepreneurship education in China (female = 40.3%, The majority of responders with an age range from 21 to 30 years). The results reveal that entrepreneurship education has a significantly positive influence on entrepreneurial intention (β = 0.331, p < 0.001). Entrepreneurial self-efficacies in searching (β = 0.382, p<0.001), planning (β = 0.249, p<0.001), and marshaling (β = 0.134, p<0.05) play mediating roles in the relationship between entrepreneurship education and entrepreneurial intention. We also find that entrepreneurial experience negatively moderates the relationship between entrepreneurship education and entrepreneurial intention (β = -0.212, p<0.05). The results have implications for entrepreneurship education scholars and policymakers in China.

Perceived university support and environment as a factor of entrepreneurial intention: Evidence from Western Transdanubia Region

The exploration of entrepreneurship has become a priority for scientific research in recent years. Understanding this phenomenon is particularly important for the transformation of entrepreneurship into action, which is a key factor in early-stage entrepreneurial activity. This gains particular relevance in the university environment, where, in addition to the conventional teaching and research functions, the entrepreneurial university operation based on open innovation, as well as the enhancement of entrepreneurial attitudes of researchers and students, are receiving increased attention. This study is based on a survey conducted among students attending a Hungarian university of applied science in Western Transdanubia Region who have demonstrated their existing entrepreneurial commitment by joining a national startup training and incubation programme. The main research question of the study is to what extent student entrepreneurship intention is influenced by the environment of the entrepreneurial university ecosystem and the support services available at the university. A further question is whether these factors are able to mitigate the negative effects of internal cognitive and external barriers by enhancing entrepreneurial attitudes and perceived behavioural control. The relatively large number of students involved in the programme allows the data to be analysed using SEM modelling. The results indicate a strong covariance between the perceived university support and environment among students. Another observation is the distinct effect of these institutional factors on perceived behavioural control of students.

Student adjustment during Covid-19 pandemic: Exploring the moderating role of university support

The study investigates the moderating effect of university support on the association between fear of Cov19 and student adjustment including (a) academic; (b) psychological; and (c) social adjustment. A total of 592 students took part in the research by completing self-reported questionnaire. The respondents were chosen using a multi-stage sampling technique. The data was processed and analyzed using IBM SPSS version 24 and SEM-PLS, respectively. Results reveal fear of Cov19 negatively predict student's academic, psychological, and social adjustment. University support positively predicts student's academic, psychological, and social adjustment and further mitigate the impact of fear of Cov19 on students' academic, psychological, and social adjustment. This is the first study to examine university support as a moderator between fear of Cov19 and three dimensions of students' adjustment.

The influence mechanism of the relationship between entrepreneurial learning and entrepreneurial intention

Based on relevant literature, this study adopted entrepreneurial learning theory to construct a relationship model between entrepreneurial learning and entrepreneurial intention. In this framework, entrepreneurial learning was divided into three dimensions: entrepreneurial education learning, experiential learning, and social network learning. A questionnaire survey was conducted among 1,399 undergraduate students in Zhejiang Province to investigate how entrepreneurial learning influenced entrepreneurial intention, while considering the mediating effect of entrepreneurial self-efficacy. This empirical research found that: (1) experiential learning and social network learning had significant positive impacts on entrepreneurial intention, but there was no significant relationship between entrepreneurial education learning and entrepreneurial intention; (2) entrepreneurship education learning and social network learning had significant positive relationships with entrepreneurial self-efficacy, but experiential learning had a significant negative relationship with entrepreneurial self-efficacy; and (3) entrepreneurial self-efficacy partially mediated the relationship between experiential learning, social network learning, and entrepreneurial intention, and fully mediated the relationship between entrepreneurial education learning and entrepreneurial intention. These findings suggest that colleges and universities in China could broaden entrepreneurial learning and strengthen social network learning.

Entrepreneurial Education at Universities: A Bibliometric Analysis

This study aims to identify the primary topics and present dynamics in the field of entrepreneurship education at universities and to make recommendations for future research directions. We conduct a bibliometric analysis on a selection of 447 studies from the Web of Science database to determine the extent of research on entrepreneurship education at universities between 2004 and 2022. In this study, researchers identify the most influential articles and writers based on their citations, publications, and geographical location. Additionally, they assess existing themes, identify bottlenecks to growth in the literature, and recommend future study options. While research on entrepreneurship education at universities happens globally, there is a dearth of collaboration across national borders, particularly between writers from developed and developing countries. Most of the research on entrepreneurship education at universities focuses on a quantitative approach in the analysis of entrepreneurship. Lastly, we conclude by proposing possible avenues for future research.

