Predicting entrepreneurial motivation among university students

Abstract

Purpose This research aims to better understand the main drivers of entrepreneurial motivation among university students and to determine whether entrepreneurship education has a moderating effect on improving the impact of knowledge base and entrepreneurship competencies on entrepreneurial motivation. Design/methodology/approach This study uses a mixed-method approach that combines qualitative interviews and a cross-sectional survey of a sample of 465 university students. Findings The study reveals that entrepreneurship competencies are a predictor of entrepreneurship motivation but that knowledge base is not. Additionally, entrepreneurship education does not improve the motivation of university students to become entrepreneurs. These findings suggest that, to increase entrepreneurial motivation, pedagogy should emphasize the development of students’ entrepreneurial psychological and social skills by covering in particular the emotional dimension and critical thinking. Originality/value This research contributes to the literature on entrepreneurship education and provides strategic recommendations for university managers and education-policy makers.

The Effect of Entrepreneurship Education on Entrepreneurial Intention Mediated by Motivation and Attitude among Management Students, State University of Malang, Indonesia

“…In this research, effective entrepreneurship teaching received by students is able to stimulate the growing of motivation and attitude as essential learning features for accomplishing entrepreneurial assignments. This research finding supports the works of Khalili et al (2014), Farhangmehr et al (2016), and Jakubiak and Buchta (2016). It is also found that the higher students' entrepreneurial motivation make possible for them to reach the higher students' entrepreneurial attitude.…”

“…Knowledge learned and skills trained and developed during a semester taking the course is expected enable boosting students' motivation and attitude from inside becoming an entrepreneur (Raposo & do Paco, 2011). Practicality of entrepreneurship education is able to improve students' entrepreneurial competencies developed during taking the course and provide a positive impact on students' entrepreneurial motivation (Khalili et al, 2014;Farhangmehr et al, 2016;Jakubiak & Buchta, 2016). Previous research (Prodjosoesilo, 2005;Alain et al, 2006) revealed that there are relationships among students' entrepreneurial motivation and attitudes, entrepreneurship learning process, and students' concern in entrepreneurship education.…”

The Effect of Business Environment and Entrepreneurs’ Gender on Perception of Financial Risk in The Smes Sector

“…It is necessary to familiarize entrepreneurs with knowledge concerning bank credit conditions and knowledge in relation to risk management including management of liquidity. According to Farhangmehr, Goncalves and Sarmento (2016) the utility of entrepreneurship education is a frequently discussed question. Entrepreneurial education should stimulate the development of the knowledge base (e.g.…”

Model konstruksi kognitif metaphora kewirausahaan: pendekatan konseptual

“…Pendapat yang sama dikatakan oleh (Florea dan Florea, 2013), yang menjelaskan bahwa program pendidikan dan pelatihan kewirausahaan telah memberi kontribusi terhadap pembangunan ekonomi. Demikian juga dengan penelitian (Chimucheka, T, 2014) menunjukkan terdapat hubungan kewirausahaan dengan pendidikan untuk meningkatkan usaha kecil dan peranan pendidikan kewirausahaan pada negara berkembang untuk mengkonstruksi program kewirausahaan (Mastura, Jaafar, et al 2008;Richard, Mandel, and Erik Noyes, 2016;Farhangmehr et. al, 2016).…”