Entrepreneurship Education Intention and Entrepreneurial Intention Amongst Disadvantaged Students: An Empirical Study

By: Shrivastava, Umesh
Contributor(s): Acharya, Satya Ranjan
Material type: TextTextPublisher: India Emerald Publishing Limited 19 June, 2020Description: 01-21pSubject(s): Entrepreneurship | Entrepreneurial intentiom | Disadvantaged | Empirical studyOnline resources: Click here to access online Summary: Purpose – Disadvantaged students face social exclusion and undergo a different treatment than mainstream students. This alters their entrepreneurial intention subsequently. This study aims to investigate the factors affecting disadvantaged students’ intention in their willingness to undergo entrepreneurship education as a vocational course. The variables include self-efficacy, need for achievement (nAch) and family background. The paper further examines whether entrepreneurship education intention enhances their entrepreneurial intention. Design/methodology/approach – This study uses a deductive quantitative study as the chosen approach as it ensures complete anonymity and hence researcher bias is minimized. The sample consists of the third year, final year and postgraduate first year disadvantaged students from different streams of engineering, economics, arts and commerce. The study was conducted with a total of 319 students completing the questionnaire which used a five-point Likert scale. Findings – Using the theory of planned behavior (TPB), the results show that willingness of disadvantaged students to study entrepreneurship as a vocational course is highly driven by their family background followed by self-efficacy and nAch. The results further strengthen the TPB and has implications for educators of entrepreneurship and a possibility of a widening of entrepreneurship education in disadvantaged community. Research limitations/implications – The study measured attitudes and willingness with intentions, but not actual behavior as this was a cross-sectional study. Also, repeated observations could not be made and dynamics of change could not be captured. Originality/value – This is one of the few studies focused on entrepreneurial intention of students who are socially excluded and therefore it offers a possibility of widening of entrepreneurship education in countries such as India which display a collectivist culture and provides an intention-based linkage to entrepreneurship education among disadvantaged students. This study also puts subjective norm as a strong predictor of intentions which previous studies have refuted. The findings also suggest that there is a strong intent to study entrepreneurship among disadvantaged students in India, which makes entrepreneurship education a seemingly acceptable choice of education and suggests promise for its wider reach and penetration.
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Purpose – Disadvantaged students face social exclusion and undergo a different treatment than
mainstream students. This alters their entrepreneurial intention subsequently. This study aims to investigate
the factors affecting disadvantaged students’ intention in their willingness to undergo entrepreneurship
education as a vocational course. The variables include self-efficacy, need for achievement (nAch) and family
background. The paper further examines whether entrepreneurship education intention enhances their
entrepreneurial intention.
Design/methodology/approach – This study uses a deductive quantitative study as the chosen
approach as it ensures complete anonymity and hence researcher bias is minimized. The sample consists of
the third year, final year and postgraduate first year disadvantaged students from different streams of
engineering, economics, arts and commerce. The study was conducted with a total of 319 students completing
the questionnaire which used a five-point Likert scale.
Findings – Using the theory of planned behavior (TPB), the results show that willingness of disadvantaged
students to study entrepreneurship as a vocational course is highly driven by their family background
followed by self-efficacy and nAch. The results further strengthen the TPB and has implications for educators
of entrepreneurship and a possibility of a widening of entrepreneurship education in disadvantaged
community.
Research limitations/implications – The study measured attitudes and willingness with intentions,
but not actual behavior as this was a cross-sectional study. Also, repeated observations could not be made
and dynamics of change could not be captured.
Originality/value – This is one of the few studies focused on entrepreneurial intention of students who are
socially excluded and therefore it offers a possibility of widening of entrepreneurship education in countries
such as India which display a collectivist culture and provides an intention-based linkage to entrepreneurship
education among disadvantaged students. This study also puts subjective norm as a strong predictor of
intentions which previous studies have refuted. The findings also suggest that there is a strong intent to study
entrepreneurship among disadvantaged students in India, which makes entrepreneurship education a
seemingly acceptable choice of education and suggests promise for its wider reach and penetration.

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