Entrepreneurship education and entrepreneurial intention of Chinese college students: Evidence from a moderated multi-mediation model

Entrepreneurship plays an active role in promoting economic and population integration and social mobility. To further promote economic and social development, the Chinese government and universities have launched entrepreneurship education courses and encouraged college students to participate in entrepreneurship competitions to enhance their entrepreneurial knowledge, entrepreneurial ability and entrepreneurial intention. However, the entrepreneurial intention of Chinese college students is still not high. Therefore, a question arises: How should entrepreneurial education be carried out? Can entrepreneurial competitions and entrepreneurial self-efficacy be an effective medium in augmenting entrepreneurial education on entrepreneurial intention? Is family income an effective moderator affecting college students’ entrepreneurial intention? To answer these questions, this study used quantitative methods to collect 351 sample data points, and a theoretical model was constructed to explain the mechanism forming entrepreneurial education and entrepreneurial intention. The results show that entrepreneurial self-efficacy plays a partial mediating role between entrepreneurial education and entrepreneurial intention, entrepreneurial competition and entrepreneurial self-efficacy play a chain mediating role and family income positively moderates the relationship between entrepreneurial education and entrepreneurial intention. The contribution of this study is to reveal the black box of the formation mechanism in college students’ entrepreneurial intentions, affirms the role of the Chinese government in promoting entrepreneurial competitions and provides empirical evidence for the effective development of entrepreneurial practise activities, as well as theoretical references for entrepreneurial policy makers.

What are the key drivers to promote entrepreneurial intention of vocational college students? An empirical study based on structural equation modeling

In order to alleviate the increasing employment pressure of vocational college students, the current study is an attempt to explore the factors of entrepreneurial intention affecting vocational college students. The study investigates whether entrepreneurial self-efficacy and attitude mediate this relationship between creativity and entrepreneurial intentions using the theory of planned behavior (TPB). In particular, this research also examines whether risk propensity moderates the relationship. An empirical survey is conducted and a total of 500 valid questionnaires are collected through online platforms. The data is analyzed by employing Partial Least Squares Structural Equation Modeling and SPSS20.0. The results indicate that self-efficacy is the strongest antecedent of entrepreneurial intention. Social support is found to directly influence entrepreneurial intention significantly, while the direct effect of creativity on intention is very marginal. Moreover, the results of the mediation analysis show that the relationship between creativity and entrepreneurial intention is fully mediated by self-efficacy and attitude, while the effect of social support on entrepreneurial intention is partially mediated. Specifically, the moderation effect of risk propensity on the relationship between creativity and entrepreneurial intention is acknowledged. Concrete suggestions are proposed for vocational colleges and governments to promote students’ entrepreneurial intentions. Finally, implications for the findings are provided.

The impact of entrepreneurial activities and college students' entrepreneurial abilities in higher education-A meta-analytic path

The purpose of this study is to quantitatively analyze 34 independent papers collated from both domestic and international literature on the correlation between university entrepreneurial activities and college students' entrepreneurial abilities by means of meta-regression analysis and to examine in detail the significant factors affecting the entrepreneurial competencies of university students. The study revealed a significant positive relationship between entrepreneurial activities in universities and university students' entrepreneurial ability, and further explored the extent to which each of the three types of entrepreneurial activities had an impact on college students' entrepreneurial abilities. Then, the effects of different moderating variables on the relationship are further analyzed. The results show that the type of university, economic development, gender ratio, age structure, and time to publication all significantly moderate the degree of correlation between university entrepreneurial activities and college students' entrepreneurial abilities.

Building Students’ Entrepreneurial Competencies in Chinese Universities: Diverse Learning Environment, Knowledge Transfer, and Entrepreneurship Education

Entrepreneurship education is a critical issue for higher education (HE) students, and thus has been on the agenda of national sustainable development in China. However, few studies have approached the enhancement of HE students’ entrepreneurial competencies in relation to the perspective of their learning environment. This study developed and employed the Theoretical Model of Entrepreneurial Competencies to examine the path of improving HE students’ entrepreneurial competencies. The results reveal that a diverse learning environment is an important external factor in developing HE students’ entrepreneurial competencies. Knowledge transfer, self-efficacy, and cognitive flexibility mediate this relationship. Moreover, entrepreneurship education significantly moderates the effects of self-efficacy on HE students’ entrepreneurial competencies, but it does not play a moderating role between cognitive flexibility and entrepreneurial competencies. This study provides insights for both policy and managerial endeavors in sustainably advancing HE students’ entrepreneurship through an innovative learning environment.

Entrepreneurship Education and Social Entrepreneurial Intentions: The Mediating Effects of Entrepreneurial Social Network

Social entrepreneurship has received considerable recognition from universities in recent years. This study aimed to examine the mediating effect of the entrepreneurial social network on entrepreneurship education and social entrepreneurial intention (SEI) of students at the university level. This study adopted a cross-sectional quantitative approach. A convenience sampling method was utilized to choose 392 students studying at the public and private universities in Chattogram, Bangladesh, who then completed a self-administered survey. The data were then analyzed through partial least squares structural equation modeling (PLS-SEM). Results revealed a significant positive relationship between entrepreneurship education and students' social entrepreneurial intention on the one hand and between entrepreneurship education and entrepreneurial social network on the other hand. It was also found that entrepreneurial social networks had a significantly positive link with students' SEIs. Furthermore, the study found that entrepreneurial social networks significantly mediate the relationship between entrepreneurship education and students' SEI. Based on these outcomes, it is suggested to pay attention to entrepreneurship education further and strengthen the entrepreneurial social network to enhance SEI among students. Research findings have provided valuable insights regarding how entrepreneurship education can significantly impact SEI and emphasize the importance of entrepreneurial social networks as a mediator in social entrepreneurship. This study aims to contribute to the relevant social entrepreneurial literature by providing insights on practical issues related to the role of the entrepreneurial social network at the entrepreneurship education level.

