Predicting entrepreneurial intentions from entrepreneurial self‐efficacy and entrepreneurs’ personal characteristics : a Botswana perspective (original) (raw)
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Effects of Entrepreneurship Education on Students' Entrepreneurial Intentions: A Case of Botswana
The purpose of this research was to assess the impact of entrepreneurship education on university students' intentions towards entrepreneurship. To test this relationship and attempt to answer the research question " to what extent does University-level entrepreneurship education influence students' entrepreneurial intentions? " a conceptual model supported by the theory of Planned Behaviour was adopted. Data were gathered from 343 final year students at the University of Botswana using a validated Entrepreneurship Intention Questionnaire. The results provide evidence that all three immediate antecedents of entrepreneurial intention; attitude towards entrepreneurship, subjective norm and perceived behavioural control (perceived entrepreneurial abilities) directly influence entrepreneurial intention. Participation in entrepreneurship education was observed to positively influence students' intention to become an entrepreneur by changing their attitude towards entrepreneurship and increasing their entrepreneurial abilities. The implication is that the university curriculum should be redesigned in order to stimulate an environment that is conducive for developing positive entrepreneurial attitudes and abilities. Based on the above, it is recommended that (a) entrepreneurship education subjects be offered as core subjects in the first and final years at the University of Botswana and students' assessments should incorporate linking projects with small firms, (b) the University of Botswana Business Clinic should establish a venture accelerator programme by providing seed funding and an entrepreneurship-mentorship programme. Policymakers need to understand that government initiatives will affect business formations only if these initiatives affect attitudes, entrepreneurial abilities, and subjective norms, which could motivate young people to start a promising enterprise. The objective of the promotion of entrepreneurship policy in Botswana should be to increase the number of individuals considering business start-ups through more determined entrepreneurship education initiatives.
International journal of research in social sciences, 2014
The growing body of literature is arguing that entrepreneurial intentions play a significant role in the decision-making process of becoming an entrepreneur. Bolstering the entrepreneurial and innovation-oriented mindsets, primarily among younger generations, might be considered crucial for the successful economic and social evolvement. Detecting the appropriate reasons which induce youngsters, especially students, to become entrepreneurs is a potentially valuable input for different policymakers and a problem explored in this paper. Personal attitudes, subjective norm and perceived behavioural control are called motivational ' antecedents' of entrepreneurial intentions and has been thoroughly studied within the theory of planned behaviour, developed by Ajzen (1991). The applicability of Ajzen' s model for predicting the main antecedents of entrepreneurial intentions were successfully tested in this study among students with or without international studying experience, as well as distinctions considering several background (individual and social) factors. The results of the correlation and regression analysis pointed out that personal attitudes towards entrepreneurship and entrepreneurial ability represent the most relevant components of the theory of planned behaviour model, while subjective norms have a minor role. Statistically significant differences were found in six factors: age, family background, household incomes, profession, country of origin, and student exchange programmes. These results confirmed previous conclusions about the explanation power of Ajzen' s model to predict entrepreneurial intentions and brought empirical evidence about studying abroad experience which has a noticeable impact on predictors of entrepreneurial intention among students, which potentially deserves additional incentives from policymakers and higher education institutions.
Entrepreneurial education, self-efficacy and intentions in Sub-Saharan Africa
African Journal of Economic and Management Studies
Purpose The purpose of this paper is to examine the mediating role of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education and intention in Ghana, Africa. Design/methodology/approach In all, 357 questionnaires from final year undergraduate students at a public university in Ghana are analysed using linear multiple regression. Findings The study reveals that entrepreneurship knowledge acquisition and opportunity recognition as dimensions of entrepreneurship education positively affect entrepreneurial intention (EI) and self-efficacy. Also, ESE increases the development of EI. The results further show that ESE mediated the relationship between the two measures of entrepreneurship education and EI. Practical implications The findings imply that when students are exposed to entrepreneurship knowledge and opportunity recognition skills via entrepreneurship education, they can develop high ESE and intention to engage in venture creation. Findings ther...
