The impact of entrepreneurship education on attitude, subjective norm and self-efficacy among undergraduates

Abstract

The Malaysian government recognized the importance of entrepreneurship's role in developing innovation and knowledge as new engines that could help the Malaysia economy to grow. Entrepreneurship education has become popular for developing economies and creating job opportunities in Malaysia. Entrepreneurship contributes significantly to economic growth; it increases job opportunities, nurtures innovation, and organization productivity. Most of the higher education institutions (HEI) in Malaysia are also engaged with the numerous entrepreneurship development programs and training for small business development. Entrepreneurship programs in HEI could also promote an entrepreneurial culture; for the student who is interested in entrepreneurial activities. This research aims to investigate the impact of entrepreneurship education, attitude, self-efficacy, subjective-norm on entrepreneurial intention among undergraduates in private universities in Kuala Lumpur. Likewise, this research has adopted Theory Planned behavior (TPB) as an underpinning theory for its research framework. Based on the distributed questionnaires, the research only received 226 responses. However, only 216 questionnaires were usable for further analysis. The research has used SPSS and Smart-Pls programs to analyze its data. The research found that there is a positive and significant relationship between entrepreneurship education and (attitude, subjective-norm self-efficacy). The research expands the current body of knowledge on TPB from the landscape of undergraduates' students in private universities in Kuala Lumpur, Malaysia. The research ends with some avenues for future research.

Effectiveness of Role Playing Cards (RPC) Learning Models Based on Madura Ethnic Entrepreneurship Values In Increasing Entrepreneurship Interest In Junior High School Students

“…Departing from the low interest of students in entrepreneurial activities, this study aims to measure the effectiveness of the RPC learning model based on the entrepreneurial values of the Madurese ethnic group towards increasing student entrepreneurial interest. The results of this study indicate that attitudes toward entrepreneurship, subjective norms, and self-efficacy are predictors of interest in entrepreneurship (Balder et al, 2020;Fenech et al, 2019;Mahmoud et al, 2020;Sudarmiatin & Hermawan, 2020). These results are to the suggested relationship between variables in the theory of planned behavior (Planned Behavior Theory).…”

Unraveling the effects of entrepreneurial passion and entrepreneurship education on entrepreneurial intention: The moderating role of demographic characteristics

“…Stronger EE generates a stronger entrepreneurial environment, stimulating students' entrepreneurial interests and enthusiasm as well as influencing their entrepreneurial behavior positively (Hou et al, 2019). Moreover, Balder et al (2020) indicated that EE encourages students to pursue self-employment after graduation. It has been demonstrated empirically that EE has a positive influence on the development of EI (Ndofirepi, 2020;Efrata et al, 2021;Hassan et al, 2022).…”

“…In addition to its direct impact, SE can also mediate the link between EE and EI. Studies have found that EE boosts SE among entrepreneurs (Balder et al., 2020; Nuseir et al., 2020), which in turn, augments their intention to engage in entrepreneurial activities (Adu et al., 2020; Bagheri, 2018). Moreover, empirical studies have shown EE to be among the most important predictors of SE in becoming an entrepreneur (Arshad et al., 2018; Ayu et al., 2020; Suratno & Kusmana, 2019), which indicate that entrepreneurship courses and programs boost SE (Jiang et al., 2017; Lim et al., 2021).…”

“…Moreover, Balder et al. (2020) indicated that EE encourages students to pursue self‐employment after graduation. It has been demonstrated empirically that EE has a positive influence on the development of EI (Ndofirepi, 2020; Efrata et al., 2021; Hassan et al., 2022).…”

Tree-Based Pipeline Optimization Machine Learning in Classifying Whistleblowing of Academic Misconduct

“…The dependent variable or IV is a binary class where the value of class 1 representing whistleblowing intention while 0 for not whistleblowing. The independent variables (IVs) used to construct the whistleblowing classification model, as outlined in Table 2, were adapted from the Theory of Planned Behaviour [18,19].…”