Drivers of sustainable entrepreneurial intentions among university students: an integrated model from a developing world context

Abstract

Purpose The purpose of this study is to integrate and extend two models of entrepreneurial intention to investigate the drivers of sustainable entrepreneurial intention among intermediate undergraduate university students in Nigeria. Specifically, this paper aims to introduce education for sustainable entrepreneurship into the integrated model, thereby fitting the model into the context of sustainable entrepreneurship. Design/methodology/approach Data was gathered with the help of a structured questionnaire from 435 students of a university in Nigeria. The students passed through a special entrepreneurship training in which they were educated on the concept and practice of sustainable entrepreneurship. SmartPLS was used to test the proposed structural model. Findings The findings revealed that education for sustainable entrepreneurship significantly influences all variables of the integrated model, but has nonsignificant direct influence on sustainable entrepreneurial intention. Sustainable entrepreneurial intention is significantly driven by attitude and propensity to act. Therefore, the inclusion of education for sustainable entrepreneurship into the regression equation adds to its explanatory power. Originality/value This study contributes toward understanding of sustainable entrepreneurial intention of intermediate university students in a developing world context – Nigeria. Above all, it is among the few studies that shed light on the strength of education for sustainable entrepreneurship in the formation of sustainable entrepreneurial intention among students. This study proposes integration and extension (by adding education for sustainable entrepreneurship) of the theory of planned behavior and entrepreneurial event model in learning about students’ intentions to engage in sustainable entrepreneurship.

COVID-19 pandemic and entrepreneurial intention among university students: a contextualisation of the Igbo Traditional Business School

“…The TPB model (Ajzen, 1985) has been widely applied to understand the antecedents to EIs of individuals (Agu et al, 2021;Ambad and Damit, 2016;Linan and Chen, 2009). This study is based on the TPB which proposes that attitude, subjective norms and perceived behavioural control (PBC) are the three main determinants of intention to engage in a particular behaviour, which transforms into actual behaviour (Agu et al, 2021). EI is self-acknowledged conviction by a person who intends to set up a new business venture and consciously plans to do so at some point in the future (Thompson, 2009).…”

Empirical Analysis of the Global Supply and Demand of Entrepreneurial Finance: A Random Utility Theory Perspective

“…Conversely, individuals with natural entrepreneurial spirits often fail to undertake much schooling, as they perceive the formal educational system to not meet their learning needs, while individuals with a low level of education and potentially no initial entrepreneurial drive might feel compelled to resort to entrepreneurship to support their livelihood, especially in times of limited labor market opportunities and high unemployment [15,16]. These latter findings seem to further suggest a potential need for formal education curricula to properly address the art and science of entrepreneurship, to allow graduates to globally develop entrepreneurial mindsets [45].…”

“…As summarized in Table A3, for all three outcome indicators of the GEFM, the estimated chi-squared test statistics along with their corresponding p-values suggest the statistical significance of the specified empirical model described in Equations ( 14)- (16). Indeed, the individual tests have p-values below the 5% significance level, which sug-gest the strong dependence of all included nominal predictors with the three outcome indicators of the GEFM (i.e., formal account ownership, entrepreneurial saving, and entrepreneurial borrowing).…”

“…Globally, entrepreneurial intentions, in terms of willingness to save and willingness to borrow for entrepreneurial ventures, may also be affected by national economic conditions, in terms of employment opportunities [14], entrepreneurial ability/efficiency (as potentially mediated by formal education) [15], prevailing wealth level [16], and individual age [17]. Therefore, in what follows, the above relational propositions are empirically tested by analyzing the economic behaviors of suppliers (savers) and demanders (borrowers) of 3 of 28 entrepreneurial funds in the global economy.…”

Psychological Well-Being Sustainable during Entrepreneurial Process—The Moderating Role of Entrepreneurial Creativity

“…During this process, psychological well-being, as an important psychological capital, is essential for student entrepreneurs engaged in entrepreneurship. Thus, student entrepreneurs need to be trained to effectively manage their emotions and feelings, especially in the context of COVID-19, when they experience a roller-coaster entrepreneurial experience [5].…”