Search Results (159)

Grounded in the Theory of Planned Behavior (TPB), this study examines how perceived educational support influences entrepreneurial intentions among university students in India and the People’s Republic of China (PRC), through the mediating effects of entrepreneurial attitude, subjective norms, and perceived behavioral control. It further explores how gender and cultural context moderate these relationships, extending the TPB into cross-cultural and gendered domains. Using survey data from 734 undergraduate students, structural equation modeling was employed to test the proposed model. The results reveal that perceived educational support significantly enhances entrepreneurial attitude, subjective norms, and perceived behavioral control in both contexts, although the magnitude and pathways differ across gender and country. Entrepreneurial attitude and perceived behavioral control emerge as consistent predictors of entrepreneurial intention, while subjective norms exert a greater influence for Indian women. These results highlight that entrepreneurial intentions are culturally and gender-contingent, challenging TPB’s universal applicability. The study advances TPB-based entrepreneurship research by embedding perceived educational support within a contextualized, gender-sensitive framework, contributing to a deeper understanding of entrepreneurship education in Asia. These insights can guide universities and policymakers in designing entrepreneurship education that fosters inclusive innovation across diverse cultural contexts. Full article

Based on the Theory of Planned Behavior (TPB), this is the first study that integrates Entrepreneurial Policy (EPL) and Entrepreneurial Network Relations (ENR) to examine the direct and indirect effects on entrepreneurial intention (INT) in Thailand. The quantitative method employs a structural equation model (SEM) to analyze 420 valid samples from eight universities. Model fix with χ2 = 183.31, df = 224 p = 0.98 GFI = 0.97 AGFI = 0.95 RMR = 0.031 RMSEA = 0.000. The results showed EPL has the most direct influence on (INT) β = 0.38, like ENR, which indirectly shapes (INT) through attitude and self-efficacy. The model’s R² of 0.69 highlights the significance of policy support and social networks in (INT). The findings provide theoretical contributions and practical implications. Theoretically, expanding TPB by incorporating policy and social network dimensions offers a comprehensive understanding of entrepreneurial behavior. Universities integrate entrepreneurship education and innovation into engineering curricula and implement these concepts in other faculties or institutions. Government agencies support startup policy funds, tax incentives, and innovation hubs. Industries can establish a mentorship network to promote entrepreneurial intention and reduce graduate unemployment. Support both the ecosystem and innovative commercialization. Full article

Women’s entrepreneurship drives inclusive economic development and creates positive ripple effects throughout society. This study investigates the effects of entrepreneurship education in sustainability on female students, with particular emphasis on determining whether changes in entrepreneurial intentions were driven by the changes of the factors of the Theory of Planned Behavior. We employ a comparative framework with male students to contextualize our findings. The survey employed a pre-test/post-test group design (before and after a semester-long entrepreneurship course). The sample consisted of 271 business students from a Greek university (157 female students, 114 male students). After the course, women indicated positive changes in attitude, perceived behavioral control and entrepreneurial intention. The MEMORE macro revealed that both the positive changes in attitude and perceived behavioral control affected the positive change in entrepreneurial intention. Conversely, men indicated only a positive effect in perceived behavioral control. Notably, the levels of attitude, perceived behavioral control and entrepreneurial intention in women before the course were much lower than men. These findings underscore the importance of entrepreneurship education in sustainability, as a tool with a transformative force in the positive impacts on women’s entrepreneurship and gender equity that leads to sustainable growth. Full article

