Student associations and entrepreneurial intentions

Angulo, Laura Padilla

doi:10.1080/03075079.2017.1336215

Cited by 54 publications

(42 citation statements)

References 41 publications

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“…This definition suggests that entrepreneurship arises from a deliberately planned behaviour (Liñán, 2008), so it is important to understand this process and its motivations. Numerous researchers have attempted to explain why some people, and not others, decide to become entrepreneurs (Autio et al, 2001;Chou et al, 2017;Padilla-Angulo, 2017;Segal et al, 2005).…”

Section: Entrepreneurial Intention Of University Studentsmentioning

confidence: 99%

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Arranz

Arroyabe

2018

Studies in Higher Education

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This paper studies entrepreneurial intentions in undergraduate students and the obstacles perceived by the students in the process of starting their own business. Using a sample of 1,053 undergraduate students from Andalusia universities, this study explores attitudes, capacities and social environment to determine the profile of university's entrepreneurs. The results of the structural model show that motivational factors determine entrepreneurship university students, while environmental or regional factors indirectly determine undergraduates' choice of employment status. We also find that personal variables and attitudes related to the desire for selfrealization have the greatest influence on the entrepreneurial intention university students. In addition, the findings from the regression analysis exhibit that financial obstacles, the lack of experience, and training are the main barriers students perceive to starting their own business. The results contribute to theories of entrepreneurship education and intentions in the context of higher education. The authors discuss implications universities and policymakers.

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Section: Entrepreneurial Intention Of University Studentsmentioning

confidence: 99%

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Arranz

Arroyabe

2018

Studies in Higher Education

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“…EEEs can be optimized by, for example, the creation of infrastructures, networks, technology transfer offices, and centers for entrepreneurship. Entrepreneurship education is embedded in a context of actors (Jones & Matlay, 2011;Wraae & Walmsley, 2020) that may provide opportunities, resources and networks to experiment with business ideas (Bauman & Lucy, 2019;Johannisson, 1991;Padilla-Angulo, 2019;Preedy & Jones, 2017). Gibb (1996), Kirby (2004), and Rae et al (2012) highlight the need for business schools to prepare students for an entrepreneurial career and become involved with the local business community.…”

Section: Entrepreneurial Education Ecosystemsmentioning

confidence: 99%

Exploring Entrepreneurship Education Effectiveness at British Universities – An Application of the World Café Method

Decker-Lange

Lange

Dhaliwal

et al. 2020

Entrepreneurship Education and Pedagogy

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Universities have made significant investments in entrepreneurship programs for decades, but the scope, relevance and usefulness of entrepreneurship education are still questioned. This study aims to explore the meaning of effectiveness as it relates to entrepreneurship education in a grounded and holistic sense, recognizing both the range of stakeholders involved in the design, delivery and experience of entrepreneurship education and the underlying complexity of the issue at hand. Two World Café events, a method designed to elicit grounded knowledge, were organized to seek insights from a diverse range of stakeholders. Results confirm and illustrate the complex nature of effectiveness in entrepreneurship education. The purpose of specific educational initiatives, diverse audiences’ expectations and contextual factors must be considered in any meaningful attempt at identifying effectiveness. Findings also revealed a consensus that effectiveness relates to creating a transformational process, which leads to a shift in attitudes towards entrepreneurship. This shift prepares students for careers that go beyond the launch of a new venture. The role of time lags in assessing effectiveness was also identified. We suggest an agenda for future research and practical implications.

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“…Past research found that there is a correlation between entrepreneurship education and individual attitude toward entrepreneurship (Mwatsika and Sankhulani, 2016). Hence, attitude plays an important role in increasing entrepreneurial intention (Potishuk and Kratzer, 2017).…”

Section: The Relationship Between Entrepreneurship Education and Attimentioning

confidence: 97%

The impact of entrepreneurship education on attitude, subjective norm and self-efficacy among undergraduates

Balder¹

2020

Int. j. adv. appl. sci.

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The Malaysian government recognized the importance of entrepreneurship's role in developing innovation and knowledge as new engines that could help the Malaysia economy to grow. Entrepreneurship education has become popular for developing economies and creating job opportunities in Malaysia. Entrepreneurship contributes significantly to economic growth; it increases job opportunities, nurtures innovation, and organization productivity. Most of the higher education institutions (HEI) in Malaysia are also engaged with the numerous entrepreneurship development programs and training for small business development. Entrepreneurship programs in HEI could also promote an entrepreneurial culture; for the student who is interested in entrepreneurial activities. This research aims to investigate the impact of entrepreneurship education, attitude, self-efficacy, subjective-norm on entrepreneurial intention among undergraduates in private universities in Kuala Lumpur. Likewise, this research has adopted Theory Planned behavior (TPB) as an underpinning theory for its research framework. Based on the distributed questionnaires, the research only received 226 responses. However, only 216 questionnaires were usable for further analysis. The research has used SPSS and Smart-Pls programs to analyze its data. The research found that there is a positive and significant relationship between entrepreneurship education and (attitude, subjective-norm self-efficacy). The research expands the current body of knowledge on TPB from the landscape of undergraduates' students in private universities in Kuala Lumpur, Malaysia. The research ends with some avenues for future research.

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Student associations and entrepreneurial intentions

Cited by 54 publications

References 41 publications

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Exploring Entrepreneurship Education Effectiveness at British Universities – An Application of the World Café Method

The impact of entrepreneurship education on attitude, subjective norm and self-efficacy among undergraduates

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