The Effects of Entrepreneurship Education on Students' Entrepreneurial Intentions at the Tshwane University of Technology (original) (raw)
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Journal of Entrepreneurship Education, 2021
This study evaluated the effects of entrepreneurship education on students' entrepreneurial intentions using the theory of planned behaviour at the Tshwane University of Technology in South Africa. A cross-sectional quantitative research approach based on convenience sampling method was adopted for the study, involving a total of 301 first, second and third-year entrepreneurship students who completed an online survey questionnaire. The study's conceptual model was tested using partial least-squares structural equation modelling in RStudio. Microsoft Excel and IBM SPSS v26 were used for descriptive statistics. The findings generated from the PLS-SEM model showed that entrepreneurship education had a statistically significant influence on entrepreneurial intentions and perceived behavioural control. Perceived effects of entrepreneurship education had a statistically significant effect on perceived behavioural control, subjective norms and attitude towards behaviour, and an insignificant direct effect on entrepreneurial intentions. The relationship between entrepreneurial intentions and perceived effects of entrepreneurship education was fully mediated by perceived behavioural control, subjective norms and attitude towards behaviour. The findings further revealed that perceived behavioural control, subjective norms, and attitude towards behaviour had a statistically significant influence on entrepreneurial intentions. The findings add to the advancement of the theory of planned behaviour and the field of entrepreneurship education.
University education is no longer a passport to secure employment for graduates. This requires young graduates to consider entrepreneurship and self-employment as a viable career option. While the number of entrepreneurship education programmes is growing, their impact is under-researched and studies paint an ambiguous picture of the impact of entrepreneurship education. Understanding the determinants of entrepreneurial intention, therefore, becomes important. Drawing on the theory of planned behaviour, this study investigates the impact of entrepreneurship education on the entrepreneurial intention of students in higher education in Nigeria. The descriptive survey design was adopted for the study. The sample for this study comprises of final year Business Administration and Marketing students from selected private Universities. The data collected was analysed using correlation analysis. The results show that participants (students) of entrepreneurship education programs are more likely to have higher intention to form their own businesses compared to non-participants. Furthermore, attitude toward entrepreneurship, subjective norm, and perceived behavioural control mediate the relationship between Entrepreneurship Education and Entrepreneurial intentions. The findings of this report contribute both to the Theory of Planned Behaviour and to the field of entrepreneurship education. On the whole, the findings derived suggest that, in order to promote graduate entrepreneurship, multifaceted and concerted efforts will be required from policy makers (to help shape institutions), practitioners (to devise and implement collaborative support mechanisms), educators (to design and deliver appropriate Entrepreneurship Education content and pedagogy) and scholars (to evaluate and develop knowledge)
Telaah Bisnis, 2022
The purpose of this study was to analyze the Planned Behavior Theory and entrepreneurship education in triggering students' entrepreneurial intentions. This research was conducted at Mercu Buana University. The respondents of this study were students of the Faculty of Economics and Business, with a total sample of 250 student respondents. This study uses quantitative methods. The data collection technique used the snowball technique. Data processing uses a statistical model of Structural Equation Modeling-Partial Least Square (SEM-PLS) with the help of SMART PLS software. The study found that Entrepreneurship education has a significant influence on Attitude Toward Behavior, Subjective Norms, Perceived Behavioral Control and entrepreneurial intentions. Attitude Toward Behavior has a a significant effect on entrepreneurial intentions. Subjective Norms and Perceived Behavioral Control has no significant effect on entrepreneurial intention. Entrepreneurship education with Attitude Toward Behavior, Subjective Norms and Perceived Behavioral Control simultaneously has a moderate influence on entrepreneurial intentions.
Entrepreneurship Education and Entrepreneurial Intentions: the Role of Theory of Planned Behaviour
University education is no longer a passport to secure employment for graduates. This requires young graduates to consider entrepreneurship and self-employment as a viable career option. While the number of entrepreneurship education programmes is growing, their impact is under-researched and studies paint an ambiguous picture of the impact of entrepreneurship education. Understanding the determinants of entrepreneurial intention, therefore, becomes important. Drawing on the theory of planned behaviour, this study investigates the impact of entrepreneurship education on the entrepreneurial intention of students in higher education in Nigeria. The descriptive survey design was adopted for the study. The sample for this study comprises of final year Business Administration and Marketing students from selected private Universities. The data collected was analysed using correlation analysis. The results show that participants (students) of entrepreneurship education programs are more likely to have higher intention to form their own businesses compared to non-participants. Furthermore, attitude toward entrepreneurship, subjective norm, and perceived behavioural control mediate the relationship between Entrepreneurship Education and Entrepreneurial intentions. The findings of this report contribute both to the Theory of Planned Behaviour and to the field of entrepreneurship education. On the whole, the findings derived suggest that, in order to promote graduate entrepreneurship, multifaceted and concerted efforts will be required from policy makers (to help shape institutions), practitioners (to devise and implement collaborative support mechanisms), educators (to design and deliver appropriate Entrepreneurship Education content and pedagogy) and scholars (to evaluate and develop knowledge)
Purpose of the Study: The University of Cape Coast in it bit to reduce graduate unemployment has introduced a university-wide entrepreneurship course for all non-business students. The purpose of this study was to assess the influence of the entrepreneurship course on their entrepreneurial intentions. Design/Methodology/Approach: Descriptive survey design was employed in the study. Based on the consecutive sampling technique, a sample of 1,200 students participated in the study. Structural equation modeling was used to analyze data. Findings: Results from the analysis showed influence of attitude (β = 0.321, p = 0.000) on entrepreneurial intention. Similarly, perceived behavioral control (β = 0.446, p = 0.000) also showed significant influence on entrepreneurial intention, whereas subjective norms (β = 0.032, p = 0.228), did not show any significant influence on entrepreneurial intentions. The overall joint significance of the antecedent factors explained 48% (r 2 = 0.479, p < 0.01) of the variance in entrepreneurial intention. Research Limitations/Implications: The study sampled only non-business entrepreneurship students of the University of Cape Coast. The questionnaire was also administered after the students had gone through a semester course in entrepreneurship. Future research could look at a comparative study on entrepreneurial intention between the business and non-business students. A further research could also do a pre-assessment of the students' knowledge and entrepreneurial intentions and another after the course to give any distinct change in attitude if there be any in the form of longitudinal study.
