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The present study endeavours to cognise the phenomenon of entrepreneurial intention among female university students of India through the application of the theory of planned behaviour (TPB) adding an additional variable named entrepreneurial education. Furthermore, authors have also attempted to examine the moderating role of entrepreneurship educ...
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Context 1
... for the examination of divergent validity, square roots of AVE for each construct were calculated and compared with the inter-construct correlations, and the value of the square root of AVE was found greater for each construct than its correlation with other constructs; thus no issues of divergent validity exist in the present study. The square root of AVE was found to be greater for each construct than its correlation with other constructs (see Table 6), thus meeting the criterion of divergent validity ( Chin et al., 1997). Table 6 also reports about correlations among the constructs in the present study. ...Context 2
... square root of AVE was found to be greater for each construct than its correlation with other constructs (see Table 6), thus meeting the criterion of divergent validity ( Chin et al., 1997). Table 6 also reports about correlations among the constructs in the present study. All the constructs are correlated enough with each other at 1% level of significance, thus providing preliminary support for hypotheses testing. ...Context 3
... highest correlation of 0.669 was found to be between PBC and EI while the lowest correlation of 0.382 was witnessed between SN and PBC. Further, descriptive statistics have also been reported in Table 6. SN shows the highest mean value of 6.174 while PBC projected the lowest mean value of 4.785. ...Context 4
... for the examination of divergent validity, square roots of AVE for each construct were calculated and compared with the inter-construct correlations, and the value of the square root of AVE was found greater for each construct than its correlation with other constructs; thus no issues of divergent validity exist in the present study. The square root of AVE was found to be greater for each construct than its correlation with other constructs (see Table 6), thus meeting the criterion of divergent validity ( Chin et al., 1997). Table 6 also reports about correlations among the constructs in the present study. ...Context 5
... square root of AVE was found to be greater for each construct than its correlation with other constructs (see Table 6), thus meeting the criterion of divergent validity ( Chin et al., 1997). Table 6 also reports about correlations among the constructs in the present study. All the constructs are correlated enough with each other at 1% level of significance, thus providing preliminary support for hypotheses testing. ...Context 6
... highest correlation of 0.669 was found to be between PBC and EI while the lowest correlation of 0.382 was witnessed between SN and PBC. Further, descriptive statistics have also been reported in Table 6. SN shows the highest mean value of 6.174 while PBC projected the lowest mean value of 4.785. ...Similar publications
The present study endeavours to cognise the phenomenon of entrepreneurial intention among female university students of India through the application of the theory of planned behaviour (TPB) adding an additional variable named entrepreneurial education. Furthermore, authors have also attempted to examine the moderating role of entrepreneurship educ...
Background: Linen and laundry services are meant to provide clean, comfortable and hospitable services to the patients. The clean linen inculcates a sense of psychological confidence in the patients and the public and enhances their faith in the services rendered by the hospital. Objective was to study the provision of efficient linen and laundry s...
Citations
... Education is an antecedent and a vehicle for the promotion of entrepreneurial behavior, through the development of individual skills, such as the ability to make decisions, competence, confidence, and goal setting. As important as the assessment of intentions is to provide quality entrepreneurial education to promote their development (Anwar et al. 2020), transforming intention into real behavior, as well as to enhance individual skills (Lindberg et al. 2017). For instance, participation in entrepreneurship education programs (Asimakopoulos et al. 2019) can increase entrepreneurial desire (Ali et al. 2023;Peterman and Kennedy 2003) and entrepreneurial intention (Lingappa et al. 2023;Souitaris et al. 2007). ...
Motivations, psychological and sociodemographic characteristics, and “hard and soft conditions” (Porfírio et al. 2016) emerge as the major factors that lead to entrepreneurial success, despite the distinctive diversity of skills associated with its potential. From the perspective of Santos (2008), entrepreneurial potential is a construction based on three dimensions: (1) realization, which is related to the recognition of opportunities, persistence, and effectiveness (Ramalho et al. 2022); (2) planning, which concerns the definition of objectives, search of information, and continuous and permanent control; and (3) power is identified through persuasiveness and relationship building. In addition, it also comprises a complementary dimension: the (entrepreneurial) intention, which is associated with the entrepreneurial desire (Asif 2022; Rehman et al. 2023; Souza et al. 2016; Valeri 2021). Moreover, according to Schlepphorst et al. (2020), intention can be influenced by a set of different motivations, which can trigger an effective behavior. Hence, entrepreneurial motivations are a determinant of entrepreneurial intention (Lang and Liu 2019). For instance, the study conducted by Asif (2022) explained that, for female, intention is a very important motivational force, as it impels them to achieve their long-term goals in an autonomous and stable way. In turn, authors such as Santos et al. (2013) point out four main differentiating characteristics of the entrepreneur, evidence that the literature has corroborated over the years: entrepreneurial motivations (Chell 2008; Hasan et al. 2021a), psychological skills (Marvel and Lumpkin 2007; Rodríguez 2022), social skills (Baron and Tang 2009; Klyver and Arenius 2020), and management skills (Asif 2022; Chell 2008).
