Student associations and entrepreneurial intentions

Angulo, Laura Padilla

doi:10.1080/03075079.2017.1336215

Cited by 68 publications

(52 citation statements)

References 41 publications

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“…This definition suggests that entrepreneurship arises from a deliberately planned behaviour (Liñán, 2008), so it is important to understand this process and its motivations. Numerous researchers have attempted to explain why some people, and not others, decide to become entrepreneurs (Autio et al, 2001;Chou et al, 2017;Padilla-Angulo, 2017;Segal et al, 2005).…”

Section: Entrepreneurial Intention Of University Studentsmentioning

confidence: 99%

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Arranz

Arroyabe

2018

Studies in Higher Education

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This paper studies entrepreneurial intentions in undergraduate students and the obstacles perceived by the students in the process of starting their own business. Using a sample of 1,053 undergraduate students from Andalusia universities, this study explores attitudes, capacities and social environment to determine the profile of university's entrepreneurs. The results of the structural model show that motivational factors determine entrepreneurship university students, while environmental or regional factors indirectly determine undergraduates' choice of employment status. We also find that personal variables and attitudes related to the desire for selfrealization have the greatest influence on the entrepreneurial intention university students. In addition, the findings from the regression analysis exhibit that financial obstacles, the lack of experience, and training are the main barriers students perceive to starting their own business. The results contribute to theories of entrepreneurship education and intentions in the context of higher education. The authors discuss implications universities and policymakers.

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Section: Entrepreneurial Intention Of University Studentsmentioning

confidence: 99%

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Arranz

Arroyabe

2018

Studies in Higher Education

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“…Even though growing attention toward entrepreneurship education has recently emerged, few studies have been devoted to the analysis of extra-curricular entrepreneurial activities and to their role in fostering entrepreneurial abilities and entrepreneurial intention (Pittaway et al 2011(Pittaway et al , 2015Padilla-Angulo 2017;Preedy and Jones 2017). Several studies have discussed how entrepreneurship education, the content of the entrepreneurship courses, the entrepreneurship teaching model and the entrepreneurial culture and ecosystem have an impact on entrepreneurial intention and abilities (see Nabi et al 2017 for a recent literature review).…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have discussed how entrepreneurship education, the content of the entrepreneurship courses, the entrepreneurship teaching model and the entrepreneurial culture and ecosystem have an impact on entrepreneurial intention and abilities (see Nabi et al 2017 for a recent literature review). However, only a limited number of works have analysed to what extent extra-curricular entrepreneurial activities affect students' entrepreneurial intention (Pittaway et al 2011(Pittaway et al , 2015Padilla-Angulo 2017;Preedy and Jones 2017).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial intention: An analysis of the role of Student-Led Entrepreneurial Organizations

2021

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Although a great deal of attention has been paid to entrepreneurship education, only a few studies have analysed the impact of extra-curricular entrepreneurial activities on students’ entrepreneurial intention. The aim of this study is to fill this gap by exploring the role played by Student-Led Entrepreneurial Organizations (SLEOs) in shaping the entrepreneurial intention of their members. The analysis is based on a survey that was conducted in 2016 by one of the largest SLEOs in the world: the Junior Enterprises Europe (JEE). The main result of the empirical analysis is that the more time students spent on JEE and the higher the number of events students attended, the greater their entrepreneurial intention was. It has been found that other important drivers also increase students’ entrepreneurial intention, that is, the Science and Technology field of study and the knowledge of more than two foreign languages. These results confirm that SLEOs are able to foster students’ entrepreneurial intention. The findings provide several theoretical, practical and public policy implications. SLEOs are encouraged to enhance their visibility and lobbying potential in order to be recognized more as drivers of student entrepreneurship. In addition, it is advisable for universities and policy makers to support SLEOs by fostering their interactions with other actors operating in the entrepreneurial ecosystem, who promote entrepreneurship and technology transfer activities. Lastly, this paper advises policy makers to assist SLEOs’ activities inside and outside the university context.

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“…EEEs can be optimized by, for example, the creation of infrastructures, networks, technology transfer offices, and centers for entrepreneurship. Entrepreneurship education is embedded in a context of actors (Jones & Matlay, 2011;Wraae & Walmsley, 2020) that may provide opportunities, resources and networks to experiment with business ideas (Bauman & Lucy, 2019;Johannisson, 1991;Padilla-Angulo, 2019;Preedy & Jones, 2017). Gibb (1996), Kirby (2004), and Rae et al (2012) highlight the need for business schools to prepare students for an entrepreneurial career and become involved with the local business community.…”

Section: Entrepreneurial Education Ecosystemsmentioning

confidence: 99%

Exploring Entrepreneurship Education Effectiveness at British Universities – An Application of the World Café Method

Decker-Lange

Lange

Dhaliwal

et al. 2020

Entrepreneurship Education and Pedagogy

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Universities have made significant investments in entrepreneurship programs for decades, but the scope, relevance and usefulness of entrepreneurship education are still questioned. This study aims to explore the meaning of effectiveness as it relates to entrepreneurship education in a grounded and holistic sense, recognizing both the range of stakeholders involved in the design, delivery and experience of entrepreneurship education and the underlying complexity of the issue at hand. Two World Café events, a method designed to elicit grounded knowledge, were organized to seek insights from a diverse range of stakeholders. Results confirm and illustrate the complex nature of effectiveness in entrepreneurship education. The purpose of specific educational initiatives, diverse audiences’ expectations and contextual factors must be considered in any meaningful attempt at identifying effectiveness. Findings also revealed a consensus that effectiveness relates to creating a transformational process, which leads to a shift in attitudes towards entrepreneurship. This shift prepares students for careers that go beyond the launch of a new venture. The role of time lags in assessing effectiveness was also identified. We suggest an agenda for future research and practical implications.

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Student associations and entrepreneurial intentions

Cited by 68 publications

References 41 publications

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Entrepreneurial intention and obstacles of undergraduate students: the case of the universities of Andalusia

Entrepreneurial intention: An analysis of the role of Student-Led Entrepreneurial Organizations

Exploring Entrepreneurship Education Effectiveness at British Universities – An Application of the World Café Method

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