The Impact of Perceived Desirability and Perceived Feasibility on Entrepreneurial Intention among Undergraduate Students in Sri Lanka: An Extended Model

Dissanayake, D.M.N.S.W.

doi:10.4038/kjm.v2i1.6543

Cited by 36 publications

(35 citation statements)

References 19 publications

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“…The findings against prior studies demonstrated the Shapero's model (Ngugi et al, 2012) or at least perceived feasibility and perceived desirability (Byabashaija & Katono, 2011;Dissanayake, 2013;Drennan, Kennedy, & Renfrow, 2005;Sajjad, Shafi, & Dad, 2012;Weerakoon & Gunatissa, 2014). However, this finding supported the previous researches conducted by AlHaj et al (2011), Garba, Kabir, and Nalado (2014), and Guerrero, Rialp, and Urbano (2008).…”

Section: Criteriasupporting

confidence: 45%

Determinant Factors of Studentsâ€™ Entrepreneurial Intention: a Comparative Study

Purwana

2018

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The research aims to analyze the impact of entrepreneurial education along with Shapero’s theory of entrepreneurial events on students' entrepreneurial intention. The research is also addressed to compare entrepreneurial intention of students lived in Jakarta and Garut city. The research method used is a survey and causal approach. Simple random sampling was used as the technique to select sample (413 respondents) from both cities. The sample size is adjusted to the model of analysis used in structural equation modeling (SEM). The research revealed that entrepreneurship education has a significant impact on perceived desirability, perceived feasibility and perceived propensity to act. This study also found that perceived desirability, perceived feasibility and perceived propensity to act were insignificant to influence students' entrepreneurial intention. The research findings suggest an agenda regarding a modification of entrepreneurship-oriented curriculum and creating school entrepreneurial atmosphere. Suggestions for future research are discussed.

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Section: Criteriasupporting

confidence: 45%

Determinant Factors of Studentsâ€™ Entrepreneurial Intention: a Comparative Study

Purwana

2018

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“…2.2 Entrepreneurial self-efficacy and entrepreneurial intention Entrepreneurial self-efficacy is an individual's capability or capacity to mobilize the motivation, cognitive resources and certain course of action in requisite to achieve success while performing any specific task (Dissanayake, 2013). The belief in one's capability is selfefficacy (Bandura, 2000).…”

Section: Entrepreneurial Intentionmentioning

confidence: 99%

Entrepreneurial intention of Indian university students: the role of opportunity recognition and entrepreneurship education

et al. 2020

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PurposeThe purpose of this study is to investigate the impact of opportunity recognition and entrepreneurial self-efficacy on the entrepreneurial intention of Indian university students. This paper also examines the moderating role of entrepreneurship education and gender on the opportunity recognition–intention and self-efficacy–intention relationships.Design/methodology/approachThe data were collected through a comprehensive questionnaire from 334 students having business and management background. Confirmatory factor analysis was used to ensure the reliability and validity of all the constructs, and structural equation modeling was used to test the proposed hypotheses.FindingsThis study unveils three important findings. First, opportunity recognition and self-efficacy both show a significant positive impact on the entrepreneurial intention of students. Second, education positively moderates “self-efficacy–intention relationship”, and third, gender negatively moderates “opportunity recognition–intention” and “self-efficacy–intention” relationships.Research limitations/implicationsThis study has been carried out using a sample of students from only one university, and the study included only business and management background students. Similar studies can be conducted by adding more motivational and contextual factors with an increased sample size of students having different educational backgrounds.Practical implicationsThis study provides pragmatic support to formulate new educational initiatives that can support students in their present or future entrepreneurial projects.Originality/valueThis study adds to the scarce literature on opportunity recognition and entrepreneurial intention and also highlights the moderating role of entrepreneurship education and gender on opportunity recognition–intention and entrepreneurial self-efficacy–intention relationships.

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“…Essential psychological capital ingredients, for those who would be entrepreneurs, include self-efficacy, optimism, hope and resilience (Wernsing, 2014). The positive effect of self-efficacy (perceived behavioral control) on EI is well documented (Bae et al , 2014; Dissanayake, 2013; Solesvik, 2017). Previous studies have also reported a strong positive correlation between attitude and intention (Byabashaija and Katono, 2011; Schwarz et al , 2009).…”

Section: Introductionmentioning

confidence: 98%

Perceived social norms, psychological capital and entrepreneurial intention among undergraduate students in Bukavu

Ephrem

Namatovu

Basalirwa

2019

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Purpose Entrepreneurship is important for economic growth, through its role in the provision of employment. In the recent past, a number of African universities have developed entrepreneurship education courses to facilitate the growing demand for entrepreneurs in the market. An immediate outcome anticipated from entrepreneurship education is to increase entrepreneurial intention (EI) among the participants. Unfortunately, most of the entrepreneurship education in developing economies has not been linked to an increase in the EI of students. This paper thus proposes that it is when students possess high levels of psychological capital and perceive positive social norms that entrepreneurship education will lead to positive EI. The purpose of this paper is to establish the relationship between perceived social norms (PSN), psychological capital and EI of university students. Design/methodology/approach Quantitative data were collected through a self-administered questionnaire on a random sample of 196 final year entrepreneurship and business management students, from three universities in Bukavu (East of DRC). Structural equation modeling was used to test the research hypotheses. Findings The paper provides four main findings. First, PSN and psychological capital have a positive significant effect on EI. Second, PSN contribute more to this effect than psychological capital. Third, PSN make a positive and significant effect on psychological capital. Lastly, psychological capital positively mediates the relationship between PSN and EI. Research limitations/implications This study could have benefited from a qualitative approach to have a more in-depth explanation of these relationships. The study is conducted amongst students who operate in a controlled environment. This may not reflect the actual behavior of entrepreneurs. Practical implications This work provides cues of what entrepreneurship educators should consider as they recruit and train students. Specifically, the study highlights the importance of students’ psychological capital and positive social norms in transforming entrepreneurial education into intention. Originality/value This study adds value to knowledge by highlighting the mediating role of psychological capital on the relationship between PSN and EI.

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The Impact of Perceived Desirability and Perceived Feasibility on Entrepreneurial Intention among Undergraduate Students in Sri Lanka: An Extended Model

Cited by 36 publications

References 19 publications

Determinant Factors of Studentsâ€™ Entrepreneurial Intention: a Comparative Study

Determinant Factors of Studentsâ€™ Entrepreneurial Intention: a Comparative Study

Entrepreneurial intention of Indian university students: the role of opportunity recognition and entrepreneurship education

Perceived social norms, psychological capital and entrepreneurial intention among undergraduate students in Bukavu

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