The Role of Entrepreneurship Education in Cultivating Student’s Entrepreneurial Intention

Abstract

Purpose: This research seeks to prove whether entrepreneurship education can significantly grow student's entrepreneurial intention. The approach of theory of planned behavior (TPB) is used to examine whether the effect of entrepreneurship education on student's entrepreneurial intention initially goes through attitude variables, subjective norms, and perceptions about behavioral control first. The population of this study is the students of Narotama University who were taking the course of Strategic HR Management in the odd semester of 2017/2018. Data was analyzed using path analysis method. The result shows that entrepreneurship education has no direct effect on student's entrepreneurial intention. As for the three elements of TPB, only attitude variable which is able to significantly mediate the influence of entrepreneurship education on student's entrepreneurial intention.Design/methodology/approach: In this research, data in the form of respondents' perceptions were analyzed quantitatively using path analysis method.Findings: Entrepreneurship education has no direct effect on student's entrepreneurial intention and solely mediated by attitude of the students in order to effectively influence their entrepreneurial intention. Research limitations/implications:In this research, entrepreneurship education is seen from the learning process in one course only, not viewed holistically starting from a policy making process at the top management level of the university, the preparation of an integrated entrepreneurship curriculum, to its implementation in the learning process in each course. Also, the family background of each student was not considered as one of the determinants of their entrepreneurial intention. Practical implications: There is a need to increase affective content so that a stronger persuasive ability will be established among students to influence the norms in their social environment. Addition in psychomotor content is also needed to form more positive perception about students' competence in doing entrepreneurial activity. Originality/value: This research combines the study of entrepreneurship education with the latest development in TPB study. This research also focuses on a population of students who are taking a certain course. Thus, the components in a learning process can be better observed.

Pengaruh Lingkungan Keluarga dan Lingkungan Sosial terhadap Minat Berwirausaha melalui Pendidikan Kewirausahaan pada Siswa SMKN 10 Surabaya

“…Amalia et al, 2014) yang menyatakan bahwa lingkungan sosial dan pendidikan kewirausahaan secara signifikan berdampak terhadap minat berwirausaha siswa. Hal yang sama juga ditemukan pada penelitian yang dilakukan(Putra et al, 2018) dan(Din et al, 2016) yang menyatakan bahwa pendidikan kewirausahaan dan aktivitas wirausaha memberikan dampak yang signifikan terhadap minat berwirausaha.KESIMPULANDari hasil temuan diatas diperoleh kesimpulan bahwa lingkungan keluarga memberikan pengaruh signifikan terhadap minat berwirausaha siswa, lingkungan sosial tidak memberikan pengaruh yang signifikan terhadap minat berwirausaha siswa, pendidikan kewirausahaan mempengaruhi secara positif dan signifikan terhadap minat berwirausaha siswa, lingkungan keluarga berpengaruh signifikan terhadap pendidikan kewirausahaan siswa, lingkungan sosial berpengaruh signifikan terhadap pendidikan kewirausahaan siswa, lingkungan keluarga melalui pendidikan kewirausahaan memberikan pengaruh signifikan terhadap minat berwirausaha, lingkungan sosial melalui pendidikan kewirausahaan memberikan dampak signifikan terhadap minat berwirausaha. Adapun saran yang dapat diberikan peneliti baik untuk guru, siswa dan orang tua siswa agar selalu mengajarkan nilai-nilai kewirausahaan kepada siswa dengan cara yang baik untuk masa depan siswa yang baik.Agusmiati, D., & Wahyudin, A.…”

Moderating Role of Perceived Social Support on the Relationship Between Entrepreneurship Education and Entrepreneurial Intention

“…A significant negative correlation was found between effective EE and EI. Recently, Putra, Tridayanti & Sukoco (2018) investigated whether EE could significantly improve students' entrepreneurial willingness. They revealed that EE has no direct impact on students' EI.…”

Assessing the Impact of Entrepreneurship Education on the Entrepreneurial Intention of Nigerian Entrepreneurship Students

“…The review revealed that the vast majority of previous studies found that there was a positive relationship between entrepreneurship education and entrepreneurial intentions of students: from China (Cai & Kong, 2017;Ni & Ye, 2018;Lin et al, 2019) to India (Bhat & Singh, 2018); from Indonesia (Utami, 2017;Pratama, 2019) to Iran (Jahani et al, 2017); from Korea (Yang, 2017;Bae et al, 2017) to Malaysia (Mamun et al, 2017); from Ghana (Pedrini et al, 2017) to Nigeria (Hassan & Hassan, 2017;Aladejebi, 2018), and finally from Romania (Frunzaru & Cismaru, 2018) and Spain (Barba-Sánchez & Atienza-Sahuquillo, 2018;Ferrandiz et al, 2018). Only three of the studies reviewed found no relationship between entrepreneurship education and EI: Jie & Harms (2017) from the Netherlands, Ngah & Osman (2017) from Malaysia and Putra, Tridayanti, and Sukoco (2018) from Indonesia. It is thus reasonable to conclude that there is significant empirical support for the assumption that entrepreneurship education will have a positive impact on the EI of university students.…”