... Furthermore, researchers have indicated that students with entrepreneurial intentions had higher GPAs and academic achievements than those without entrepreneurial intentions [102,103]. However, other studies have reported mixed findings regarding the relationship between entrepreneurial intention and academic performance. ...
This study explores the mediating effect of personality traits in the relationship between entrepreneurial intentions and student academic performance. The sample comprised 175 students from a top-ranked Tamil Nadu, India university. Data was collected using a survey questionnaire as the research instrument. A descriptive research design was employed to understand the variables under investigation comprehensively. Partial Least Squares Structural Equation Modeling (PLS-SEM) and SPSS v25 was utilized as the statistical analysis tool. This study used the Theory of Planned Behaviour as a theoretical framework to explore the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among university students. The study’s findings revealed essential insights into the relationship between entrepreneurial intentions, personality traits, and academic performance. The results showed that personality traits significantly mediate the relationship between entrepreneurial intentions and academic performance. This finding suggests that a student’s personality traits influence the impact of entrepreneurial intentions on academic performance. Furthermore, the study found that while entrepreneurial intentions did not have a significant direct effect on academic performance, they did have a substantial indirect effect through personality traits. This indicates that personality traits act as a crucial mechanism through which entrepreneurial intentions can influence academic performance among students.
... The findings revealed that entrepreneurial mentality, societal norms, skill training capacity, behavioural control, and entrepreneurial Education affect the entrepreneurs willing to start a business in the craft industry. Anwar et al. (2020) and Onalan & Magda (2020) have investigated the effect of motivational perseverance on intolerance to uncertainty in female entrepreneurs versus non-entrepreneurs. According to the findings, female entrepreneurs demonstrated more motivational perseverance in following stable and existing goals. ...
In the current scenario, the level of interest is increasing in female entrepreneurship in the handicraft sector worldwide. So the primary purpose of this study is to discover the different constructs that influence women entrepreneurs in India as learner students or after completion of their degree, either skill degree or professional degree. Female entrepreneurship is an important feature of economic progress, particularly in developing nations, since it provides opportunities for innovation, cultural and traditional connectivity, job creation, poverty reduction, socio-economic growth, etc. However, despite its significance, this study has garnered little attention in the entrepreneurship literature. For this research, we used Survey research and convenience sampling. For data analysis, AMOS 25 software was used; where needed, we used an Excel sheet for table formation. At the same time, traditional cultural constraints have tended to study Indian women’s participation in handicraft entrepreneurship. It has been seen that most Indian female entrepreneurs are successful in their businesses. These females are engaged in banking, manufacturing, food and beverage, electronic, textile, and small industries. However, the Indian government is trying to motivate female entrepreneurs in the handicraft industry, but there is less number of women entrepreneurship in these sectors due to many factors. Just a handful has benefited through initiative, especially in the handicraft industry. Furthermore, only a few research articles have focused on the effect of essential elements. The research provides an Entrepreneurship Event Model, a Theory of Planned Behaviour, and an integrated model of the theory, which is evaluated using data from some Indian Institutions focused on entrepreneurship.
... The participants of this research survey were designated using the random sampling approach. The simple random method has been widely utilized in previous research, and the simple random method has proven to provide excellent and reliable outcomes (Anwar et al., 2020;Hassan et al., 2021). In strategizing for data administration, permission was sought from the Headteachers whose schools were used. ...
The critical role of the educational sector in improving and reforming society and the world has aroused the interest of governments and agencies to exert substantial financial resources to reduce the financial burden of parents in educating children and attaining a holistic approach to national development. This paper evaluates the impact of variables such as professional needs, form of training, duration period, perceived impact, and feedback effect on teacher professional development (PD) in Ghana. To facilitate the study objective, we used a survey design approach to collect data from 400 teachers in the Central region of Ghana. This paper adopted PLS-SEM for analysis. The study concludes that: (1) The duration period of PD training significantly affects teacher feedback effect and professional needs. (2) Feedback effect from teachers has a significant effect on PD. (3) The form of training that teachers receive has a direct effect on PD. (4) Perceived impact influences feedback effect and PD. (5) Teachers’ professional needs impact their feedback effect. To achieve the target goals, stakeholders, teachers, and PD planners for SHS, must ask more specifically from teachers about what knowledge or content they would like to learn and their prioritized mode of training and duration period needed.
