Relationship between Entrepreneurship Education and Entrepreneurial Intentions: A Validation Study

Tiwari, Preeti; Bhat, Anil; Tikoria, Jyoti

doi:10.1007/978-981-10-3319-3_9

Cited by 11 publications

(13 citation statements)

References 41 publications

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“…The finding also reveals the importance of this entrepreneurship education research in the current context of China. This finding is somewhat different from what the literature on entrepreneurship education suggests in the previous studies, especially in the western context [31,32,34]. The practice-oriented entrepreneurship education has been considered as a way to deepen students' understanding of entrepreneurial knowledge, as well as effectively training students' entrepreneurial abilities and skills [42,58].…”

Section: Discussionmentioning

confidence: 58%

“…Another surprising finding is that course taking has more significant influence than participation in practicum on student self-efficacy in entrepreneurial decision-making, and eventually on entrepreneurial intention [31,32,34]. The finding also reveals the importance of this entrepreneurship education research in the current context of China.…”

Section: Discussionmentioning

confidence: 93%

“…Laguna-Sánchez et al (2020) [23] found that the students attained two types of skills, acquiring a higher level of proficiency in entrepreneurial skills, as well as transversal competencies through training programs. Some other studies also indicate strong correlations between student participation in entrepreneurship education and the formation of their entrepreneurial intention [6,[30][31][32]. Participants of entrepreneurship education programs are more likely to have higher intention to form their own businesses compared to non-participants [33,34].…”

Section: Entrepreneurship Educationmentioning

confidence: 99%

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Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education

2020

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Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts.

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Section: Discussionmentioning

confidence: 58%

Section: Discussionmentioning

confidence: 93%

Section: Entrepreneurship Educationmentioning

confidence: 99%

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Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education

2020

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“…El trabajo de Trivedi (2017) destaca que, cada vez más, la literatura sobre el emprendimiento se ha centrado en modelos basados en la intención. De otro lado, en referencia a las teorías que soportan los estudios de emprendimiento, Roy et al (2017) y Tiwari et al (2017) fundamentan el estudio de emprendimiento en India, en la teoría de del comportamiento planificado (TPB) propuesta por Ajzen. Igualmente, Trivedi (2017) retoma la teoría TPB para analizar el emprendimiento en los estudiantes de posgrado en gerencia de India, Singapur y Malasia.…”

Section: Introductionunclassified

“…De otro lado, Trivedi (2017) analiza como factores del emprendimiento: las barreras endógenas, el ambiente exógeno, el ambiente universitario y el apoyo en la intención empresarial entre los estudiantes de gestión. Otro de los factores destacados en la literatura corresponden a: el conocimiento empresarial requerido (Roy et al, 2017) y la percepción de los estudiantes frente a su experiencia de aprendizaje en la universidad (Tognazzo et al, 2017), (Tiwari et al, 2017) y (Singh et al, 2017). Por su parte, Singh et al (2017) propone la necesidad de estudiar los factores de intención emprendedora desde una perspectiva holística, validando la influencia de los factores individuales y socioculturales en la intención emprendedora.…”

Section: Introductionunclassified

Instrumento para Identificar Características Personales y Didáctica Utilizadas por los Docentes en la Formación de Emprendedores

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El objetivo del estudio fue diseñar un instrumento para identificar características personales y didácticas utilizadas por los docentes en la formación de emprendedores. El instrumento fue validado mediante una prueba piloto aplicada a 52 docentes universitarios. La validez de contenido se estableció mediante el juicio de expertos. La confiabilidad de instrumento se estimó mediante el coeficiente de Alfa de Cronbach. Con esta prueba se obtuvo una confiabilidad de 0,88. Adicionalmente, se realizó el análisis factorial para la verificación de la dimensionalidad del instrumento propuesto y los análisis de ítems, obteniendo un resultado de la medida de adecuación muestral de 0,958 (índice Kaiser-Meyer-Olkin, KMO). De esta manera, el porcentaje de la varianza total explicada corresponde a 99,88%. La estructura de instrumento quedó conformada por 28 ítems, mediante una escala tipo Likert. El instrumento de recolección de datos presentado en el artículo aporta una herramienta para el desarrollo de programas de formación a formadores en emprendimiento y, consecuentemente, contribuye al desarrollo de actitudes emprendedoras en estudiantes, mediante la práctica docente.

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The relationships between Big-Five personality traits and social entrepreneurship intention

Tan

2022

Cogent Business & Management

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Relationship between Entrepreneurship Education and Entrepreneurial Intentions: A Validation Study

Cited by 11 publications

References 41 publications

Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education

Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education

Instrumento para Identificar Características Personales y Didáctica Utilizadas por los Docentes en la Formación de Emprendedores

The relationships between Big-Five personality traits and social entrepreneurship intention

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