Context: Digital entrepreneurship has attracted the attention of governments, investors, and researchers, who are directing their efforts and resources toward investigating its causes. Several studies have focused on the positive factors contributing to entrepreneurial intentions, with Theory of Planned Behaviour (TPB) being the most cited. This paper examines the relationship among TPB, emotions and social capital in the digital context. Objective: To evaluate the impact of social capital and anticipated emotions (positive and negative) on the digital entrepreneurial intentions of students from Higher Education Institutions (HEIs). Methodology: The research proposed seven hypotheses, including two new ones, all of which are embedded in the digital context. Data were collected using a questionnaire administered to undergraduate students in Business Administration, Engineering, and Information Technology. A total of 1110 valid responses were obtained. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results: Considering the TPB factors, Attitude (AT) and Perceived Behavioural Control (PBC) significantly impact Digital Entrepreneurial Intentions (DEI), while Subjective Norms (SN) show a statistically significant but weak effect (f² < 0.02). Social Capital (SC) indirectly influences DEI by shaping attitudes. Anticipated Positive Emotions (APE) and Anticipated Negative Emotions (ANE) are statistically significant; however, their practical moderating effects are weak. Conclusions: Perceived Behavioural Control (PBC) emerges as the strongest predictor of Digital Entrepreneurial Intention (DEI), while Subjective Norms (SN) and emotional factors (APE and ANE), though statistically significant, exhibit limited practical influence. Practical implications: Understanding how anticipated emotions interact with SC in shaping DEI can help educators and policymakers develop more effective strategies to support aspiring entrepreneurs. Originality: This study highlights the relationships among TPB factors, SC, APE, and ANE, underscoring the complex role of emotions in the digital entrepreneurial process. This research enriches the literature by incorporating emotional and social dimensions into the Theory of Planned Behaviour (TPB), demonstrating that digitalisation reshapes, rather than displaces, the cognitive foundation of entrepreneurial action. Full article

This article analyzes how entrepreneurship education contributes to the development of economic awareness, supports innovation, and promotes the principles of sustainable development. The competencies acquired through this approach can lead to increased interest in renewable energy sources (RES) as both an economically viable and environmentally friendly solution. The research was empirical in nature and included both quantitative and qualitative components. In-depth interviews and surveys were used to identify factors that facilitate or hinder the integration of RES-related issues with entrepreneurship education. The main research goal of the article was to understand how entrepreneurship education influences the perception of renewable energy sources as an attractive and profitable investment and how it can support the development of social entrepreneurship and innovation in the renewable energy sector. The authors conducted an extensive literature review to identify research gaps in existing analyses. A lack of comprehensive empirical studies was identified that would comprehensively demonstrate how entrepreneurship education shapes attitudes and behaviors that foster interest in and implementation of RES technologies. Based on the obtained results, recommendations for educational systems were formulated, indicating the need to incorporate elements of entrepreneurial education into the process of shaping economic and social awareness. This approach can significantly contribute to increasing interest in renewable energy sources and thus strengthening the concept of sustainable development. Full article

Purpose—This study explores the determinants of entrepreneurial intention (EI) among university students, analyzing entrepreneurial motivation (EM) as a mediator and perceived institutional support (PIS) as a moderator within the Theory of Planned Behavior (TPB) framework. Design/Methodology/Approach—Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data from 128 students at the Polytechnic Institute of Cávado and Ave, Portugal, were analyzed to assess direct, indirect, and moderating effects of entrepreneurial attitudes, education, and social norms. Findings—EM significantly mediates the relationship between attitude concerning entrepreneurship (ACE), perceived social norms (PSN), entrepreneurial education (EE), and EI, reinforcing its role in bridging individual and educational influences with entrepreneurial behavior. However, PIS does not significantly moderate the EM-EI relationship, suggesting institutional support alone is insufficient to enhance motivation’s impact on EI. This challenges assumptions about institutional effectiveness and highlights the importance of entrepreneurial ecosystems, social capital, and mentorship networks as alternative enablers. Implications—The study extends TPB by incorporating mediation and moderation effects, offering a deeper understanding of personal, social, and institutional influences on EI. This study contributes by simultaneously modeling entrepreneurial motivation as mediator and perceived institutional support as moderator within a TPB framework. Such integration remains rare, particularly in Southern European higher education contexts, and our findings nuance current assumptions by revealing when institutional supports may fail to strengthen motivational pathways. The findings emphasize the need for education policies that integrate experiential learning, entrepreneurial ecosystems, and mentorship to foster entrepreneurial mindsets. Originality/Value—This research challenges the assumed role of institutional support, highlighting motivation as a key driver of EI and providing new insights into policy-driven entrepreneurship promotion in higher education. Full article

