Entrepreneurship education and undergraduate students’ self- and paid-employment intentions

Abstract

Purpose The purpose of this paper is to conceptually explore the relationship between Entrepreneurship Education (EE) and undergraduate students’ self- and paid-employment intentions. Specifically, the paper aims to examine the effect of paid-employment intention on the relationship between EE and self-employment intention. Design/methodology/approach This paper reviewed extensively related literature on EE, entrepreneurial intentions and the theory of planned behaviour (TPB). The detailed literature review undertaken formed the basis for the development of the conceptual framework. Findings It is found that undergraduate students have two opposing employment intentions within them, namely, self- and paid-employment intentions. The two employment intentions interact and have a tendency to dominate each other, and consequently lead to different employment behaviours. The dominant employment intention determines whether a graduate will exhibit self- or paid-employment behaviour. This confirms that graduates are faced with two career paths or choices, namely, self- and paid-employment. Research limitations/implications It is not an empirical paper. Thus, the conceptual framework needs to be further empirically tested. More specifically, the proposition that undergraduate students’ paid-employment intentions moderate the impact of EE on their self-employment intentions needs to be empirically validated. Practical implications This paper provides some insightful and practical implications for the government and the policymakers in the education sector, particularly in tackling the menace of graduate unemployment and its associated problems. It provides an insight into the problem of graduate unemployment. The government and the policymakers should initiate enlightenment programmes that will reorient undergraduate students away from having the mentality of securing paid-jobs after graduation. Equally, undergraduate students should be enlightened about the difficulties in securing paid-jobs and the benefits of being a self-employed graduate. Originality/value It is the first to explore the moderating effect of undergraduate students’ paid-employment intentions on the relationship between EE and their self-employment intentions. Therefore, it makes a valuable contribution to the existing literature on EE and entrepreneurial intentions. It further strengthens the TPB by applying it to explain how undergraduate students’ paid-employment intentions could neutralise the impact of EE on their self-employment intentions.

How Entrepreneurship Education at Universities Influences Entrepreneurial Intention: Mediating Effect Based on Entrepreneurial Competence

“…So how can we increase the number of entrepreneurs? Some scholars believe that entrepreneurs can be created by cultivating entrepreneurial qualities such as entrepreneurial knowledge, attitudes, and skills through education and encouragement of creativity (Otache, 2019 ). Public policy planners and government agencies worldwide recognized entrepreneurship education as a means to encourage social innovation (Jones and Iredale, 2014 ).…”

Is there a link between industry involvement in higher education learning and student job creation intention?

“…We acknowledge that entrepreneurship education and other entrepreneurial activities take place in the HEIs of many countries and that, in many cases, participation in entrepreneurship courses is a mandatory requirement for graduation. However, previous studies have questioned the ability of entrepreneurship courses and initiatives promoted by higher education to enhance students' entrepreneurial aspirations and intentions (Otache, 2019). For example, Støren (2014) found that, among Norwegian graduates, those who had studied entrepreneurship-related courses as F o r P e e r R e v i e w part of their curriculum had no greater intentions to start their own business than other graduates.…”

“…In Nigeria, for instance, 40 per cent of the total population, or almost 83 million people, live below the country's poverty line of 137,430 Naira ($381.75) per year and do not have a job to earn a livelihood (World Bank (2019). This situation has led to the Nigerian government's policy on promoting entrepreneurship or small business start-up as a means of reducing poverty, creating more jobs and helping people to improve their living standard (e.g., Otache, 2019). Furthermore, the drive for HEIs to engage or partner with industry in the effort to produce competent graduates who can start their own businesses and create jobs has attracted many researchers in recent years.…”

The Effect of High Impact Entrepreneurship Educational Practices (Hieeps) on Entrepreneurial Self-Employment Among Business School Students

“…It is also an important part of career-related tasks, such as the entrepreneurial process, as it prompts an individual's choice, determination, and perseverance (Al-Mamun et al, 2016). Thus, self-employment is concerned with an individual's decision on what to be done with the skills they possess, not just with the skills individual experienced (Otache, 2019). The greater the individual's self-employment inclination, the more confident he/she is to be successful in a particular task domain (Otache, 2019).…”

“…Thus, self-employment is concerned with an individual's decision on what to be done with the skills they possess, not just with the skills individual experienced (Otache, 2019). The greater the individual's self-employment inclination, the more confident he/she is to be successful in a particular task domain (Otache, 2019). Several studies have established that Entrepreneurial Self-Employment is a strong driver of entrepreneurial behavior (Al-Mamun et al, 2016; Otache, 2019) and anticipated to affect individual choices, goals, effort, emotional responses, ability to cope, and perseverance (Gelaidan & Abdullateef, 2017; Al-Mamun et al, 2017; Odewale et al, 2019).…”