Which factors affect entrepreneurial intention of university students?

Abstract

Purpose-Fostering entrepreneurship needs a twofold policy that should focus on both the current situation and future prospect of entrepreneurship. Although many scholars and policy makers devote their attention to the first foci of issue, it is equally important to map out the future context of entrepreneurship. The purpose of this paper is to fill this void by analysing the impacts of some contextual factors on entrepreneurial intention of university students. Design/methodology/approach-In the study, a model was proposed and empirically tested on a sample of 300 university students in Turkey. The entrepreneurial support model (ESM) considers predominantly the impact of contextual factors on entrepreneurial intention. In the model, entrepreneurial intention is taken as a function of educational, relational, and structural supports. Findings-The results of the survey showed that educational and structural support factors affect the entrepreneurial intention of students. Research limitations/implications-The paper contributes to the literature by theorizing and empirically testing how some factors affect the entrepreneurial intention of university students. Although the study is subject to some limitations, it is believed that these limitations can be overcome with further studies. Practical implications-The results of the study may have valuable implications for the policy makers and educators. Originality/value-Since today's youth are the potential entrepreneurs of the future, understanding their perception about contextual factors can be a contribution to the development of the literature and an important step in designing a more effective policy mechanism.

The Effect of Perceived Corruption on Entrepreneurial Intention: Evidence from Italy

“…SN is the main factor that indicates the students' intentions to be entrepreneurs. These results are not in agreement with the conclusions drawn by Turker & Selcuk (2009), according which social support does not have a great impact on entrepreneurial intentions and behavior. A possible explanation of these divergent results is that in Italy there is a lot of social pressure exercised by the people that students consider to be important in their lives, perhaps more so that many other countries.…”

“…Entrepreneurship researchers largely ignore the concept of self-efficacy despite its importance in predicting specific behaviors (Strecher et al, 1986;Harackiewicz et al, 2002). Self-efficacy has been associated with opportunity recognition and risk-taking (Krueger & Dickson, 1994;Krueger et al, 2000;Di Paola et al, 2016) as well as career choice (Bandura, 1986;Harackiewicz et al, 2002;Turker & Selcuk, 2009). On the basis of further literature, we can state the following hypothesis:…”

Iniciativa personal y emprendedora del alumnado de Primaria y 1º ciclo Secundaria: Aspectos personales, familiares y escolares

“…Pero al igual que en los anteriores, investigadores y en este caso educadores, no están de acuerdo en que un conjunto particular de cualidades sean la justificación para que una persona sea más emprendedora que otra, más bien, parece que hay un consenso en creer que es el estilo de enseñanza la clave de ese espíritu emprendedor. Demuestran que la iniciativa emprendedora está asociada a cualidades como la iniciativa, la creatividad y la autonomía (Lee, Chang & Lim, 2005;Türker, Onvural, Kursunluoglu & Pinar, 2005, Veciana, Aponte & Urbano, 2005Türker & Senem, 2008).…”

Factors Affecting Entrepreneurship of Educational Management Students in Andimeshk Payame Noor University

“…The results showed that these named items are more important factors in the university. The results of Turker (2008) showed the supporting factors in the university affect the students' motivation for entrepreneurship. If the university develops such programs, the interest and motivation of students will increase.…”