Drivers of Green Entrepreneurial Intention: Why Does Sustainability Awareness Matter Among University Students?

Entrepreneurship is an essential aspect of economic growth because of its contribution to people’s welfare through employment opportunities. Universities offer compulsory entrepreneurship subjects for students with the support of government policies. Therefore, this study aimed to determine the factors that influence the students’ intentions to become green entrepreneurs using contextual aspects as moderators. The applied theoretical model was the planned behavior (TPB) that adds cultural values and cognitive knowledge. The sample included 305 students from 10 private universities in Jakarta. The results showed that green entrepreneurial intentions are affected by perceived behavioral control (PBC), cultural values, cognition knowledge, and contextual factors. However, they lack a significant effect on attitudes toward behavior and subjective norms. Second, the contextual factors can moderate the relationship between variables and significantly affect green entrepreneurial intentions. Third, they moderate attitudes toward behavior and cognitive knowledge with green entrepreneurial intentions. Contrastingly, other factors had no effect when contextual factors moderated the relationship.

The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment

Purpose

During the current global epidemic, e-learning and mobile learning have been rapidly developed in the field of entrepreneurship education. The effect of these learning methods remains to be confirmed. The purpose of this paper is to explore the effect of mobile business simulation games in entrepreneurship education.

Design/methodology/approach

From May 2020 to July 2020, the authors adopted a quasi-experimental design to explore the effect of mobile business simulation games in entrepreneurship education. The authors set up an experimental group to participate in mobile business simulation games, with a total of 105 students, and set up a control group of 100 students. At the beginning and end of the experiment, data on entrepreneurial attitude, self-efficacy, entrepreneurial intention and other related variables were collected. Paired sample T-test and regression analysis were used to analyze the results.

Findings

The authors found that mobile business simulation games can improve entrepreneurial attitudes and self-efficacy, but cannot change entrepreneurial intentions. The paired sample T-test in the experimental group showed that the entrepreneurial attitude and entrepreneurial self-efficacy of the participants were significantly improved, but the entrepreneurial intention did not change significantly. The above three variables did not change significantly in the control group. The research results also show that flow experience is very important in mobile business simulation games, which can improve entrepreneurial attitude and entrepreneurial self-efficacy.

Originality/value

The authors’ findings confirm the positive effects of mobile business simulation games in entrepreneurship education, which can improve entrepreneurial attitudes and entrepreneurial self-efficacy. But the disadvantage of mobile business simulation games is that they cannot increase entrepreneurial intention. In addition, the flow experience needs to be valued in mobile business simulation games. The research in this paper has implications for how mobile learning can be used in entrepreneurship education during the COVID-19 pandemic. In addition, research is of great value on how mobile business simulation games can be improved.

Factors That Can Promote the Green Entrepreneurial Intention of College Students: A Fuzzy Set Qualitative Comparative Analysis

Green entrepreneurship has a huge role in solving environmental degradation and social problems. As today’s youth are tomorrow’s entrepreneurs, enhancing their green entrepreneurial intention will contribute to the sustainable development of economy in the future. The existing literature has examined the green entrepreneurial intention of college students based on self-efficacy, entrepreneurial creativity, entrepreneurship education, financial support, sustainable development values, and other influencing factors. However, these studies focus on net effect of factors on the results of college students’ green entrepreneurial intention, ignoring the combination of multiple factors, and the relationship between different configurations of factors and the results of college students’ green entrepreneurial intention. Therefore, this study aimed to understand and analyze the influence of the complex relationship between multiple antecedents (entrepreneurial creativity, future self-continuity, green cognition, entrepreneurship culture, entrepreneurship education, and financial support) on college students’ green entrepreneurial intention from a comprehensive perspective. Based on 207 questionnaires collected from colleges in the coastal cities of China, this study used the fuzzy set qualitative comparative analysis method for data analysis. The results showed three dominant paths of great significance to college students’ high green entrepreneurial intention: entrepreneurial creativity—green cognition—dominant path; entrepreneurial creativity—financial support—dominant path; and the future self-continuity—entrepreneurship culture—entrepreneurship education—dominant path. The results of this study can help college educators to plan courses on innovative thinking and green entrepreneurship to improve college students’ entrepreneurial creativity and green cognitive ability.