International journal of educational sciences, 2016
The aim of the study was to determine whether entrepreneurship education stimulates students' interest in becoming entrepreneu rs. The study also examined how entrepreneurship education influences the development of various entrepreneurial characteristics. A quantitative research design was used. Questionnaires were administered to a convenient sample of 150 students at a university in the Eastern Cape Province of South Africa. The Chi-Square test and Pearson product moment correlation were run to test for association between variables using SPSS. The findings of the research showed that although there is no direct relationship between entrepreneurship education and entrepreneurial intention, there are significant associations between entrepreneurship education and the antecedents of entrepreneurial intention. Educating students in the field of entrepreneurship enhances their entrepreneurial skills hence; entrepreneurship education should be incorporated into school curriculum in order to promote entrepreneurship.
Proceeding international conference on family business and entrepreneurship, 2021
One of the major problems in Indonesia is inadequate number of workers with the number of job positions available. Hence, it is better for people with productive age, especially the one that is educated, to have an orientation or intention to create job, rather than being a job seeker. Entrepreneurship education is considerably believed to be a prominent element in forming one's entrepreneurial intention. Nevertheless, many studies show few consistent results on the direct impact of entrepreneurship education on individual's entrepreneurial intention. Therefore, the aim of this study is to examine the influence of entrepreneurship education toward entrepreneurial intention with Theory of Planned Behaviour (TPB) approach as a mediator. This theory clarified that there are three primary forces that influence an individual's intentions, which are attitude, subjective norms, and perceived behavioural control. The approach to this research is quantitative method, where the data collected will be analysed statistically using PLS-SEM. The researcher selected the population of 992 business management students at Universitas Ciputra Surabaya, who are registered in the academic year of 2017 and 2018. By using purposive sampling method, the total samples that successfully collected are 305 samples. The result of this study concludes that the direct relationship between entrepreneurship education to entrepreneurial intention shows no significant effect. Nevertheless, entrepreneurship education can significantly influence entrepreneurial intention if it is fully mediated by attitude toward entrepreneurship, subjective norms, and perceived behavioural control.
The Role of Entrepreneurship Education in Developing Students’ Entrepreneurial Intentions
SSRN Electronic Journal, 2000
This study, based on the Theory of Planned Behaviour (TPB), assesses the impact of entrepreneurship education programs (EEPs) on entrepreneurial intentions of 320 students following entrepreneurship courses at six Iranian universities. Data were collected by a questionnaire before and after completing EEPs. Result indicated that EEPs significantly influence perceived behavioral control and subjective norms. However, no support was found for the effects of EEPs on attitudes toward entrepreneurship and intention. Findings suggest that the TPB could be considered to provide a useful framework to analyze how EEP might influence students' entrepreneurial intentions.
Journal of Entrepreneurship and Management , 2022
Entrepreneurial behaviours are determined, to a large extent, by entrepreneurial intentions. The aim of this research is, therefore, to study those antecedents that influence entrepreneurial intentions of university students (Ethiopian Institute of Architecture Building Construction and City Development-EiABC) in the context of a developing African country, Ethiopia. The research is based on the framework of the theory of planned behaviour (TPB) and effectual measure of entrepreneurial intentions. By employing the theory of planned behaviour, the paper addressed how personal attitudes, subjective norms, and perceived behavioural control affect students' intentions of becoming an entrepreneur. Additionally, the entrepreneurial intention of students was measured via an effectual entrepreneurial scale. As a result, the independent variables were personal attitude, behavioural control, and subjective norms, whereas the dependent variable was entrepreneurial intention. The study is conducted among 162 graduating students from the Ethiopian Institute of Architecture Building Construction and City Development, Addis Ababa. Quantitative survey method was employed using descriptive statistics and hierarchical regression analysis. The result indicates that all independent variables, personal attitude, subjective norms, and behaviour control, significantly affect the formation of entrepreneurial intention when taken individually. However, only personal attitude and subjective norms significantly contribute to the formation of entrepreneurial intention when combined. Finally, recommendations for EiABC, policy makers, and researchers have been highlighted.
Pakistan Journal of Commerce and Social Sciences, 2016
The purpose of the present study is to explore the relationship between the components of entrepreneurship education on the one hand and the antecedents of students’ entrepreneurial intentions, on the other hand. A casual comparative survey was conducted to find out the impact of entrepreneurship education on entrepreneurship education participants (n=198) and on non-participants (n=202). The sample was selected from GIII level students of Technical and Vocational Education and Training (TVET). The t-test was applied to study the mean difference. The structural equation modeling was used to study the relationship between the entrepreneurship education components and the antecedents of entrepreneurial intentions. The embedded research design was used to support the results of the quantitative dataset by means of the qualitative interviews of the entrepreneurship education participants (n=15). The results showed that there was an impact of entrepreneurship education on the student’s i...