Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy

This paper develops and tests a model of pathways between participation in entrepreneurship education programmes (EEPs) and entrepreneurial intention. EEPs are degree programmes designed to provide mastery and experience over several years of academic study. Structural equation modelling on survey d...

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Detalhes bibliográficos
Autores: Ahmed, Tariq, Chandran, V.G.R., Klobas, Jane E., Liñán, Francisco, Kokkalis, Panagiotis
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2020
País:España
Recursos:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/153609
Acesso em linha:https://hdl.handle.net/11441/153609
https://doi.org/10.1016/j.ijme.2019.100327
Access Level:acceso abierto
Palavra-chave:Entrepreneurship development
Entrepreneurial education
Entrepreneurial intention
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spelling Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economyAhmed, TariqChandran, V.G.R.Klobas, Jane E.Liñán, FranciscoKokkalis, PanagiotisEntrepreneurship developmentEntrepreneurial educationEntrepreneurial intentionThis paper develops and tests a model of pathways between participation in entrepreneurship education programmes (EEPs) and entrepreneurial intention. EEPs are degree programmes designed to provide mastery and experience over several years of academic study. Structural equation modelling on survey data gathered from 348 graduating students from eight universities in Pakistan showed how three EEP components (learning, inspiration and resources) influence intention: learning and inspiration activities both increase perceived norms for being an entrepreneur and students' perceptions that they can be entrepreneurs (perceived control). Access to incubation resources had the strongest effect on intention by increasing perceived norms which in turn increases positive attitudes and perceived control. These findings provide insight into the conclusions drawn from previous studies by showing how positive student experience across different components of entrepreneurship programme have a positive impact on students’ intentions to start their own business.ElsevierEconomía Aplicada I2020info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/153609https://doi.org/10.1016/j.ijme.2019.100327reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésInternational journal of management education, 18 (1), 100327.https://doi.org/10.1016/j.ijme.2019.100327info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1536092026-06-17T12:51:07Z
dc.title.none.fl_str_mv Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy
title Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy
spellingShingle Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy
Ahmed, Tariq
Entrepreneurship development
Entrepreneurial education
Entrepreneurial intention
title_short Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy
title_full Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy
title_fullStr Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy
title_full_unstemmed Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy
title_sort Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy
dc.creator.none.fl_str_mv Ahmed, Tariq
Chandran, V.G.R.
Klobas, Jane E.
Liñán, Francisco
Kokkalis, Panagiotis
author Ahmed, Tariq
author_facet Ahmed, Tariq
Chandran, V.G.R.
Klobas, Jane E.
Liñán, Francisco
Kokkalis, Panagiotis
author_role author
author2 Chandran, V.G.R.
Klobas, Jane E.
Liñán, Francisco
Kokkalis, Panagiotis
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Economía Aplicada I
dc.subject.none.fl_str_mv Entrepreneurship development
Entrepreneurial education
Entrepreneurial intention
topic Entrepreneurship development
Entrepreneurial education
Entrepreneurial intention
description This paper develops and tests a model of pathways between participation in entrepreneurship education programmes (EEPs) and entrepreneurial intention. EEPs are degree programmes designed to provide mastery and experience over several years of academic study. Structural equation modelling on survey data gathered from 348 graduating students from eight universities in Pakistan showed how three EEP components (learning, inspiration and resources) influence intention: learning and inspiration activities both increase perceived norms for being an entrepreneur and students' perceptions that they can be entrepreneurs (perceived control). Access to incubation resources had the strongest effect on intention by increasing perceived norms which in turn increases positive attitudes and perceived control. These findings provide insight into the conclusions drawn from previous studies by showing how positive student experience across different components of entrepreneurship programme have a positive impact on students’ intentions to start their own business.
publishDate 2020
dc.date.none.fl_str_mv 2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/153609
https://doi.org/10.1016/j.ijme.2019.100327
url https://hdl.handle.net/11441/153609
https://doi.org/10.1016/j.ijme.2019.100327
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International journal of management education, 18 (1), 100327.
https://doi.org/10.1016/j.ijme.2019.100327
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300724

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