The extent to which entrepreneurship education and exposure to role models influence the antecedents of entrepreneurial intention, entrepreneurial intention, and subsequent entrepreneurial behaviour has yielded mixed results in prior research. Furthermore, limited attention has been given to the role of risk-taking propensity in shaping attitude towards behaviour and perceived behavioural control within the Theory of Planned Behaviour (TPB) framework. To address these gaps, this study investigates the influence of entrepreneurship education and role models on the antecedents of entrepreneurial intention, entrepreneurial intention, and entrepreneurial behaviour, drawing on the TPB. In addition, the study examines the effect of risk-taking propensity on both attitude towards behaviour and perceived behavioural control, the relationships between the TPB antecedents and entrepreneurial intention, as well as the direct effects of perceived behavioural control and entrepreneurial intention on entrepreneurial behaviour. Data were collected from 496 final-year diploma students enrolled at a University of Technology and a TVET College in Gauteng, South Africa, using a structured, self-administered online questionnaire. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to analyse the data and test the hypothesised relationships. The findings revealed that entrepreneurship education significantly influences all the antecedents of entrepreneurial intention but does not have a direct influence on entrepreneurial intention or behaviour. Role models had a significant positive effect on perceived behavioural control, subjective norms, and entrepreneurial behaviour, but no effect on attitude towards behaviour or entrepreneurial intention. Risk-taking propensity had a positive effect on both attitude towards behaviour and perceived behavioural control. Furthermore, attitude towards behaviour and perceived behavioural control significantly predicted entrepreneurial intention, while subjective norms did not. Both entrepreneurial intention and perceived behavioural control exerted a significant direct effect on entrepreneurial behaviour. This study highlights the critical role of entrepreneurship education, exposure to entrepreneurial role models, and risk-taking propensity as drivers of entrepreneurial intention and behaviour. Full article

In fragile and unstable regions, entrepreneurship education is increasingly viewed as the path to economic resilience and youth empowerment. However, research indicates that there is relatively little empirical evidence on how entrepreneurial education promotes entrepreneurial intention and behavior, especially in situations of uncertainty and a lack of resources. This study explores this relationship based on a sample of 402 Palestinian university students and graduates, applying the Partial Least Squares Structural Equation Modeling (PLS-SEM). The study concludes that entrepreneurial education has a positive influence on students’ self-efficacy, attitudes toward entrepreneurship, and their perception of the entrepreneurial environment. Self-efficacy was found to be the most potent mediating factor of entrepreneurial intent, closely followed by attitude. Although intention is a good predictor of action, the relationship is modest, which illustrates a clear intention-action gap. The study also reports that entrepreneurial education indirectly affects actions by shaping environmental perception, and that its total influence on entrepreneurial action operates primarily through these psychological and contextual pathways. Furthermore, the availability of resources has a significant moderating effect, as students having strong intentions are more likely to act when there is a strong perception that sufficient support and resources are available to them. The research builds on the Theory of Planned Behavior and complements related work on the intention–action gap, by considering a combination of psychological and contextual influences. Additionally, it offers actionable recommendations for policy-makers, educators, and development practitioners working to realize youth aspiration in fragile economies through integrated, context-appropriate entrepreneurship interventions. Full article

In an increasingly complex global context, higher education faces the challenge of preparing professionals who are innovative, committed, and socially responsible. Entrepreneurial competence is particularly prominent among the key skills required to meet this goal, given its significant personal and social impact. This study examines how final-year undergraduate students at the University of Deusto (Spain) perceive the importance of entrepreneurial competence—defined as a set of transversal skills, knowledge, and attitudes enabling initiative and opportunity recognition across various contexts—rather than entrepreneurial competence strictly understood as business creation. The sample included 267 students from different faculties. Descriptive, comparative, and ordinal logistic regression analyses (SPSS) were used. The results show that, while entrepreneurial competence was given significant importance, it was ranked comparatively low relative to other competencies. Significant differences by gender were observed, with women rating entrepreneurial competence more highly than men. The faculty variable showed slight disparities, and there were no relevant differences between campuses. These findings highlight the need to reinforce the integration of entrepreneurial competence into educational curricula on a transversal basis, adapting the teaching of this competence to the sociocultural context of students, as well as the need to increase students’ awareness of the importance of entrepreneurial competence. It is proposed that further research should focus on the relationships between intrapreneurship, gender, and academic disciplines, in order to enrich entrepreneurial competence education and its impact on the employability and social commitment of students. Full article