... Likewise, Rusteberg (2013) reported a significant influence of BC on entrepreneurial intention among business students in South Africa. Further, Rusteberg (2013) found BC to be the most important determinant of entrepreneurial intention, which is consistent with Tambwe et al. (2020) in their study on the entrepreneurial intention of orange farmers in Tanzania, and Anwar et al. (2020) in their study on entrepreneurial intention of female students in India. Scholars such as Kolvereid (1996, p.53) assert that "the greater a person's BC, the stronger is that person's intention to become self-employed." ...
... They found entrepreneurship education to weakly moderate the relationship between attitude and EI but strongly moderate the relationship between self-efficacy (BC) and entrepreneurial intention. Anwar et al. (2020) examined the moderating role of entrepreneurial education on the entrepreneurial intention of female students in three different universities in India -and found a strong effect of three motivational factors on entrepreneurial intention. Further, they found entrepreneurial education to significantly and strongly moderate the relationship between BC and EI and AT and EI, whereas the influence of entrepreneurial education seems stronger for BC. ...
... The findings seem to reflect the low survival rate of startups in Africa as Page and Söderbom (2015) document. Our findings on the moderation effect are comparable with preceding studies (e.g., Fernández-Pérez et al., 2019;Anwar et al., 2020;Hassan et al., 2020). ...
Notwithstanding the concerted interventions for integrating entrepreneurship education in higher learning institutions, graduates' transition from universities to entrepreneurial activities remains insignificant. This paper examines the influence of entrepreneurial knowledge on the entrepreneurial intentions of undergraduate students. An exploratory research design alongside a quantitative approach was used to collect data. The data for this paper were collected from 335 drawn from 10 public and private higher learning institutions. Purposive, stratified, and convenience sampling were used to draw the sample. Data were collected through a structured questionnaire survey administered to 335 finalist students in Tanzania's higher learning institutions. The paper applies a partial least square structural equation modelling (PLS-SEM) to examine the moderating role of entrepreneurial knowledge on the relationship between motivational factors and entrepreneurial intentions of finalist undergraduate students from higher learning institutions in Tanzania. The study reveals that entrepreneurial knowledge significantly moderates the relationship between behavioural control and entrepreneurial intentions. The influence of entrepreneurial knowledge on the relationship between attitude and intentions and subjective norms and intentions is insignificant. Further, the attitude and behavioural controls were found to positively and significantly affect immediate entrepreneurial intentions, whereas subjective norms insignificantly affected immediate entrepreneurial intention. The study contributes to the development of a theory of planned behaviour, for example, by demonstrating that the three motivational factors have varying effects on entrepreneurial intentions in the context of moderation and different time horizons. Family entrepreneurial culture, personal savings, and role models are keys to making graduates pursue entrepreneurship in the long term.
... Entrepreneurship activities are considered the consequence of entrepreneurial intention (Anwar, Saleem, Islam, Thoudam, & Khan, 2020). Entrepreneurial intention is a foundation step toward enterprising activities by helping an individual identify business opportunities, develop a business plan and execute it (Pascucci, Cardella, Hernàndez-Sànchez, & Sànchez-Garcìa, 2022). ...
... Previous studies have addressed the direct and indirect effects of entrepreneurship education in fostering entrepreneurship and concluded that receiving education in entrepreneurship helps students learn and practice the skills and knowledge required for enterprising (Anwar, Alalyani, et al., 2022;Anwar et al., 2020;Hassan et al., 2020;Thoudam et al., 2023). Although the link between entrepreneurship education (EE) and intent has been widely researched in western countries (Anwar & Saleem, 2019a;Hoang, Le, Tran, & Du, 2020;Nabi, Liñán, Fayolle, Krueger, & Walmsley, 2017), there is still a dearth of studies on this phenomenon in GCC countries. ...
