The Relationship between Institutional Environments and Entrepreneurial Intention in Estonia: Mediating Roles of Desirability and Feasibility

Wannamakok, Wisuwat; Chang, Yu‐Yu; Täks, Marge

doi:10.15678/eber.2020.080206

Cited by 21 publications

(23 citation statements)

References 41 publications

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“…The Entrepreneurial intention of an individual is an important factor to be understood to understand the new firm creation process (Arasti, Pasvishe, & Motavaseli, 2012). Two dimensions of the institutional environment namely the normative dimension and regulative dimension show a decisive role in framing an intention towards entrepreneurship among Estonian university students (Wannamakok, Chang, & Täks, 2020).…”

Section: Introductionmentioning

confidence: 99%

Relationship between the three dimensions of institutes required for entrepreneurship development

Sonkar¹,

Sarkar²

2020

JoSTE

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Purpose: The study was conducted to formulate the relationship between the three dimensions of institutes, namely cognitive, regulative and, normative dimensions of institutes. The model was formulated using SmartPLS 3. Research Methodology: In this study, the Five-point Likert scale was used and the data were collected from postgraduate students in two states of Uttar Pradesh and Jharkhand. SmartPLS 3 was used to formulate the model and establish the relationship between the three dimensions of institutes. Results: There exists a positive relationship between "Cognitive dimension and normative dimension"; "Regulative dimensions and Cognitive dimensions; and between Regulative dimensions and Normative dimensions" respectively of institutes. Limitations: Study is conducted on a small sample of 100 postgraduate students from two states of India namely Jharkhand and Uttar Pradesh which may decrease the reliability of the study. Contribution: In this study, a relationship is established by using smart PLS 3 between the three dimensions of institutes required for entrepreneurship development with the help of Likert scale developed based on previous studies which can help in measuring the country institutional profile and provide the base for studying the role of these dimension of the institute in entrepreneurial intention growth among the postgraduate students in states of India.

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Section: Introductionmentioning

confidence: 99%

Relationship between the three dimensions of institutes required for entrepreneurship development

Sonkar¹,

Sarkar²

2020

JoSTE

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“…The authors could identify only a few recent studies about entrepreneurship intentions and the environment in Estonia or Baltic countries. Based on the sample of 265 Estonian university students, Wannamakok et al (2020) found that the institutional environment plays a decisive role in Estonian university students' entrepreneurial intentions, except for the cognitive dimension, which does not exhibit a significant effect on entrepreneurial JEEE 13,5 intentions through perceived desirability. Another study referring to Estonia was made by Kallas (2019).…”

Section: Literature Reviewmentioning

confidence: 93%

From entrepreneurial intention to enterprise creation: the case of Estonia

Kallas

Parts

2020

JEEE

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Purpose The present paper aims to identify a set of cognitive and contextual characteristics that explain entrepreneurial intentions, actions and venture creation, thereby covering three successive stages of becoming an entrepreneur. Design/methodology/approach The analysis is based on entrepreneurship data from a self-reported online survey (n = 1,492) gathered among the Estonian population in 2017. The authors use an exploratory factor analysis to reduce initial survey responses about the external environment into latent factors. Linear regression models are applied to predict the determinants of entrepreneurial intention and actions, whereas the logit model is applied to find out the determinants of being or not being an entrepreneur. Findings Younger people, respondents with vocational education and the unemployed have a higher intention to start up. Men are more active than women in the second stage of taking real action, whereas middle-aged respondents and managers are less active. In the final stage of enterprise creation, men become more likely entrepreneurs, whereas younger people and those who do not have higher education become less likely entrepreneurs. Entrepreneurial attitudes and competencies as preconditional factors of entrepreneurial readiness have a positive effect in all three stages. The role of motivation appeared to be controversial – it has a weak positive effect on the intention stage but a strong negative effect on the action stage, becoming insignificant in the final stage of becoming an entrepreneur. In the final stage, taking real action has the strongest positive effect. Regarding differences between entrepreneurs and non-entrepreneurs, entrepreneurs have a more positive perception of the business environment and the ease of doing business, including the simplicity of entrepreneurship-related legislation. On the other hand, entrepreneurs are more skeptical about the availability of financial resources, and they perceive public attitudes and the role of entrepreneurs in a society less positively. Research limitations/implications As data of this study originates from a survey, the sample may not represent the whole population. This might limit the extent to which the conclusions of this study can be generalized. Also, the study’s data do not enable us to consider all potential factors that may affect entrepreneurial intention, action and venture creation. For example, the authors do not consider the effect of income or differences between opportunity and necessity entrepreneurship because of data limitations. Practical implications This study focuses on environmental obstacles and individual restrictions that are important in different stages of becoming an entrepreneur. In terms of policy implications, providing better financing opportunities both from private and public institutions and keeping entrepreneurship legislation simple and transparent have the utmost importance in increasing the share of entrepreneurs and entrepreneurship-related benefits in society. The younger population’s high entrepreneurial intentions should be transferred more effectively into real actions toward starting up, paired with supportive entrepreneurship education. Social implications The study results show that developing positive attitudes towards entrepreneurship and providing relevant competencies through the education system are relevant factors in all stages of becoming an entrepreneur, thus enabling entrepreneurial activities in society. Originality/value First, the authors investigate the factors of entrepreneurship separately during the three stages in the journey of becoming an entrepreneur, starting from intentions, followed by preparation actions and finalized by real enterprise creation. Second, the analysis of this study is based on the original Environment-Readiness Entrepreneurship Intention model, which emphasizes the role of the external environment in entrepreneurial processes. Ten factors of the external environment are extracted using exploratory analysis instead of using three traditional predefined factors of the economic, political and socio-cultural environment. Third, our focus on Estonia broadens the knowledge about entrepreneurship in the Central and Eastern European region in general and in the Baltic region, more specifically.

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“…The focused population was that of PhD students enrolled at the University of Seville in 2020-2021. The use of this type of population has been endorsed in different works (Bazan et al, 2020;Bazkiaei et al, 2020;Neves & Brito, 2020;Roy & Das, 2020;Wannamakok et al, 2020). Harrison and List (2004) observed that a collective of university students is a group with a high potential for innovating in their actions and representation.…”

Section: Sample and Data Collectionmentioning

confidence: 99%

To what extent are PhD students intrapreneurs? A study from a gender perspective

et al. 2022

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Research on intrapreneurial intention (INI) has gone from strength to strength over the past few years. However, some collectives like PhD students have not received the attention they deserve. Accordingly, this study aimed to determine the INI of PhD students from a gender perspective. Their tendency to display innovative and risk‐taking behavior was analyzed based on a sample of 393 PhD students. The results evince significant gender differences in this regard.

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The Relationship between Institutional Environments and Entrepreneurial Intention in Estonia: Mediating Roles of Desirability and Feasibility

Cited by 21 publications

References 41 publications

Relationship between the three dimensions of institutes required for entrepreneurship development

Relationship between the three dimensions of institutes required for entrepreneurship development

From entrepreneurial intention to enterprise creation: the case of Estonia

To what extent are PhD students intrapreneurs? A study from a gender perspective

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