Student Entrepreneurship in Universities: The State-of-the-Art

The purpose of this paper is to understand how universities develop and support student entrepreneurship. We did a preliminary Systematic Literature Review (SRL) on scientific articles regarding student entrepreneurship published during the last twenty years. Our findings emphasize three main research areas, emerging from a cluster analysis: (i) student entrepreneurship and entrepreneurial intention; (ii) university support for entrepreneurship; (iii) entrepreneurship education and learning. Particularly, our study points out that the new paradigm of the entrepreneurial university overcame the classical university model through the introduction of many innovations to foster student entrepreneurship. This paper provides an SLR on university role in fostering student entrepreneurship and it is useful for the academic and professional community. Additionally, it is original because it highlights the future directions of entrepreneurship and the main innovations adopted by universities to help students in the development of entrepreneurial initiatives.

Never Too Late to Learn: How Education Helps Female Entrepreneurs at Overcoming Barriers in the Digital Economy

The study of Entrepreneurship Framework Conditions (EFC) has found that training and education have, among other things, a positive effect on overcoming barriers when starting your own firm. Our research can be placed in this line, but with an added specificity, since it is focused firstly on women and secondly on the digital economy. Thus, we have studied the situation of women entrepreneurs in the digital economy in Spain, asking them about their personal traits, the characteristics of their ventures and the barriers they encountered. We have studied the effect of EFCs on overcoming barriers to entrepreneurship, with a special focus on training and entrepreneurship education. In addition, the effect of self-efficacy perception (the conviction of having the necessary skills to start a business) on overcoming barriers to entrepreneurship has been factored in. After the implementation of a Structural Equation Model (SEM), we show that training helps female entrepreneurs in the digital economy to overcome barriers to entrepreneurship, especially after the mediation of their self-efficacy perception, which is increased by specific entrepreneurial training. We can conclude that policy recommendations to counteract the gender gap in entrepreneurship with specific training should be promoted, specifically in such a strategic sector as the digital economy.

Attitude of youth towards self-employment: Evidence from university students in Yemen

This study assesses whether final-year undergraduate students at Sana’a University, Yemen intend to start their own business. The study employs the theory of planned behaviour and two environmental factors to explore whether the theory’s behavioural factors and the contextual factors of Lüthje & Franke’s model have an impact on students’ intentions to start their own business. A questionnaire survey with a random sample of 335 final-year university students from the largest public university in Yemen has been conducted. Data has been analysed using descriptive statistics, Pearson’s correlation and structural equation modelling. The findings indicate that students’ perceptions of entrepreneurship have a strong, direct impact on self-employment intention, excluding social norms and entrepreneurial self-efficacy. Students’ self-employment intention is directly affected by perceived barriers and support factors in the entrepreneurship-related context. To increase their entrepreneurial abilities, university students require more training and education to be able to start new businesses. Developing entrepreneurial skills among citizens may improve the societal norms of business. The outcomes provide significant implications for policymakers, academic communities and international bodies.

Fostering sustainable businesses: understanding sustainability-driven entrepreneurial intention among university students in Pakistan

Purpose

The purpose of this research paper is to predict sustainability-driven entrepreneurship intention among university students in the developing market (Pakistan).

Design/methodology/approach

The target population of this study was university students in Pakistan. According to UNDP (2017) report, Pakistan has the largest youth population. More than 64% of the total population (210 million) is below 30 years of age. If trained properly, this huge chunk of the population could become a source of intellectual capital for the development of the nation. The quota based on age sampling technique was used to collect the data from university students in Karachi because more than 64% of the Pakistan population is below 30 years of age.

Findings

The findings reveal that university entrepreneurial support has a strong influence on attitude toward sustainable entrepreneurship and entrepreneurial self-efficacy.

Research limitations/implications

The role of university entrepreneurial support, environmental concern and students’ entrepreneurial self-efficacy are vital factors in sustainability-driven entrepreneurship. This study enriches the literature of green entrepreneurship helping to understand university students’ intention for sustainable entrepreneurship. The outcome of this study would help strategists and environmental academicians to guide university students regarding the launch of sustainable ventures.

Originality/value

To the best of authors’ knowledge, this is one of the first studies to explore the effects of environmental concern on entrepreneurial intention among university students in the context of a developing country – Pakistan.

The Impact of Entrepreneurial Passion on the Entrepreneurial Intention; Moderating Impact of Perception of University Support

Passion is fundamental to starting a business because it stimulates motivation, improves intellectual activity, and provides meaning for daily work. This research investigates the role of entrepreneurial passion as a prelude to entrepreneurial intention. The theory of planned behavior was used as an underpinning theory. A conceptual framework was developed and tested to determine their contributions to entrepreneurial intentions. The correlation between entrepreneurial passion and entrepreneurial intentions is moderated by perception of university support to determine if it enhances the entrepreneurial intention to become a successful entrepreneur. The sample (N = 395) was identified using a convenience sampling technique and is comprised of university business students in the province of Punjab, Pakistan. The questionnaire comprised two sections used for data collection, and Smart-PLS was used to analyze the hypotheses. The findings have indicated that there is a strong positive relationship between entrepreneurial passion and entrepreneurial intentions. The analysis showed that the concept of university support alleviates the relationship between entrepreneurial passion and entrepreneurial intention. The moderation effect of perception of university support on the association between entrepreneurial passion and entrepreneurial intention was recognized in this study. Thus, it called for exploring this moderating effect from other perspectives. As an implication to policy, the government bodies should ensure students have access to an entrepreneurial atmosphere. Specifically, the ministry of education and HEC Pakistan could consider this for the design of university syllabuses, thereby leading to more impactful education of entrepreneurship.