Drawing upon the stimulus-organism-response (S-OR) theory, the current study assesses the direct and indirect role of entrepreneurship education (EE) on entrepreneurial intention (EI) among Omani university students via the mediation of entrepreneurial passion (EP) and motivation (EM). Moreover, the study also checks the conditional interaction effect of entrepreneurial resilience (ER) on the indirect paths by applying a moderated-mediation approach. The data were collected from 409 students from three different universities in Oman using a validated questionnaire and tested in AMOS (for direct and indirect effects) and Process Macro for SPSS (for conditional indirect effects). The results confirmed that EE triggers EI not only directly but also indirectly via EP and EM, and the indirect paths get strongest for resilient students (at the high level of ER) and weakest for irresilient students (at the low level of ER). The current study is one of the first to adopt the SO -R framework in the domain of EE and EI link and substantially contribute to the literature by instrumenting the conditional indirect role of ER in the indirect interplay between EE, EP, EM, and EI. The findings of the study also proffer useful suggestions for policymakers.
... Using the cross-sectional design, data were taken from three public banks, viz., State Bank of India, Punjab National Bank, and Bank of Baroda, and three private banks, viz., ICICI Bank, HDFC Bank, and Axis Bank, in Aligarh district. For data collection, the authors used the convenience sampling technique as it was the appropriate method for the study and had been used in many similar studies previously, providing sound and valid results [22,52,[98][99][100]. A selfdeveloped structured questionnaire was used to collect the data comprising 31 measurement items, excluding demographic variables. ...
Internet is becoming a part of our lifestyle; however, the usage rate and application of the Internet are disparate in different parts of the world. In many emerging countries, the Internet is yet to penetrate ordinary households. The present study focuses on how IoT adoption impacts the banks' customer relationship management (CRM) in an emerging market context. Furthermore, the moderating roles of gender, age, and bank ownership type on the relationship between the adoption of IoT and CRM have also been tested. Cost, convenience, social context, and privacy were studied as the predicting variables of IoT adoption, while IoT adoption was investigated as the antecedent of CRM. The CRM variable has been operationalized as a second-order latent construct consisting of three first-order latent variables: responsiveness, satisfaction, and assurance. A cross-sectional, non-probability-based survey was conducted from 467 bank customers of three public and three private sector banks in Aligarh city of India. Two CFA models were run to ensure reliability, validity, and model fit. Hypotheses were tested using structural equation modeling (SEM) on AMOS software, while PROCESS Macro v4.0 by Hayes (2009) was used to test the moderating effect of gender on the relationship between IoT adoption and CRM. The results indicate that cost, convenience, social context, and privacy are positively influencing IoT adoption, which in turn positively affects CRM. Gender and age were found to have a negative moderation effect on the path between IoT adoption and CRM, while bank ownership type positively moderated this link.
... Prior empirical investigations included Chang, et al. [39]; Piperopoulos and Dimov [40]; Alaali, et al. [86]; Taryam, et al. [87]; Makki, et al. [88]; Mouzaek, et al. [89] and Twum, et al. [41] conduct extensive investigation on the possible moderating role of entrepreneurial education on the relationship between internal (personality traits) and entrepreneurial innovativeness. From their various investigations, these authors believe entrepreneurship education significantly moderates the relationship between personality traits and entrepreneurship innovation. ...
... From their various investigations, these authors believe entrepreneurship education significantly moderates the relationship between personality traits and entrepreneurship innovation. Further studies from Anwar, et al. [86] support the idea that exposing students to entrepreneurship education enhances the relationship between personality trait dimensions and entrepreneurial innovativeness. An earlier study by Zampetakis, et al. [87] argues that exposing students to entrepreneurial education triggers innovativeness through self-confidence and the need for achievement. ...
... The finding implies that by exposing international students to entrepreneurial education, they can quickly learn about and understand how their society works, the institutions and how to navigate the economic hurdles. The findings in this regard affirm the notion concluded by Anwar, et al. [86]; Shamsudin, et al. [109]; Prajogo and Oke [110] and Yan and Guan [111] who concluded a significant moderating role of entrepreneurial education on the relationship between external factors and students' entrepreneurial innovativeness. ...