Tshwane University of Technology, 2021
This study evaluated the effects of entrepreneurship education on students' entrepreneurial intentions at the Tshwane University of Technology using the theory of planned behaviour. The study explored the influence of entrepreneurship education, perceived effects of entrepreneurship education, perceived behavioural control, subjective norms and attitude towards behaviour on entrepreneurial intentions. A total of 301 first, second and third-year entrepreneurship students completed the online survey questionnaire. The study's conceptual model was tested using partial least-squares structural equation modeling in RStudio. Microsoft Excel and IBM SPSS 26 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. Moreover, the results further revealed that perceived behavioural control partially mediated the relationship between entrepreneurship education and entrepreneurial intentions. Entrepreneurship education did not have a statistically significant relationship with subjective norms and attitude towards behaviour. 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. This study's findings add to the theory of planned behaviour as well as the field of entrepreneurship education. Future research should consider combining the entrepreneurial event model with the theory of planned behaviour and evaluate the influence that entrepreneurship education has on the entrepreneurial intentions of students in South Africa.
Factors Affecting Entrepreneurial Intention among Entrepreneurship Students in USIU- Africa
2017
The aim of this study was to investigate and explain factors that influence entrepreneurial intentions among university students in Kenya. The purpose/ general objective of this study was to establish the determinants of entrepreneurial intentions among university students in Kenya focusing on the United States Internation University (USIU)-Africa with the main objectives in the study aiming to establish the effect of entrepreneurship of social norms, perceived barriers and Risk taking on entrepreneurial intentions among university students in Kenya. The research questions are: How do social norms affect entrepreneurial intent of entrepreneurship students? How does perceived barriers affect entrepreneurial intent of entrepreneurship students? How does risk taking propensity affect entrepreneurial intent of entrepreneurship students? To achieve this objective, primary data was gathered through a survey using data from a sample size of fifty eight students from a population of one hundred and thirteen. As shown in the sample frame fifty eight questionnaires were issued to the target respondents. The selected students supplied data via administering a set of structured questionnaire. Descriptive statistics and inferential statistics were employed for determining and analyzing entrepreneurial factors. Correlation analysis was used to find out the relationship between social norms, perceived barriers and risking taking. This study utilized the descriptive research design. The population was one hundred and thirteen consisting of entrepreneurship students at USIU-Africa. Simple random sampling was used to determine the sample size of fifty eight. For this study, data was collected using structured questionnaires. Descriptive statistics was used to analyze data for frequencies and percentages distribution tables, mean, and inferential statistics for correlation, linear regression and multiple regression. The study showed that students' impetus to venture into business is affected by different factors. It was established that social norms i.e. culture, family and friends are not significant in influencing student's intentions to starting a business. The study found that the propensity to take risk was important in determining entrepreneurial intentions of students. The study v found that perceived barriers financial and legal access among students was not significant in determining entrepreneurial intentions. This study concluded that among the three factors of social norms, perceived barriers and risk taking. It is only the propensity to take risks that significantly influenced entrepreneurial intentions among students. The other two did not determine the entrepreneurial intentions of the students. This research recommends that since this study focused only on three factors, this information may not be exhaustive and therefore tackle this problem, it is recommended that other studies be done to unearth more on the subject. This will ensure increased reliability of the data and results and permit some generalization. The study covered only one university, this shows that the results of this study are skewed to the perceptions and data from only one university. It is suggested that such a study be done in other universities to increase the statistical power of the study and more reliable results.. vi ACKNOWLEDGEMENT I would like to express our sincere gratitude and appreciation to my supervisor Professor Scott Bellows for guidance, assistance and support during the period of the entire research project process. His wide knowledge, valuable comment and feedback given, have been of great value for me. Also, I would like to thank my family and friends for supporting me throughout the research project process. vii TABLE OF CONTENTS.
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.
Entrepreneurial Intentions and Behaviors Among Hawassa University Graduating Students, Ethiopia
European Journal of Business and Management, 2017
Entrepreneurship education is thought to be the solution for urgent need for new jobs. Since the number of Ethiopian higher education students interested in becoming entrepreneurs is significantly lower than their neighboring countries counterparts, entrepreneurship education should be further stimulated across Ethiopia. It is important to know what drives a students’ decision towards self-employment. In order to contribute to an improvement of entrepreneurship education in the Ethiopia, this study explores the influence of students’ personality and participation in entrepreneurship education on their entrepreneurial intentions and behaviors. The data were collected with a questionnaire among 205 students of the collage of Business and Economics and the rest other departments randomly of Hawassa University. The regression results give further evidence for the usefulness of the Theory of Planned Behaviour (Ajzen, 2012) in explaining entrepreneurial intentions. The results confirm the...
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.