Personality traits, entrepreneurial self-efficacy, and entrepreneurial intention among vocational students

Abstract

<span lang="EN-US">Entrepreneurship in technical and vocational education is a current and relevant topic. While the role of entrepreneurial self-efficacy (ESE) and personality traits as determinants of entrepreneurial intention (EI) has been extensively studied, the role of ESE and personality traits as determinants of vocational students’ EI is still poorly understood. Thus, this study employed ESE and big five personality traits to explore the determinants of EI among vocational college students. This study’s survey had a sample size of 162 technical vocational education and training (TVET) college students, enrolled in technology in automotive, technology in welding, and technology in refrigeration and air conditioning programs. Data were analyzed using Pearson Correlation and Multiple Linear Regression. The results indicate that apart from neuroticism, openness to experience, conscientiousness, agreeableness, and extraversion were positively associated with EI. The results also confirm that ESE is a predictor of EI. Going forward, the article intends to contribute to a better understanding of ESE and personality traits that influence vocational students’ EI, as well as provide some important insights into the unique aspects of TVETs that empower youth to actively participate in micro-entrepreneurial initiatives. This study encourages academics and policymakers to reconsider the approach used in entrepreneurship education in the vocational setup.</span>

Entrepreneurial intentions among medical laboratory technology students: effect of education and self-efficacy

“…Students are prompted to consider managing the process of initiating a new business and sustaining its operations. These results align with prior research indicating that ESE is a predictor of EI [41], [56], [58]. Although the effect size of the influence of ESE on EI is moderate, the findings are close to high impact.…”

Entrepreneurship skills framework for fostering the employability of industrial technology students

“…Sousa [107] noted that the possession of academic qualifications at present is not enough to guarantee graduate employability. Consequently, the importance of entrepreneurship skills affords the students the advantage to recognize commercial, and job opportunities, self-esteem, knowledge and skills, and acting on them [39], [108]. Similarly, the qualitative findings during interviews gave support for entrepreneurial skills as a way of enhancing the employability of electrical technology students.…”

“…Also, it was not discipline-specific [38]. Similarly, in the EntreComp document, entrepreneurship is defined as a tool for improving the entrepreneurial capacities of European citizens and organizations [30], [39]. It makes a recommendation for 15 valued competence areas which include; vision, creativity, spotting opportunities, self-awareness and self-efficacy, planning and management among others.…”

Awareness, acceptability, congruency, and attainability of an academic institution’s vision, mission, goals, and objectives

“…Career interest, self-ability, career motivation, career prospect, career path, career type, and career description) as interventions on the development of the students' career since they do not only begin their career after graduation but started during the pursuit of their degrees [29]. Additional input in the curriculum would also be the honing of personality traits of the students since this will lead them to become entrepreneurs [30].…”

“…It is imperative that faculty members receive training in designing suitable content and curriculum, as well as cultivate an interactive learning environment [26] such as implementing a learning model that encourages learners to act and engage in teamwork processes [27] to facilitate both personal and professional growth. Faculty members also play a valuable role especially in the students' preparation and transition towards employment [28] by including career-related concepts in the curriculum design [29] and honing their personality traits [30]. Moreover, student-faculty interactions can influence students' self-perceptions of employability and graduate outcomes [26].…”