Entrepreneurship education has been implemented in higher institutions in order to give exposure and develop students’ skills and interest in business. Although entrepreneurship course is taught in many universities, researchers are still arguing whether entrepreneurship education is related to the intention to start a business. This study investigated the impact of self-efficacy, independence, and motivation on entrepreneurial intentions among university students. A total of 496 questionnaires were completed by students of Universiti Kebangsaan Malaysia (UKM) who attended Fundamental of Entrepreneurship and Innovation during the academic year 2017/2018 as their compulsory subject. Using PLS-SEM, a two-step approach was used to analyze the data. Self-efficacy, independence, and motivation were found to significantly influence the students’ intention to become entrepreneur, explaining 52% of the variance in intention to become entrepreneur. Additionally, the findings indicate that motivation is the key factor in the entrepreneurial intent of the students. These findings contribute to a better understanding of students’ intention to become an entrepreneur, which is a necessary step to increase more university students to become job creators rather than job seekers. Thus, higher education institutions should revise the curriculum and establish measures to incorporate these three factors for enhancing entrepreneurship education programs at the university. Keywords: Entrepreneurial education, entrepreneurial intention, independence, motivation, self-efficacy Cite as: Omar, N. A., Shah, N. U., Abu Hasan, N., & Ali, M. H. (2019). The influence of self-efficacy, motivation, and independence on students’ entrepreneurial intention. Journal of Nusantara Studies, 4(2), 1-28. http://dx.doi.org/10.24200/jonus.vol4iss2pp1-28
The purpose of the present study is to empirically test the relationship among knowledge assets, such as explicit and tacit knowledge on SMEs' innovative performance. Furthermore, the contingent effects of speed, reliability and accuracy of knowledge transfer are also tested on the relationship. In which the theoretical framework was used to explain the Nonaka's theory of knowledge creation and knowledge-based view theory. This is because the present study is conducted to evaluate a direct relationship between knowledge assets on innovative performance. Thus, the contingent effect of knowledge transfer on the aforementioned relationship was tested. In order to achieve the study aims, the used of a quantitative study was employed via online questionnaires sent to SMEs. Multiple regression and interaction effect tests were utilised using SPSS25 software. The findings revealed three important outcomes. Firstly, knowledge assets have positive relationship with innovative performance. Secondly, speed of knowledge transfer positively influences knowledge assets and innovative performance relationship. Thirdly, reliability and accuracy of knowledge transfer also positively influence knowledge assets and innovative performance relationship. This result demonstrates that with the right management of knowledge, especially in making sure that knowledge is transferred to the right people, innovative performance especially in SMEs can be elevated.
The underlying objective of an entrepreneurship education programme (EEP) is to facilitate students to becoming more passionate about entrepreneurship. This is done through the provision of a profound pedagogical learning experience while undergoing the entrepreneurial learning process. However, despite the rapid proliferation of EEP as the mainstream academic offering, previous literature argues that the current EEP delivery lacks the rigour and efficacy to provide a pedagogical experience that suits different personal identities that the students bring along into the classroom; thus, affecting their passion for entrepreneurship. In light of this, we review extensive literature related to entrepreneurial learning process, entrepreneurship education as well as the development of a passion for an activity. We also propose a theoretical framework of what may be missing in the current setup. We focus our discussion on the micro-foundation of the entrepreneurial learning process that occurs deep in the cognitive structure of individuals. Through the narrative literature review approach, we found that the lack of depth while the students validating their personal identity with the entrepreneurial learning activity affects the development of their passion for entrepreneurship. We offer refreshing insights into the importance of heuristic thinking, which embodies students' personal identity, and its interplay with the pedagogical experience during the entrepreneurial learning process. This is crucial in the promotion of a strong sense of identification with the entrepreneurial-related activity and deep affinity towards entrepreneurship. By recognising this missing element and linkage, the students will feel that their unique signature strength is being more appreciated, thus triggering a more intense reaction towards the learning stimuli. This is because they feel the profound recognition of their worthiness in the social circle as well as stronger belief about the mutual benefit between entrepreneurship and their ongoing personal life quest; which consequently allows their entrepreneurial passion to be further developed. This paper contributes to the underpinning insight of how entrepreneurial passion is developed, the way it can influence the interest of learning entrepreneurship in EEP and encourage the students to become more passionate about entrepreneurship.
Artikel ini membincangkan mengenai stereotaip gender yang dialami oleh pemain e-sukan wanita. Isu mengenai stereotaip gender terjadi kerana e-sukan dikategorikan sebagai sukan yang didominasi oleh kaum lelaki kerana majoriti pemain terdiri daripada kaum lelaki. Bagi wanita yang memilih untuk menjadi sebahagian daripada industri e-sukan, mereka tidak dapat lari daripada elemen stigma, label dan seterusnya stereotaip hanya disebabkan gender mereka berbeza. Bagi menjawab isu ini, pendekatan kualitatif menggunakan temu bual mendalam telah dilakukan ke atas tujuh orang wanita yang terlibat aktif di dalam e-sukan. Informan tersebut dipilih melalui persampelan bertujuan dengan ciri-ciri spesifik iaitu wanita, terlibat di dalam e-sukan dan menjadi pemain bagi sesebuah pasukan/kelab e-sukan dan terlibat dalam permainan jenis berperanan berganda (MMOPRGs). Data dianalisis menggunakan analisis tematik dan dipersembahkan secara deskriptif dan naratif. Hasil kajian menunjukkan terdapat beberapa jenis stereotaip yang menjadi cabaran serta halangan kepada pemain wanita ini untuk terus berjaya di dalam kerjaya sebagai seorang professional ‘gamers’. Stereotaip gender seperti wanita tidak pandai bermain MMOPGRs, komen berbau seksis serta lucah juga pernah diterima, tiada komunikasi yang baik antara pemain lelaki dan wanita dan tanggapan bahawa wanita tidak sesuai bermain permainan tersebut kerana kebanyakan permainan berganda ini bersifat ekstrem, agresif dan maskulin. Ciri-ciri permainan tersebut lebih signifikan kepada lelaki berbanding dengan wanita yang seringkali dikaitkan dengan sifat feminin. Secara tidak langsung, tanggapan seperti itu sedikit sebanyak menyekat peluang wanita untuk bergerak lebih aktif dan maju di dalam e-sukan berbanding lelaki. Kata kunci: Wanita, e-sukan, sosialisasi, gender, stereotaip gender, sosiologi.
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