Topic: Entrepreneurial Intention of BBA students(Concept Paper)

1)Introduction:
Entrepreneurs are considered the backbone of the industries as they come up with innovative
business ideas which ultimately contribute to social and economic growth. