The Role of Perceived University Support in the Formation of Students' Entrepreneurial Intention

By Saadat Saeed, Shumaila Y. Yousafzai, Mirella Yani-De-Soriano, Moreno Muffatto. Sustainable Entrepreneurship, 2015

427 citations recorded by the source corpus.

Entrepreneurship education is central to student entrepreneurship. Previous research has attempted to understand the role of entrepreneurship education in the formation of students' entrepreneurial intention and behavior, albeit in an isolated manner. Universities can support entrepreneurship in many ways, but it is important to measure students' perception of the support that they receive in order to understand the extent of such support and its impact on students. The current study proposed and tested an integrative, multiperspective framework. We have hypothesized that the three dimensions of university support, that is, perceived educational support, concept development support, and business development support, together with institutional support, shape students' entrepreneurial self‐efficacy. In turn, entrepreneurial self‐efficacy and individual motivations constitute the fundamental elements of the intention to start a business. A sample of 805 university students took part in the study and data were analyzed using structural equation modeling. Our findings showed that perceived educational support exerted the highest influence on entrepreneurial self‐efficacy, followed by concept development support, business development support, and institutional support. Self‐efficacy in turn had a significant effect on entrepreneurial intention. Individual motivations such as self‐realization, recognition, and role had an additional impact on intention. However, intention was not related to financial success, innovation, and independence. The findings suggest that a holistic perspective provides a more meaningful understanding of the role of perceived university support in the formation of students' entrepreneurial intention. Theoretical and practical implications are discussed.

Subfields: Education, Management of Technology and Innovation, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/4bbeeecd1ea78e3a8af6d68577b3d56151297789

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Citations in the corpus

Entrepreneurial university ecosystems and graduates' career patterns: do entrepreneurship education programmes and university business incubators matter? (2020, background): “…of university business incubators (Miller et al., 2014), the influence of university business incubators on students’ entrepreneurial intentions (Saeed et al., 2014; Guerrero et al., 2017), and the influence of university business incubators on knowledge transfer and commercialisation…”
Entrepreneurial education and learning at universities: exploring multilevel contingencies (2017, background): “Fourth, from an applied research point of view, this study supports the value of adopting a holistic and multilevel perspective to understand EE and students’ EL (Saeed et al. 2015; Walter and Dohse 2012).”
Factors Influencing Entrepreneurial Intention of University Students in China: Integrating the Perceived University Support and Theory of Planned Behavior (2021, methodology): “Entrepreneurial intention research has verified the relationship between PBC and entrepreneurial intention [49,50,54–56].”
Individual entrepreneurial orientation, entrepreneurship education and entrepreneurial intention: The mediating role of entrepreneurial motivations (2021, background): “, 2017; Robinson and Stubberud, 2014), which leads to the development of entrepreneurial intention (Fayolle and Liñan, 2014; Ferreira and Trusko, 2018; Saeed et al., 2015).”
The Determinants of Entrepreneurial Intention of Young Researchers: Combining the Theory of Planned Behavior with the Triple Helix Model (2019, background): “Similar results emerge from the studies of Amos and Alex (2014) and Saeed et al. (2015), demonstrating that academic support has a positive and direct impact on entrepreneurial intention.”
How University Entrepreneurship Support Affects College Students’ Entrepreneurial Intentions: An Empirical Analysis from China (2021, background): “To our knowledge, several previous studies were conducted in Pakistan [25], India, Malaysia, Singapore [26], Indonesia [27], and other countries; but no one has systematically studied the impact of university entrepreneurship support on college students’ entrepreneurial intentions in the Chinese con”
The Impact of Entrepreneurial Passion on the Entrepreneurial Intention; Moderating Impact of Perception of University Support (2021, background): “However, many universities’ focal point is the academic world, and few universities are involved in the world of professionals and entrepreneurs (Saeed et al. 2013).”
Perceived public support and entrepreneurship attitudes: A little reciprocity can go a long way! (2020, background): “Lastly, educational support was associated with student entrepreneurial self - efficacy (Saeed et al. 2015).”
Entrepreneurial Intention: Creativity, Entrepreneurship, and University Support (2020, background): “student start-ups, the federal government is investing considerable resources in setting up business incubation programs [13,14].”
Entrepreneurial Intention of Engineering Students: The Role of Social Norms and Entrepreneurial Self-Efficacy (2019, methodology): “Similarly, despite that self-efficacy has been traditionally examined as a factor that affecst entrepreneurial intention in a positive way [6,18,20], others scholars find that contextual variables may alter it [7].”