Factors Influencing Entrepreneurial Intention of University Students in China: Integrating the Perceived University Support and Theory of Planned Behavior

Entrepreneurial education has always played an important role in developing entrepreneurship. In recent years, China has been emphasizing the integration of innovative entrepreneurship concepts into university curricula. Entrepreneurial education can also contribute to the sustainability of business development. In the context of “mass entrepreneurship and innovation”, entrepreneurial education is important to promote the restructuring of the economic and business model, enhance the development momentum, and follow the innovation-driven development path. However, whether the promotion of entrepreneurial education will lead to entrepreneurial intentions of college students, and thus, specific proposals for the promotion of the entrepreneurial education model remains unclear. Therefore, this study adopted the theory of planned behavior perspective coupled with perceived university support to extend the theory of planned behavior framework and explain the effect of such support on student entrepreneurial intention. The study results revealed that perceived university support significantly affected student attitude toward entrepreneurship, which signaled universities’ critical role in establishing entrepreneurial spirit in students. A significant effect on behavioral control was also observed for perceived university support. Regarding the effects of perceived university support on attitude toward entrepreneurship and behavioral control, the results revealed the effect was far greater on attitude than on behavioral control. Such intention was not directly affected by subjective norms. Therefore, a scientifically rational entrepreneurship course system is critical for effective entrepreneurship education. Overall, encouraging students to engage in the continuous process of entrepreneurship through entrepreneurship courses can concurrently benefit overall economic and social development.

How University Entrepreneurship Support Affects College Students’ Entrepreneurial Intentions: An Empirical Analysis from China

Given the major role of new enterprises founded by university alumni in creating employment and promoting economic development, it is well known that Chinese universities have implemented plenty of impressive initiatives to support students’ entrepreneurship. However, little is yet known about how students evaluate university entrepreneurship support and how it affects students’ entrepreneurial intentions. This study utilizes 13,954 recent college graduates from Chinese higher education institutions as a sample and aims to examine students’ perceptions of the support they received from universities and its influence on students’ entrepreneurial intentions. The results illustrate that students are not very satisfied with various university entrepreneurship supports. Findings also indicate that university entrepreneurship support positively impacts students’ entrepreneurial intentions, although it is not a very strong relationship. Moreover, university entrepreneurship support positively affects entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy, which in turn determine entrepreneurial intention. Entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy play a mediating role between university entrepreneurship support and entrepreneurial intention. The study contributes to the entrepreneurial literature theoretically and provides practical recommendations for policymakers and university administrators in China to reconsider and improve their entrepreneurship supports to encourage more students to become entrepreneurs.

Dataset on the effect of perceived educational support on entrepreneurial intention among Vietnamese students

This article illustrates the dataset that explores the effects of perceived educational supports on entrepreneurial self-efficacy, attitude towards entrepreneurship, subjective norms, perceived behavioral control and entrepreneurial intention. The scales from previous studies were adopted to develop the questionnaires using the five-Likert scale. 2218 fulfilled responses were included in the sample, which recruited from fourteen universities in Vietnam with the similar index. Also, a quantitative method was utilized to examine the dataset. Cronbach's alpha was used to test the reliability of each construct, then explore factory analysis was employed to estimate factor loadings of each observed variables and the validity and discrimination of variables was tested through confirmatory factor analysis. Then, the structural equation modelling was used to estimate the effects of perceived educational support on entrepreneurial intention as well as the other paths.

Entrepreneurial intentions of real estate students: an ordinal analysis of the predictors

Purpose

This study aims to examine the predictors of entrepreneurial intentions of real estate students in an emerging economy where there are significant odds against paid employment owing to the dwindling economic drivers.

Design/methodology/approach

Primary data was obtained using closed-ended questionnaire served on final-year real estate students in three tertiary institutions in Southwestern Nigeria. Out of a total of 231 copies of the questionnaire distributed, 160 (69.3%) were retrieved and found suitable for analysis. Using ordinal least square regression, the study examined the influence of the independent variables on the respondents’ entrepreneurial intention across two models. While the first model was without the moderators of prior entrepreneurial exposure (that is, parental occupation, relationship with a real estate entrepreneur, previous/current engagement in business and attendance at business/entrepreneurial seminars/workshops), the second included all the control variables. Other descriptive and inferential statistical methods were adopted.

Findings

The findings revealed that personal satisfaction/prestige, support system, university education, age, cumulative grade points and mothers’ education were statistically significant predictors, at p < 0.05, across the two models examined. Fathers’ education and occupation were only significant in the second model, that is, when controlled for prior entrepreneurial exposure. Also, the influence of faculties and barriers of registration/information were significant at 10% level only in the second model. Finally, the study found no statistically significant differencing across gender, family status, mothers’ occupation and relationship with a real estate entrepreneur.