This paper explores the impact of entrepreneurial education among international students studying higher education in the UAE. The authors examine the role of entrepreneurial education as an independent variable and as a moderating variable in the relationship between external factors (measured by the economy, institutions and society) and internal factors (measured by entrepreneurial orientation, entrepreneurial capabilities and achievement) on entrepreneurial innovation. A survey approach was used in which predesigned questionnaires were distributed to the targeted respondents. We employed Structural Equation Modelling (SEM) analysis to analyze the collected data. The result reveals that exposing international students to entrepreneurial education is crucial to their entrepreneurial innovation. We also found the external and internal environments to be crucial factors that predict entrepreneurial innovation among the sample surveyed. Further findings revealed that entrepreneurial education significantly moderates the relationship between the external environment and entrepreneurial innovation whereas the moderating effect of entrepreneurial education on the relationship between the internal environment and entrepreneurial innovation was found to be insignificant. The findings provide valuable insight for not just higher education institutions offering entrepreneurial education courses in the UAE. Nevertheless, for entrepreneurship stakeholders globally understanding how to enhance the significant role of entrepreneurial education on external and internal factors will ensure higher innovativeness among international students in the host country.
... H6. FS positively and significantly impacts EI. APJIE 2.5 Mediating role of entrepreneurial education EE is defined as "an educational program or practices that foster entrepreneurial attitudes and abilities" (Hutagalung et al., 2017), and it is critical for students' entrepreneurial development (Anwar et al., 2020). As Hassan et al. (2020a) explained, EI is a direct, quantifiable outcome of EE, and it is predicted to strengthen students' attitudes towards entrepreneurship (Anwar et al., 2020). ...
... APJIE 2.5 Mediating role of entrepreneurial education EE is defined as "an educational program or practices that foster entrepreneurial attitudes and abilities" (Hutagalung et al., 2017), and it is critical for students' entrepreneurial development (Anwar et al., 2020). As Hassan et al. (2020a) explained, EI is a direct, quantifiable outcome of EE, and it is predicted to strengthen students' attitudes towards entrepreneurship (Anwar et al., 2020). EE entails teaching graduates to thrive in their careers after launching new companies (Hasan et al., 2017). ...
Purpose
Entrepreneurship is an important paradigm for enhancing the economic well-being of nations. However, despite heated debate about the significant role of entrepreneurial education (EE) in developing favourable entrepreneurial intention (EI), little is known about the role of individuals’ entrepreneurial self-efficacy (ES), entrepreneurial motivation (EM) and family support (FS), which the authors investigated in this study.
Design/methodology/approach
This study has used a quantitative research design to collect data from 334 young people from various Malaysian higher education institutes using a purposive sampling technique and a deductive approach based on the theory of planned behaviour (TPB).
Findings
The findings revealed interesting insights into the criticality of young people’s ES, EM and FS in learning methods, techniques and skills to start new enterprises. Moreover, EE was a significant mediator of the relationship between individual self-efficacy, FS, EM and EI.
Originality/value
This study is among the few to contribute to strategic management scholarship by designing a framework based on the idea that EE relies on diverse factors, particularly ES, EM and FS. These factors encourage Malaysian young people to seek the necessary education to develop favourable EI and launch successful businesses.
... The simple random approach has been generally utilized in previous EI research. It has been identified as a robust approach for sample selection; it also provides excellent and reliable outcomes (Hassan et al., 2021;Khan et al., 2020). Students in their final year at the University of Cape Coast School of Business (UCC-SoB) were invited to complete the questionnaires. ...
... ). Exact literature has examined different factors affecting student EI by employing PLS-SEM(Boubker et al., 2021;Esfandiar et al., 2019;Hassan et al., 2021;Khan et al., 2020). ...
As students in university happen to be the carbon copy of the society, they equally turn out to exhibit talents that precede action and an unswerving attitude towards entrepreneurial behaviors. Nevertheless, empirical research backing their entrepreneur intention (EI) in the emerging economies is lacking, and Ghana is no exception. This study examines entrepreneur intention (EI) among university students through the lens of the theory of planned behavior (TPB). For this purpose, we collected data from 370 students of the University of Cape Coast School of Business (UCC-SoB) by a survey study design approach. Then we analyzed the results through the PLS-SEM technique. The outcome of our study indicated that attitude towards entrepreneurship, perceived social norms, perceived entrepreneurial capacity, and entrepreneurship education directly influence entrepreneurship intention. Moreover, the results revealed that entrepreneurship education mediates the relationship between attitude towards entrepreneurship, perceived social norms, perceived entrepreneurial capacity, and entrepreneurship intention. We also found that perceived university support moderates the relationship between entrepreneurship education and entrepreneurship intention. The empirical findings from our research contribute to a better understanding of underlying factors that influence student entrepreneurship intention. The study recommends that training, business model development, exchange programs, entrepreneurship clubs, entrepreneurship pitch, and business incubators be incorporated into the entrepreneurship programs offered in the various universities to help promote entrepreneurship intention among students.
