Do University Entrepreneurship Programs Influence Students’ Entrepreneurial Behavior? An Empirical Analysis of University Students in Singapore

Ho, Yuen‐Ping; Low, P. C.; Wong, Poh Kam

doi:10.1108/s1048-4736_2014_0000024003

Cited by 5 publications

(14 citation statements)

References 28 publications

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“…Apart from the direct effects of EE on EI, another group of studies assumes that the effect of EE on EI is (partially) mediated through its effect on TPB's intervening constructs (Rauch and Hulsink, 2015). As the direct and mediated influences of EE via TPB have meta-analytical support, research has begun to investigate a fourth model variant, which is that the effect of EE on EI may be moderated by the three cognitive antecedents posited under TPB (Ho et al, 2014).…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

“…First, we examine the extent to which students possess the attitudes, subjective norms, and perceived behavioral control considered prerequisites of becoming an entrepreneur. Here we add to the literature by investigating not only the direct effects of TPB constructs, but, in treating them as moderators of the EE-EI relationship (Ho et al, 2014), and we also examine the relationship in the context of specific fields of study.…”

Section: Introductionmentioning

confidence: 99%

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The impact of entrepreneurship education on the entrepreneurial intention of students in science and engineering versus business studies university programs

Maresch

Harms

Kailer

et al. 2016

Technological Forecasting and Social Change

457

354

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Academic research has shown that Entrepreneurship Education (EE) increases Entrepreneurial Intention (EI). However, this does not happen uniformly in all contexts, as specific contexts may require different EE action. In this paper the authors investigate the context-specific questions in two separate categories of students. If context is important, we should see different outcomes from similar EE classes provided to different student groups. The authors' results suggest that there is a contextual difference. The results indicate that EE modified to suit a particular target group could address the issue of subjective norms separately for business students and science and engineering students. Their principal results show that EE is generally effective for business students and science and engineering students. However, the EI of science and engineering students is actually negatively affected by subjective norms, whereas that effect is not apparent among the business student sample. The authors suggest that future research is needed on effective didactic approaches in EE for science and engineering students.

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Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The impact of entrepreneurship education on the entrepreneurial intention of students in science and engineering versus business studies university programs

Maresch

Harms

Kailer

et al. 2016

Technological Forecasting and Social Change

457

354

View full text Add to dashboard Cite

show abstract

“…The majority of the studies used quantitative approach (Darmanto & Yuliari, 2018;Aldianto et al, 2018;Nasirun et al, 2017;Ho et al, 2014;Othman & Mydin, 2010), while only one study used qualitative approach (Anuar et al, 2013). Business start-up refers to entrepreneurial behavior or entrepreneurial engagement of students to create or start the business activities (Nasirun et al, 2017;Mamun et al, 2017;Ho et al, 2014), entrepreneurial action in starting a business (Darmanto & Yuliari 2018;Anuar et al, 2013), and courage and readiness to face potential risks (Aldianto et al, 2018). Besides, there are two factors of entrepreneurial behaviors by Othman and Mydin (2010), namely cognitive and non-cognitive.…”

Section: Business Start-upmentioning

confidence: 99%

A Systematic Review on Entrepreneurship Education in Higher Learning Institutions in Southeast Asia

Othman¹,

Othman²

2019

ujer

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Many countries have invested in entrepreneurship education through programs and trainings especially in the Higher Learning Institutions (HLIs). This paper aims to systematically review the outcome of entrepreneurship education (EE) in the higher learning education by reviewing the latest ten-year published records in Southeast Asian countries. The study's primary source of data were research articles published from 2009 to 2018 in English written peer-reviewed journals on Web of Science and Scopus database. A total of 68 related articles were identified, and most of them were Malaysian articles, followed by the Indonesian's. A systematic review approach was applied, guided by the PRISMA Statement, whereby the current study showed the existence of the EE research trend, especially in higher learning institutions. Besides that, this study also shows the outcome of EE in sixth themes, entrepreneurial attitude, entrepreneurial skills and knowledge, entrepreneurial motivation, entrepreneurial competency, entrepreneurial intention, and business start-up. The outcome of entrepreneurship education could be seen more visibly whether it has a positive effect or otherwise, in developing the potential of students as entrepreneurs.

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“…Therefore, it is important to do research on the aspect of 'experiential learning' of the business model tools, which, as defined and used in the papers by Shepherd and Dhliwayo (2008), Ho et al (2014) and McCarthy and McCarthy (2010), implies that for learning to take place, experiences have to occur or (it also implies) the experience achieved through the practical application of knowledge. Glass and Freeman (2016) mention 'Current research suggests that college entrepreneurship courses tend to be abstract and lack concrete experiential elements that encompass the total entrepreneurial experience'.…”

Section: Entrepreneurship Education Business Model Tools and Experiementioning

confidence: 99%

A qualitative analysis of the ‘experiential learning’ of business school students and graduates through their participation in The University of Manchester’s annual business start-up competition

Kulkarni¹

2019

Entrep Educ

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Business model tools are viewed with importance by entrepreneurs and also by the academic community that offer entrepreneurship education. Business schools teach business model tools with great importance, so that the students can understand their usefulness and also apply these to their ideas. Students pursuing courses on entrepreneurship and related business programs are taught about these tools by presenting to them case studies where these tools are applied, etc. However, it is of question as to how much importance do the students give to these tools when they are being taught in their courses, and also, whether they get a chance to experience the usage of these business model tools. Business start-up competitions play an important role in giving students an opportunity to apply the business model tools to their own ideas, explore their (business model tools') usefulness and also gain an experiential understanding of using these. It is important to analyse as to whether these business school students are able to learn through the experience of using these tools for their business ideas in the competition. In this paper, it is examined, as to whether business start-up competitions provide experience to the business school students of using the business model tools and whether through these competitions, students of the University of Manchester feel more confident of knowing how to use these tools for entrepreneurship. The particular business idea competition that is a focus of this paper is the Venture Further competition of 2017.

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Do University Entrepreneurship Programs Influence Students’ Entrepreneurial Behavior? An Empirical Analysis of University Students in Singapore

Cited by 5 publications

References 28 publications

The impact of entrepreneurship education on the entrepreneurial intention of students in science and engineering versus business studies university programs

The impact of entrepreneurship education on the entrepreneurial intention of students in science and engineering versus business studies university programs

A Systematic Review on Entrepreneurship Education in Higher Learning Institutions in Southeast Asia

A qualitative analysis of the ‘experiential learning’ of business school students and graduates through their participation in The University of Manchester’s annual business start-up competition

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