Practical implications

Entrepreneurship is a significant factor influencing economic growth and increased market competitiveness, an examination of students entrepreneurial intentions appear important, especially in regions where there are low economic opportunities.

Originality/value

This study is among the first attempts at understanding the predictors of real estate students’ entrepreneurial intentions from an emerging market perspective.

A Serial-Mediation Model to Link Entrepreneurship Education and Green Entrepreneurial Behavior: Application of Resource-Based View and Flow Theory

Eco-conscious behaviors have become a global imperative for entrepreneurs, as the consumer demand for products and services has become increasingly green. Hence, the purpose of this study is to identify the role of entrepreneurship education in environmental sustainability as measured by the launch of green ventures. This study also aims at extending the literature of resource-based view and flow theory by highlighting their application into the green venturing context. Data were collected from 420 Pakistani students having studied an entrepreneurship course in their university life by using the convenience sampling technique. The covariance based structural equation modeling (CB-SEM) was used to test the hypothesized relationships, and it was identified that entrepreneurship education evokes commitment to the environment, subsequently leading towards university green entrepreneurial support, environmental motivation, and green entrepreneurial behavior. University green entrepreneurial support also significantly influences green venturing; however, environmental motivation does not affect green entrepreneurial behavior. The findings of this study can be useful for policymakers in higher educational institutions, regulatory bodies, and diverse-government agencies dealing with UN sustainable development goals.

Testing Entrepreneurial Intention Determinants in Post-Transition Economies

The paper aims to analyze the entrepreneurial intention determinants in nine post-transition economies of European member states. To achieve our stated goal, the study focused on the influence of fear of failure and networking on individuals’ inclination towards entrepreneurship. Additionally, gender, income, education, and work status were also considered control variables. The data were collected using the Global Entrepreneurship Monitor (GEM) database. We included responses collected from nine former transition economies, giving us a total of 13,494 observations, for 2015. Logistic regression models were employed to measure the influence of perceptions on the propenisty of individuals to create a new venture. The results indicated that fear of failure is significantly and negatively correlated with entrepreneurial intentions for all groups of countries. The results also indicated that people who have entrepreneurs in the family have a higher propensity for entrepreneurial intentions than people who do not have family members with such a status.

University Students' Behaviour towards Entrepreneurial Intention in Ecuador: Testing for the Influence of Gender

While the current global context of successive economic and health crises are punishing the economies of different countries in the world, it is particularly relevant to explore the business intentions of young university students, as potential entrepreneurs of opportunity. This matter is of the utmost importance, as it helps to facilitate the implementation of measures that can ensure the future recovery of the economy and the creation of new businesses. The objective of this paper is to study the institutional and psychological antecedents of entrepreneurial intention and the role of gender. The theory of planned behaviour is applied to assess how personal attitudes, subjective norms, and perceived behavioural control can affect students' intention of becoming an entrepreneur. In addition, organizational support and institutional barriers are tested as potentially significant antecedents of entrepreneurial intention, along with the influence of gender. The research carried out was based on survey responses from a sample of 740 students of economics, communications, and education at an Ecuadorian university. The research propositions were tested using a partial least squares approach. Results indicate that behaviour towards entrepreneurship does not change in relation to gender. In addition, personal attitudes and perceived behavioural control regarding entrepreneurship are positively related to students' entrepreneurial intention. Organizational support is also found to be important for generating entrepreneurial intention. The paper adds to the current knowledge base on entrepreneurial intention by analysing the individual and joint influence of the principal elements of the theory of planned behaviour, as well as organizational support and institutional barriers on entrepreneurial intentions. Moreover, the research provides a useful perspective on the antecedents of entrepreneurial intention in an unexplored context such as Ecuador, by responding to the call focusing on entrepreneurial intention in different regions, cultures, and contexts.

College Students’ Entrepreneurial Mindset: Educational Experiences Override Gender and Major

Entrepreneurship education has been popularly adopted in higher education contexts. Although evidence-based implementations of such education are widely acknowledged as beneficial, valid assessments of it are sparse. One possible outcome of entrepreneurship education is a change in students’ entrepreneurial mindset, which can be measured by the recently validated College Students’ Entrepreneurial Mindset Scale (CS-EMS). However, this scale awaits evidence regarding measurement invariance. This study aims to (1) examine measurement invariance of the CS-EMS; (2) compare the latent and observed means across groups based on gender, major, and educational experiences; and (3) investigate the conditional effects of the three grouping variables. Using data from 317 Korean college students’ survey responses, we conducted sequential tests of factorial invariance and latent mean comparisons using multiple-group confirmatory factor analysis. Additionally, the conditional effects of the gender, major, and educational experiences were tested by structural equation modeling. The results indicate that strict invariance held for the groups compared by either gender or educational experiences, while scalar invariance held between the engineering and non-engineering groups. While the male, engineering, and educational experience groups generally scored higher on both the latent and observed sub-scales, the results of the conditional effects of grouping variables indicated that educational experiences mattered most. One practical implication for the educators is that the CS-EMS is a promising assessment tool for addressing the effectiveness of entrepreneurship education, especially when the targeted educational goals are any of its sub-constructs.

