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

How does formal credit promote green entrepreneurship? New insights from renewable energy producers in high-, middle-, and low-income countries

To tackle the growing menace of environmental degradation, the idea of green entrepreneurship has gained popularity, which is the process of creating new goods and technologies to solve environmental problems. Like traditional entrepreneurs, green entrepreneurs also need financial backing from financial institutions. However, no empirical evidence was found regarding the relationship between formal credit and green entrepreneurship. This analysis is an effort to plug this vacuum into the literature by analyzing the impact of formal credit on green entrepreneurship in high, middle, and low-income economies from 2011 to 2021. The study has employed various econometric techniques such as fixed-effects, random-effects, 2SLS, and GMM. The results show that formal credit substantially develops green entrepreneurship in high, middle, low-income, and full samples. Besides formal credit, GDP, environmental pressure, trade openness, technological development, and human capital are crucial in green entrepreneurship development in all samples. Policymakers may collaborate with financial institutions to create and provide specialized financial products and services catering to green entrepreneurs.

Factors affecting students’ entrepreneurial intentions: a systematic review (2005–2022) for future directions in theory and practice

Entrepreneurship has been viewed as a critical contributor and an economic engine in a country for creating new jobs and it is crucial for graduates to alter their mindset to become self-employed. Thus, it is necessary to synthesize the factors that impact the entrepreneurial intentions (EI) of students at tertiary level. The aim of this research is twofold; first to identify the factors which have been most studied in the literature and second, to determine which factors are less explored to measure the EI of students. This research adopts the systematic review approach to identify various studies conducted between 2005 to June 2022. The paper further adopted citation analysis and identified the 36 most impactful studies in this area of research. Next, the thematic analysis was conducted and seven main themes (factors) (cognitive, personality, environmental, social, educational, contextual and demographic) of EI determinants were identified. The analysis of the papers clearly demonstrated that the TPB model and cognitive factors dominate this area of research. Furthermore, over half of the studies are conducted in Asia, hence it is important to explore other regions such as Africa, America and Europe and other comparative studies between various regions. The study offers avenues for future research and practical implications of the study for the practitioners.

Green Entrepreneurship among Students—Social and Behavioral Motivation

The research is proposing to analyze the relationship between education for green entrepreneurship among students and their interests in implementing business ideas in the field of green entrepreneurship. The research has had the projection of an explanation regarding specific factors of students when approaching a subject like green entrepreneurship. It has started from the paradigm in which the rise of interest for green entrepreneurship is influenced by the knowledge regarding the opportunities of creating green business and by the level of developing entrepreneurial competencies. In this framework, a set of research hypotheses has been created as follows: students’ preoccupation for ecological entrepreneurship is influenced by their age (H1); students’ preoccupation for green entrepreneurship is influenced by identifying and recognizing ideas for green business (H2); students’ satisfaction regarding the quality of entrepreneurial education directly influences the preoccupation regarding the creation of a green business (H3). The research is a quantitative type and has been created on a sample representative (N = 123 students, valid N = 120) from the Valahia University of Targoviste, Romania of which the students are part. The research variables were constructed with the module style extracted from scientifically validated research tools. The measurements of variables have been conducted with the help of a Likert-type scale and interpretation with ANOVA. The results of the research were the following—according to the Likelihood Ratio Chi-Square test, there were compared and analyzed variables such as green knowledge and education for green entrepreneurship, to be able to quantify the students’ preoccupation values with green entrepreneurship. The p-value is ˃1, which means that the researched subjects manifest increased interest in green entrepreneurship. This fact demonstrates that the average of the values which were attributed according to the Likert-type scale has offered values between 4 and 5 (5 being the maximum level), a fact that confirms the students’ increased preoccupation with green entrepreneurship. The assigned values obtained are: 18–22 age (m = 4.1532), 22–25 age (m = 4.4375), 26–28 age (m = 4.4375), 29–39 age (m = 4.2396), and the over 39 age (m = 4.2750). We also concluded that the concern for green entrepreneurship among students correlates positively with entrepreneurship education and green knowledge.