The moderating role of higher education on entrepreneurship

Abstract

Cataloged from PDF version of article.Purpose: Entrepreneurial activities have a great impact on the economy and entrepreneurs are even more important for developing countries. Accordingly, the need for entrepreneurial graduates is increasing. Thus, this study aims to investigate the role of higher education with regard to the entrepreneurial intentions and traits of university students in Turkey. Design/methodology/approach: A survey was administered to freshmen and senior university students studying business and engineering at five established universities in Turkey, yielding a total sample of 767. Findings: This logistic regression analysis indicates that some personality traits play an important role in influencing the students' intention to become entrepreneurs. The study findings also suggest that students with higher education have a higher intention of becoming entrepreneurs. Research limitations/implications: The cross-sectional method of data collection was used. However, longitudinal data from a bigger sample would have provided more valid support for the study. Practical implications: The findings of this study have important implications for those who formulate, deliver and evaluate educational policy in Turkey. Based on the findings, policy makers may wish to review the current higher educational system and make changes to foster students' entrepreneurial mindset. Originality/value: The study fills the gap in the literature by particularly testing the moderating effect of education between entrepreneurial traits and intentions. © Emerald Group Publishing Limited

The effect of perceived barriers on social entrepreneurship intention in Malaysian universities: The moderating role of education

“…Social entrepreneurship intention refers to the intention of establishing a social enterprise. Few researches have been conducted on the phenomenon of social entrepreneurship intention (Austin, 2006;İlhan Ertuna & Gurel, 2011;Kirby & Ibrahim, 2011;Min et al, 2012;Prieto, Phipps, & Friedrich, 2012;Salamzadeh et al, 2013;Tukamushaba et al, 2011). The study measured this construct on the basis of 9 items on likert scale used by Rengiah (2013).…”

“…Numerous studies have found a direct and significant link between education and social entrepreneurship intention (Abdullah et al 2015;Kirby & Ibrahim, 2011;Nga & Shamuganathan, 2010;Othman & Ab Wahid, 2014;Pache & Chowdhury, 2012;Salamzadeh et al, 2013). Researchers have also highlighted the linkage between social entrepreneurial traits and intentions of students to start an enterprise (Bridges, 2008;İrengün & Arıkboğa, 2015;Mair & Noboa, 2003;Nga & Shamuganathan, 2010;O'Connor, Burnett, & Hancock, 2009;Prieto, 2011) with education acting as a moderator (İlhan Ertuna & Gurel, 2011). For the present study, social entrepreneurship education is taken as a moderator to examine the intentions of students to start social enterprise through planned behavior theory.…”

“…(1997 have indicated that there exist a causal relationship between education and (social) entrepreneurial behavior. Studies have suggested that higher education would influence student's intention of becoming entrepreneur (Brock, 2008;İlhan Ertuna & Gurel, 2011;Mair & Marti, 2006;Shankar, 2014) and local development and poverty reduction and the economic growth after they graduate, not as salary workers but as social entrepreneurs (O'Connor, 2013). While much research has focused on entrepreneurial intentions (BarNir et al, 2011;Ismail et al, 2009;Kuckertz & Wagner, 2010;Shinnar et al, 2014;Souitaris et al, 2007), a large amount of literature concerning the social entrepreneurship education has been produced (Brock & Steiner, 2009;Pache & Chowdhury, 2012;Salamzadeh et al, 2013) and some research studied the effect of Social entrepreneurship education on intention (İlhan Ertuna & Gurel, 2011;Kirby & Ibrahim, 2011;Salamzadeh et al, 2013) but there is little study to investigate the direct effect of perceived barriers on social entrepreneurial intention, by the moderating role of Education.…”

“…In Malaysia, social entrepreneurship is in early stages and requires a proper policy to promote social entrepreneurship and its education (İlhan Ertuna & Gurel, 2011;Kurniawan et al, 2012;Terjesen et al, 2011). Researchers have pointed out that majority of the Malaysians are not aware of the concept of social entrepreneurship and how it can benefit them, thus there is a need to understand this phenomenon in Malaysian context (Al-Mamun et al, 2012;Sarif et al, 2013;Terjesen et al, 2011).…”

Adapting the Research Development and Innovation (RD & I) Value Chain in Psychology to Educational Psychology Area

“…In the classic style, the researcher who carries out projects does not see the need to progress toward follow-on technological developments, and their transfer to the market in the form of innovation. Conversely, the professional who wishes to innovate or reinvent his or her professional activity, sees no need to begin from the research, which is perceived as distant from reality (Ertuna and Gurel, 2011). …”