Entrepreneurship in an Increasingly Digital and Global World. Evaluating the Role of Digital Capabilities on International Entrepreneurial Intention

Given the growing role of entrepreneurial companies in international markets, recent research endeavors direct their attention towards understanding the role of digital technologies for the internationalization efforts of new ventures. Thereby, existing research is mostly focused on explaining the enabling role of digital technologies as a contextual frame, but widely neglects the role of the individual and his/her capabilities to make use of those technologies. This paper aims at closing the above research gap by focusing on digital capabilities and investigating their effect on the intention to engage in international entrepreneurship. With the help of structural equation modeling, we integrate the concept of digital capabilities into the Theory of Planned Behavior (TPB) and empirically analyze the complex relationship between digital capabilities, the three TPB dimensions, and international entrepreneurial intention (IEI). Using a student sample from a major German university (n = 198), we find evidence for the significant role of digital capabilities for IEI through its positive effects on an individual’s attitude towards international entrepreneurship and perceived behavioral control.

Country’s Entrepreneurial Environment Predictors for Starting a New Venture—Evidence for Romania

Entrepreneurship has been recognized as a key contributor to the economic development of countries and societal wellbeing. Building and sustaining an adequate entrepreneurial climate challenges—to a high extent—transitional economies world-wide, pushing these countries to develop policies and strategies aimed to sustain high-quality national entrepreneurship. The paper seeks to understand the key determinants of a country’s entrepreneurial environment that drive potential entrepreneurs to assume an entrepreneurial status. It attempts to examine the countries’ entrepreneurial environment factors that influence the development of entrepreneurial spirit and affect the potential entrepreneurs’ decision to start a new venture as a desirable career opportunity. Entrepreneurial spirit is measured by entrepreneurial desirability, feasibility and social stability, taken from the Amway Global Entrepreneurship Report (AGER) 2018 data on national entrepreneurship. The results of the linear regression employed in the paper suggest that, in transitional economies like Romania, clear and stable rules and regulations, manageable taxes, an overall beneficial economic situation, as well as availability and accessibility of technology, may lead to greater entrepreneurial drive and ambition, which is fundamental to sustaining economic growth. The article ends with a discussion about the results and implications of the research.

The Configurations of Informal Institutions to Promote Men's and Women's Entrepreneurial Activities

While previous studies have examined the impact of informal institutions to determine entrepreneurial activities, this paper explores the different configurational paths of informal institutions to promote men’s and women’s entrepreneurial activities across factor-driven and efficiency-driven economies. We collected data from the Global Entrepreneurship Monitor for 56 countries for the years 2008–2013 and employed fuzzy-set qualitative comparative analysis to conduct the empirical analysis. The results confirm that a single antecedent condition is unable to produce an outcome while combination of different conditions can produce an outcome. We find that cultural-cognitive institutional antecedents in combination with social-normative antecedents create configurations of conditions that lead to the higher levels of men’s and women’s entrepreneurial activities in factor-driven and efficiency-driven economies. Moreover, this study shows that these causal conditions configure differently to promote men’s and women’s entrepreneurial activities in factor-driven and efficiency-driven nations. This paper may create awareness in potential entrepreneurs regarding specific sets of institutional antecedents that can increase the emergence of entrepreneurship in different economic clusters. We show that institutional antecedents which are essential to promote entrepreneurship combine distinctly for men’s and women’s entrepreneurship and this combination varies in different stages of economic development.

Technopreneurial Intentions among Bulgarian STEM Students: The Role of University

Entrepreneurship, innovation and technology are essential to the economic development of societies. Universities are increasingly involved in creating an internal favourable environment supporting entrepreneurship and innovation. In our work, we aimed to study the role of university for the development of technopreneurial intentions in a sample of Bulgarian STEM (STEM refers to any subjects that fall under the disciplines of science, technology, engineering or mathematics.) students exhibiting entrepreneurial intentions. The empirical findings of the study are in line with previous empirical evidence about the role of university support for entrepreneurial intentions among students; results also show that students in universities with better research in their scientific field of study are more likely to exhibit technopreneurial intention. Determinants of entrepreneurial intentions identified in the literature such as entrepreneurial role models, perceived support from social networks, willingness to take risks and gender may not be relevant specifically for technopreneurial intentions. The results of the study have important practical implications.

Obstacles to Sustainable Entrepreneurship amongst Tourism Students: A Gender Comparison

Students’ start-ups are making a significant contribution towards sustainable entrepreneurship development. Thus, this article examines the obstacles to sustainable entrepreneurship amongst university students of tourism and focuses on gender difference. The empirical analysis was based on data from 290 tourism students’ surveys accomplished in Spain, in the period from 2012 to 2018. Descriptive statistics were used for the data analysis and a t-test for gender comparison analysis. The research revealed that the students’ entrepreneurial intentions did not affect their evaluation of the barriers preventing them from creating their own businesses. The main barriers to new business creation were mainly related to economic factors (both societal and university related), the level of innovation in society, and the students’ self-confidence (mostly with regard to interest and motivation). Female students were more conscious of the possible obstacles to new business creation than male students. A significant difference between male and female students regarding personal obstacles was explained by the fact that the females considered their lack of entrepreneurial education as more significant than did the males. In addition, the female students tended to need more economic and practical support than male students. Finally, practical suggestions to encourage sustainable entrepreneurship amongst tourism students are discussed.