This study examined the impact of entrepreneurship education in sustainability on entrepreneurial intention using the theory of planned behavior (TPB). The MEMORE macro was used to analyze within-subject mediation and enabled us to examine how entrepreneurial intention is affected by changes in the factors of the theory of planned behavior (attitude, subjective norms, perceived behavioral control). The survey follows a questionnaire-based, pre-test-post-test design (the research involved 271 business administration students in Athens). A paired sample t-test was used to analyze changes in attitude, subjective norms, perceived behavioral control, and entrepreneurial intention before and after education. The results indicated that after the entrepreneurship course in sustainability, students indicated a significant positive change in entrepreneurial intention, attitude, and perceived behavioral control. MEMORE macro indicated that only the change in perceived behavioral control positively influenced the increase in entrepreneurial intention levels. Based on these findings, entrepreneurship education in sustainability enhances students’ entrepreneurial intentions by increasing their perceived behavioral control. As a result, students’ confidence and knowledge regarding sustainable entrepreneurship are fundamental to the development of sustainable entrepreneurial mindsets. This study emphasizes the importance of integrating targeted pedagogical approaches that enhance perceived behavioral control in sustainable entrepreneurship education by equipping students with practical knowledge and skills to overcome psychological barriers. The use of the MEMORE macro highlights this study’s innovation, uncovering new relationships between the examined variables. Full article

Entrepreneurship development strategies are crucial for translating academic potential into economic and societal value. To achieve this, educational institutions must understand the factors influencing students’ entrepreneurial intentions. While research on academic entrepreneurship exists, comparative studies that explore these factors across different national contexts are scarce. This study addresses this gap through a comparative analysis of student entrepreneurship in Bulgaria, Malta, and Turkey, investigating key factors, such as attitudes toward entrepreneurship (ATE), the role of entrepreneurship education (EEdu), and entrepreneurial inspirations. Based on 415 survey responses collected between April and June 2024, hypothesized relationships were tested using appropriate bivariate statistical analyses. The results indicate that a positive evaluation of running one’s own business significantly increases entrepreneurial intentions, particularly when the business is perceived as safe, realistic, pleasant, and strong. The university’s role is pivotal: students largely relied on institutional support for their business initiatives; showed a strong preference for practical, hands-on educational methods; and identified a lack of entrepreneurship education as a key obstacle. A family background with entrepreneurial parents also positively influenced students’ preference for running their own businesses. Interestingly, the findings challenge a simple dichotomy between employment and entrepreneurship. A preference for full-time employment did not diminish entrepreneurial intentions, suggesting students may view these career paths as complementary or sequential. Conversely, preferences for part-time or self-employment did not have a significant positive impact on entrepreneurial initiatives. These findings underscore the need for universities to provide tailored, practical support and to recognize the complex and non-linear career trajectories envisioned by modern students. Full article

In recent years, the Korean government has begun to encourage college students to start businesses due to college students’ employment difficulties. The government has implemented various policies to support college students to start businesses. In this study, we attempted to determine the relationship between ES (entrepreneurship), EA (entrepreneurial attitude), and ESE (entrepreneurial self-efficacy), psychological variables known to affect EI. Data were collected from 415 male and female college students in Korea via a mobile survey. The structural equation model analysis revealed that ES and ESE had positive effects on EI, and the effect of ESE was greater than that of the other variables. The effect of ESE on EA was significant only in the group without EE(NEL) but not in the group with EE(EL). When ES influenced EI, EA had no mediating effect, and when ESE influenced EI, EA played a mediating role positively only in the NEL group. This study identified previously unrecognized ES factors as predictors of EI and showed that ESE is a relatively strong predictor of EI again. This implies that, in order to increase the EI of college students, it is necessary to increase the entrepreneurial ability characterized as objective, rational, realistic, and stable, such as ESE. One of the useful methods is to provide entrepreneurship education to them. Full article

