Entrepreneurship Education: A Lifelong Learning Approach

Irawan, Nico; Valentina, Tri Febrianti

doi:10.1080/08276331.2021.1952500

Cited by 3 publications

(10 citation statements)

References 2 publications

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“…Not infrequently, research reports such as family background conditions, entrepreneurial knowledge, and skills are key aspects in building one's intention to become an entrepreneur. However, the narrative has changed significantly, as researchers in this field argue that entrepreneurs emerge due to various external and internal factors from individuals (Purusottama & Trilaksono, 2019;Sawang, 2020;Sendouwa et al, 2019). Following the type of human being as a social being, aspects related to socializing become a crucial approach that continues to be developed to foster individual intentions (Handayati et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Examining the Mediating-Moderating Role of Entrepreneurial Orientation and Digital Competence on Entrepreneurial Intention in Vocational Education

Triyono¹,

Mutohhari²,

Kholifah³

et al. 2023

JTET

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The rapid development of technology and digitalization in today's era has affected many aspects of life, including business and entrepreneurship. On the other hand, vocational education also has an essential role in preparing reliable and qualified human resources in this field. However, the main problem is the absence of entrepreneurial orientation and digital competency support in vocational education. In addition, low social and psychological capital results fromthis problem. This research aims to measure the role of social capital (SC) and psychological capital (PC) on entrepreneurial orientation (EO). Together they influence entrepreneurial intention (EI). In addition, entrepreneurial orientation (EO) was tested for its role as a mediator and tested for the moderating effect of digital competence (DC). This study used a quantitative research method with an ex post facto approach involving 757 vocational education student respondents. Data was collected through an Entrepreneurial Intentions questionnaire with a Likert scale of 1-5 (strongly disagree to agree strongly). SEM analysis tests the direct effect based on the path coefficient and the mediating and moderating effect based on the bootstrap results. The study results reveal that social capital (SC) and psychological capital (PC) and entrepreneurial orientation(EO)are significant in entrepreneurial intentions(EI). Entrepreneurial orientation (EO) is essential in mediating social and psychological capital's influence in determining intentions. Digital competence (DC) can prove its moderating role significantly in its interaction with entrepreneurial orientation(EO)in determining intentions. In addition, social capital (SC) and psychological capital (PC) andentrepreneurial orientation (EO) as the basis for forming entrepreneurial intentions(EI)in vocational education students. The recommendation from the study is that vocational education providers need to increase the use of technology in learning, provide entrepreneurship education and training programs and build networks with local business communities.

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Section: Discussionmentioning

confidence: 99%

Examining the Mediating-Moderating Role of Entrepreneurial Orientation and Digital Competence on Entrepreneurial Intention in Vocational Education

Triyono¹,

Mutohhari²,

Kholifah³

et al. 2023

JTET

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“…In addition, previous researchers believed in the important role of successful entrepreneurs as game changers in economic revival by creating jobs for themselves and others. However, after that, the narrative began to change significantly, as evidenced by researchers in this field arguing that entrepreneurs are not innate but can be developed in a person at any time (Purusottama & Trilaksono, 2019;Sawang, 2020;Sendouwa et al, 2019). Usually, someone with a productive working age (including the age range in high school) has the potential to develop their way of thinking and entrepreneurial spirit (Handayati et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Entrepreneurial intention (EI) is the main factor identified from the latest research report section (Boldureanu et al, 2020;Handayati et al, 2020;Yıldırım et al, 2016). The entrepreneurial intention in students is seen as very important and plays a role in implementing one's entrepreneurship (Sawang, 2020). Entrepreneurial intention is defined as a person's firm determination to focus on starting an entrepreneurship (Anjum et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Entrepreneurial intention is defined as a person's firm determination to focus on starting an entrepreneurship (Anjum et al, 2021). Entrepreneurial intention is also defined as an individual's state of mind that focuses on paying attention and is realized by concrete actions in the form of entrepreneurial behaviour as planned (Sawang, 2020). Therefore, the intention is referred to as the core heart of entrepreneurship which is the foundation of students in risking their body and soul for a career through entrepreneurship.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Entrepreneurial Personality Mediation and Technological Competencies Moderation in Determining Entrepreneurial Intentions in Vocational Education

Mutohhari¹,

Triyono²,

Sudira³

et al. 2023

JTET

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The importance of intention in producing graduates who are ready for entrepreneurship has not been addressed indepth invocational education. The lack of entrepreneurial personality that is supported by technological competence is the main problem. In addition, low social and psychological capital is a consequence of theseproblems. This study examines the determination of the influence of social and psychological capital, and entrepreneurial personality on entrepreneurial intentions. In addition, the entrepreneurial personality is tested for its role as a mediator and the moderating effect of technological competence is tested, which includes technological capacity and capability. Ex-post facto research was conducted involving 647 participants. Data were collected through the entrepreneurial intention scale questionnaire. SEM analysis was used to test the direct effect relationship based on the path coefficient and the mediation and moderating effect based on the bootstrap results. Findings revealed that social and psychological capital, and entrepreneurial personality have a significant effect on entrepreneurial intentions. Entrepreneurial personality plays a significant role in mediating the effect of social capital, but not on the influence of psychological capital. Meanwhile, capacity and capability only play a significant role in moderating the influence of social capital, even though technological capabilities are cansignificantly moderate entrepreneurial personality. These results indicate the importance of social and psychological capital, and entrepreneurial personality as an important foundation for the formation of entrepreneurial intentions in vocational education students. On the other hand, technological competence is very important in strengthening social capital to stimulate the growth of entrepreneurial intentions.

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“…In generating green jobs, green entrepreneurs certainly have to have continuous innovation (Sawang, 2020;Yun et al, 2019). Continuous innovation is a response to circumstances that demand new changes in the form of processes and practices (Pansera & Sarkar, 2016).…”

Section: Introductionmentioning

confidence: 99%

Determining Green Entrepreneurial Innovation of Higher Education Students: SEM Analysis Approach

2024

Pegegog

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This research measures the role of psycho-cybernetics training (PT), green entrepreneurship training (GET), and green entrepreneurship motivation (GEM) in determining GEI. Going even deeper, GEM was also tested for its mediating role on the influence of PT and GET in determining GEI. This study adopts an ex-post facto design that focuses on the condition of students after green entrepreneurship training and psycho-cybernetics reinforcement. A total of 294 university students in Indonesia were involved to fill out the questionnaire voluntarily. A Likert-scale questionnaire instrument whose items have been validated is used to collect data. Structural Equation Modeling (SEM) analysis is used to test the hypothesis of direct influence between variables and mediating roles through path analysis and bootstrap methods. The results of the direct effect test stated that PT and GET play a significant role in determining GEM, and PT, GET and GEM also play a significant role in determining GEI. The mediating role of GEM has also been tested to be significant in the influence of PT and GET in determining GEI. These results provide a big signal that in creating various green innovations in entrepreneurship, two aspects (technical skills and psychological conditions) are needed which are well synergized.

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Entrepreneurship Education: A Lifelong Learning Approach

Cited by 3 publications

References 2 publications

Examining the Mediating-Moderating Role of Entrepreneurial Orientation and Digital Competence on Entrepreneurial Intention in Vocational Education

Examining the Mediating-Moderating Role of Entrepreneurial Orientation and Digital Competence on Entrepreneurial Intention in Vocational Education

The Role of Entrepreneurial Personality Mediation and Technological Competencies Moderation in Determining Entrepreneurial Intentions in Vocational Education

Determining Green Entrepreneurial Innovation of Higher Education Students: SEM Analysis Approach

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