Entrepreneurial education and students' entrepreneurial intention: does team cooperation matter?

Abstract

This study aims to provide a better understanding of why and how entrepreneurial education increases the inclination to start-up. The study investigates the moderating role of team cooperation on the effect of entrepreneurial education on entrepreneurial self-efficacy and entrepreneurial passion. Survey results from 221 undergraduate students from entrepreneurship programs were used for correlation, regression, and mediation analysis. By integrating social cognitive theory and self-regulation theory, this study proposes a dual-process model and investigates the mediating effects of entrepreneurial self-efficacy and entrepreneurial passion on the relationship between entrepreneurial education and entrepreneurial intention. Moreover, this study enhances our knowledge of why and how entrepreneurial education improves business students' entrepreneurial intention. It also contributed to the entrepreneurial education literature by testing the role of team cooperation as the boundary condition.

Does entrepreneurial knowledge influence vocational students’ intention? Lessons from Indonesia

“…The results indicate a positive correlation between entrepreneurship education and the intention of being an entrepreneur. Moreover, the findings agree with previous studies by Sun, Liang, and Wong (2017), Li and Wu (2019), Ferreira, Fernandes, and Ratten (2017), which reveals that entrepreneurship education promotes an individual's intention to be an entrepreneur. This finding broadly supports the work of other studies in Indonesian context, thus linking entrepreneurial education with intention (Purwana & Suhud, 2018).…”

“…Over the past decade, the majority of scholars in both developed and developing countries claimed that entrepreneurial education plays a crucial role in motivating entrepreneurs (Jena, 2020;Li & Wu, 2019;Fayolle & Gailly, 2015). Moreover, scholars also agree that entrepreneurial education does not only engage students' knowledge, mindset, attitude, and self-efficacy but also develops students' intention and skills to start a business (Kim & Park, 2019;Barba-Sánchez & Atienza-Sahuquillo, 2018;Souitaris, Zerbinati, & Al-Laham, 2007;Zhang, Duysters, & Cloodt, 2014).…”

Entrepreneurship Education and Business Opportunity Exploitation: Positive Emotion as Mediator

“…This is consistent with previous studies that indicated entrepreneurship education can increase a student's ability and his/her tendency to engage in entrepreneurship (Jiang & Wang, 2014;Lackeus 2015;Othman & Othman, 2015;Sanchez & Sahuquillo, 2018). This is acknowledged by Li & Wu (2019) that students who have completed an entrepreneurship module or entrepreneurship course are more possible to choose an entrepreneur career than students who do not. Therefore, higher education institutions play an important role in ensuring that entrepreneurship education can cultivate the potential of entrepreneurs to recognize and exploit opportunities, and then venture into entrepreneurship.…”

The impact of entrepreneurial education on entrepreneurial intention: The case of Vietnamese

“…Sample item includes "It is exciting to figure out new ways to solve unmet market needs that can be commercialized" and "Being the founder of a business is an important part of who I am". Entrepreneurial intention was measured by Li and Wu (2019) four-item scale which was tested in a Chinese environment. Sample item includes "I will actively learn about entrepreneurial knowledge and learn about the detailed process of entrepreneurship".…”