A Multilevel Model of Entrepreneurship Education and Entrepreneurial Intention: Opportunity Recognition as a Mediator and Entrepreneurial Learning as a Moderator

Abstract

Highlighting the implications of entrepreneurship education, this study examines the effects of entrepreneurship education in predicting the entrepreneurial intention of university students. The study also explores the mediating role of opportunity recognition and the moderating role of entrepreneurial learning in this process. To test our multilevel-moderated mediation model, based on a dataset containing 1,150 university students from 55 universities in the Guangdong-Hong Kong-Macao Greater Bay Area of China, hierarchical linear modeling is utilized to test the research hypotheses. The findings reveal that entrepreneurship education can promote the entrepreneurial intention of students through opportunity recognition. Furthermore, entrepreneurial learning plays a moderating role in the link between entrepreneurship education and opportunity recognition. Implications for the design and delivery of entrepreneurship education are discussed.

Sustainable entrepreneurship out of entrepreneurial opportunity identification: The mediating role of psychological capital

“…By focusing on the same aspects, using data from 334 Indian university students, Hassan et al ( 2020 ) concluded that self-efficacy opportunity recognition also shows a significant positive impact on the EI of students, and gender negatively moderates “opportunity recognition–intention” and “self-efficacy–intention” relationships. Similarly, Hou et al ( 2022 ) also empirically confirmed that entrepreneurship education can promote the EI of students through opportunity recognition in a sample of 1,150 university students in China. More recently, a study conducted by Abdelwahed ( 2022 ), in a sample of 292 Saudi Arabia's university students, found a positive and significant effect of attitudes toward sustainability, perceived desirability, and perceived feasibility on sustainable EI and opportunity recognition; the opportunity identification factor also significantly and positively affects sustainable EI.…”

“…As many previous studies stated, one of the immediate outcomes resulting from entrepreneurship education is expected to enhance students with the skills to identify business opportunities (Liñán et al, 2011 ; Hou et al, 2022 ). In this vein, some scholars had viewed opportunity identification as an antecedent for predicting EI in the field of business (Bao et al, 2017 ; Mahmood et al, 2019 ; Wang et al, 2019 ).…”

Entrepreneurship Education: Encouraging Entrepreneurial Intentions for Equality Education Students in Semarang

“…Entrepreneurship education programs offer methods and techniques, business planning and market analysis, so as to help students to recognize new business ideas. Some of the key elements of entrepreneurship include the transition of business ideas to the market, market entry strategies, resource acquisition, and how to organize and manage new businesses (Hou et al, 2022).…”

“…The dramatic growth of entrepreneurship education and investment in entrepreneurship education programs continues to increase. Therefore, the increase in entrepreneurship education indicates to researchers and educators that the topic is important (Hou et al, 2022;Pratomo & Shofwan, 2022).…”

Relationship between prior entrepreneurship exposure and entrepreneurial intention among secondary school learners in Gauteng, South Africa

“…Through exposure to entrepreneurship education individuals can acquire entrepreneurial knowledge and skills and ultimately engage self-employment(Galloway & Brown, 2002;Martin et al, 2013;Jones et al, 2017). Findings of prior research from different countries indicate the existence of a signi cant relationship between entrepreneurship education and entrepreneurial intention(Zhang et al, 2014; Asghar et al, 2016; and are vital for the development of entrepreneurial skills and know-how which enhance one's con dence to act entrepreneurially(Honig, 2004;Radu & Loué, 2008;Mueller, 2011;Nabi et al, 2018;Hou et al, 2022). Active and experiential teaching methods are vital in facilitating the formation of entrepreneurial intention(Tshehla et al, 2021) and have a positive effect on the antecedents of entrepreneurial intention (Padilla-Angulo et al, 2021;Yang et al, 2021).…”