Entrepreneurial motivations and intentions: investigating the role of education major

Abstract

PurposeThe purpose of this study is to explore the difference in entrepreneurial intentions, perceived entrepreneurial motivation, and cognitive profiles (attitudes towards entrepreneurship, perceived behaviour control, and subjective norms) between individuals who have participated in enterprise education programmes in the universities and those who have not. The paper also investigates the mediating role of attitudes towards entrepreneurship, perceived behaviour control, and subjective norms related to entrepreneurial motivation and the forming of entrepreneurial intentions.Design/methodology/approachSurvey information from 321 students from three universities in the Ukraine was hand collected. Hierarchical multiple regressions were used to test hypotheses.FindingsIndividuals who participate in enterprise programmes tend to have higher entrepreneurial motivation and are more likely to become entrepreneurs. Empirical evidence shows that attitudes, subjective norms and perceived behaviour control mediate the relationship between perceived entrepreneurial motivation and entrepreneurial intentions.Research limitations/implicationsThe study is based on data collected from three universities in one city. The implications for education managers related to the inclusion of enterprise courses into the study plans of engineering students are also discussed here.Practical implicationsThe findings have implications for the stimulation of student enterprise in transitional economies where attitudinal and resource (i.e. skill, competence and knowledge) deficiencies can retard enterprise. Entrepreneurial motivation is an important link between an intention and action. Enterprise education programs which stimulate entrepreneurial motivation should be offered to engineering students since many of them start ventures later. Engagement into enterprise development programs of engineering students might evoke earlier interest in self‐employment career path among young people.Originality/valueThe article contributes to the field of entrepreneurial motivation and intentions. The study extends insights from the theory of planned behaviour (TPB) (i.e. subjective norms, attitudes toward this behaviour, and perceived behavioural control) by also considering the perceived entrepreneurial motivation profiles of students.

Taking/receiving and giving (TRG): A comparison of two quantitative pilot studies on students’ entrepreneurial motivation in Indonesia

“…By knowing this, universities, government, or other parties who have a concern on entrepreneurial education, may design an entrepreneurial programs to attract students to be a young entrepreneur. Many studies showed that entrepreneurial education increased students' motivation and intention to be an entrepreneur (Bellotti et al, 2014;Duval-Couetil, 2013;Karimi, Biemans, Lans, Chizari, & Mulder, 2014;Piperopoulos & Dimov, 2014;Solesvik, 2013).…”

Entrepreneurial Motivations for High-Interest Students

“…Studies on the topic often focus on Science, Technology, Engineering and Math (STEM) studies and careers, but just as Frome and Eccles (1998) include English in their study, we feel that the non-STEM fields would provide benefit if they were also investigated. In fact, a strong link has been demonstrated between parents' entrepreneurial activities and the likelihood of their children pursuing entrepreneurship (Carr & Sequeira, 2007;Solesvik, 2013;Van Auken, Stephens, Fry, & Silva, 2006). Our central theme aligns well with the published research on the topic.…”

“…We measured Perceived Behavioral Control using three questions from Ajzen (2002) as cited in Solesvik (2013) ("If I wanted to, I could easily become an entrepreneur", "As an entrepreneur I would have sufficient control over my business", "It is entirely up to me whether or not I become an entrepreneur"). Question "PBC3" from Solesvik (2013) was left out per Solesvik (2013). We believe that Perceived Behavioral Control is an important topic for research in this field, connected to self-efficacy, but it appeared that many students reported high self-efficacy impressions regarding entrepreneurship in spite of having little experience being entrepreneurs.…”

“…The interviews were conducted at the end of the semester (before and after finals). The survey questions were obtained from Solesvik (2013), which incorporated questions developed as parts of other studies and used entrepreneurial intent scores as the dependent variable in her paper. For the purposes of this study, entrepreneurial affinity is defined as a combination of participants' intent to pursue entrepreneurship, which is quantified by the questions from Liñán andChen (2009), used in Solesvik (2013), and the positive view they have of entrepreneurship, which is quantified by the questions from Gundry and Welsch (2001), used in (Solesvik, 2013).…”

“…Among various options, I would rather be an entrepreneur Table 1. Survey Questions for Entrepreneurial Affinity Found in Solesvik (2013) Participants came from sections of the class offered in the fall and spring semesters, resulting in two separate cohorts. The students in each cohort did not work together, and the cohorts were simply classified chronologically -hence by the inherent influences of common peer consultant training and seasonal effects.…”