How the New Type of Entrepreneurship Education Complements the Traditional One in Developing Entrepreneurial Competencies and Intention

While business schools aim to train students to develop specialized professional competencies, knowledge, and skills related to management and corporate functions according to their major programs, entrepreneurship education in higher education intends to develop students' entrepreneurial competencies and intention. However, the entrepreneurial and managerial domains are not mutually exclusive but overlap to a certain extent. This study utilized the National Taiwan University (NTU) as a case to explore the effects of two paths of entrepreneurial education at NTU on the development of students' entrepreneurial competencies and intention. The aim of this study was to investigate differences in business school students' entrepreneurial competencies and intention between those who took the Creativity and Entrepreneurship Program (CEP) and those who did not, and to explore the context limits or facilitations in the entrepreneurship education of college students in different academic disciplines of management school. Results of the study showed that the CEP course did have positive impacts on all entrepreneurial competencies and intention, that the effectiveness on the attitude domains was more evident than that on the knowledge or skills domains, and that academic disciplines did have a context effect on students' entrepreneurial competencies and intention. This study sheds further light on the "black box" of context limits or facilitations in entrepreneurship education. Implications of the study are that it may lead to a complementary framework of effectively integrating the entrepreneurial program with the business and management courses, which would better facilitate students' learning of entrepreneurship competencies and may increase their intention to become future entrepreneurs.

Entrepreneurial Intention of Engineering Students: The Role of Social Norms and Entrepreneurial Self-Efficacy

This paper examines the impact of entrepreneurial education on intention to undertake entrepreneurial activity in the future. The study is based on a sample of 208 engineering students. Specifically, we explore the contingent effect of social norms on the relationship between entrepreneurial education and intention to undertake entrepreneurial activity, as well as the role of social norms on the association between entrepreneurial self-efficacy and entrepreneurial intention. We utilize a comprehensive questionnaire distributed among engineering students. Our findings indicate that entrepreneurial education is positively associated with the intention to undertake entrepreneurial activity, in addition to demonstrating a positive moderation effect role of social norms on the relationship between entrepreneurial self-efficacy and entrepreneurial intention. The study provides empirical support to devise new educational initiatives that can further support students and young entrepreneurs in their current or future entrepreneurial projects

Factors Determining Desirability of Entrepreneurship in Romania

Studies in entrepreneurship have identified that a positive entrepreneurial attitude and willingness to start a business influence future entrepreneurial intention. In the study of entrepreneurial intention, there is a growing interest in understanding the factors that determine desirability of entrepreneurship. Earlier studies have identified that there is a significant correlation between individuals’ perceived desirability of entrepreneurship and their entrepreneurial intention. This study addressed the question of what factors determine the desirability of entrepreneurship and how these different factors affect the desire to become an entrepreneur. We discussed the key determinants of the desirability of entrepreneurship in Romania. Using the Amway Global Entrepreneurship Report (AGER) dataset for 2016, we examined the desirability of entrepreneurship among Romanian respondents by considering multiple factors indicated by the theory as being significant predictors of entrepreneurship: feasibility, social stability, and comfort with acquiring customers, as well as socio-demographic factors such as age, gender, education, income level and working status. The results of our regression analysis demonstrate that social stability and feasibility have the most impact on the desirability of entrepreneurship. In addition, we document that comfort with acquiring customers is perceived as an important factor in increasing the desirability of entrepreneurship. These results suggest that a good understanding of individuals’ social environment and their need for skills and capabilities may lead to greater entrepreneurial efficacy, which is fundamental to sustaining economic growth. Future research should be grounded on testing if level of education, working status and income influence desirability of entrepreneurship as our existing data did not prove that it did.

Effects of Entrepreneurial Characteristics and University Environment on Entrepreneurial Intention

Abstract This study aimed to investigate the effects of entrepreneurial and university environment characteristics on the entrepreneurial intention of the undergraduate student. We developed a model that considers the university environment, self-efficacy, and risk-taking as direct influencers of entrepreneurial intention, and entrepreneurial characteristics as influencers of self-efficacy. We employed quantitative methodology and data were analyzed by Structural Equation Models using the Partial Least Squares (PLS-SEM) technique. The sample consisted of 287 students in the final year of undergraduate programs at the State University of Campinas (Unicamp). The results indicate that the entrepreneurial intention of students is influenced by the university environment and the attitude toward risk-taking and self-efficacy. Self-efficacy, in turn, is influenced by student characteristics regarding planning, leadership, and innovation. The research corroborates with complementary reflections on entrepreneurship studies, showing a model for evaluation of entrepreneurial characteristics of students and of the entrepreneurial context in educational institutions, and proving that there is a positive relationship between the context, entrepreneurial education and entrepreneurial intention of the students.