In recent years, entrepreneurial learning in higher education institutions has been promoted and supported to help students become job creators rather than job seekers. The main purpose of entrepreneurial learning is to develop entrepreneurial competencies in terms of knowledge, skills, and attitudes to attain the entrepreneurial goal of new value creation. This value extends beyond only economic value and job creation; it can, therefore, also benefit students who do not become entrepreneurs but who choose to think entrepreneurially. However, an enduring problem is ensuring that the entrepreneurial learning process is interactive, effective, and meaningful to the students. Correspondingly, self-directed learning (SDL) can be used in higher education to enhance entrepreneurial learning. This paper discusses the analyses of the role and importance of self-directed learning in the process of entrepreneurial learning for students in higher education institutions, informed by an exploratory systematic literature review. The findings reveal that SDL can play an important role in enhancing entrepreneurial learning by initiating the learning process to develop students’ entrepreneurial skills, mindset, motivation, creativity, and innovation, which serve as competencies for success as entrepreneurial thinkers. Based on the findings, the author concludes that SDL plays an important role in enhancing entrepreneurial learning in higher education institutions. Adopting SDL as a key strategy for teaching and learning in higher education can improve the effectiveness of entrepreneurial learning and help develop students into entrepreneurial thinkers. The practical implications are that the use of SDL in entrepreneurial learning can develop a spirit of creativity, create value on several levels, and empower students to become job creators instead of job seekers as higher education institutions prepare them for life after graduation. Full article

This study leverages the Theory of Planned Behavior (TPB) to investigate the variations in entrepreneurial intent (EI) among Romanian students, before and after the COVID-19 pandemic. By examining the interactions between attitudes, social norms (SocNorms), and perceived behavioral control (PBC), as represented in the TPB framework, we aimed to uncover what factors promote or hinder students’ decisions to pursue entrepreneurship. We examined these relationships across two cohorts (2018 and 2023) using structural equation modeling (SEM) on data collected through an online survey from a total sample of 383 Romanian bachelor students. Our findings indicate that PBC is a significant predictor of EI for both cohorts; however, attitudes have shown a direct but reverse influence for the 2023 group. This cohort, faced with isolation, unemployment, and resource shortages, has adapted by cultivating an innovation and perseverance mindset, positioning entrepreneurship as a viable solution. This study is one of the few longitudinal comparative investigations of EI in Romania during a significant societal crisis, offering insights into the evolving dynamics of young entrepreneurs, which can inform educational strategies and policies designed to nurture a new generation of resilient entrepreneurs. Full article

Land mobility, particularly in the agricultural sector, is a critical factor for rural development and the maintenance of the supply chain. In the EU, the dominant form of agricultural land mobility is succession. This study examines the impact of formal and informal institutional factors on land mobility and the development of the agricultural sector in Greece, emphasizing their role in shaping succession and land mobility processes. This research introduces an innovative approach by analyzing both formal (legislation, EU policies, taxation) and informal (cultural ties, family traditions) institutional factors that influence land mobility. Within this framework, this study explores the attitudes, perceptions, and behaviors of farmers, acknowledging that the institutional environment—shaped by both official regulations and informal norms, often expressed by the family head—may influence younger family members to adopt similar behaviors and practices. It also highlights the impact of ineffective and underdeveloped formal and informal institutions, providing policymakers and young people seeking to engage in agriculture with a valuable guide. The methodology is based on qualitative research, using semi-structured interviews with 21 members of farming families to capture views, perceptions, and experiences related to land mobility. The findings highlight several major barriers, including fragmented land ownership, emotional attachment to inherited land, bureaucratic obstacles, and high tax burdens. At the same time, shifting attitudes among younger generations are evident, as they adopt a more entrepreneurial mindset in land management. The results point to an urgent need for institutional reforms, such as completing the land registry, simplifying land transfer procedures, and promoting land consolidation policies. Overall, this exploratory study underscores the need for increased research attention to the formal and informal institutional elements that influence rural economic and structural development through land mobility, providing important insights for policies aimed to enhance land mobility and ensure the sustainable development of the agricultural sector. Furthermore, it provides valuable input for understanding and addressing challenges such as family traditions, emotional attachments to inherited land, and land mobility. Full article