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

Ahmed, Tariq ^[1] ; Chandran, V.G.R. ^[2] ; Klobas, Jane E. ^[3] ; Liñán, Francisco ^[4] ; Kokkalis, Panagiotis ^[5]
1. [1] Balochistan University of Information Technology, Engineering and Management Sciences
  
  Balochistan University of Information Technology, Engineering and Management Sciences
  
  Pakistán
2. [2] University of Malaya
  
  University of Malaya
  
  Malasia
3. [3] Murdoch University
  
  Murdoch University
  
  Australia
4. [4] Anglia Rusking University, Cambridge, UK
5. [5] Al Falah University, Dubai, United Arab Emirates
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Localización: The international journal of management education, ISSN 1472-8117, Vol. 18, Nº. 1, 2020
Idioma: inglés
DOI: 10.1016/j.ijme.2019.100327
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Resumen
- 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

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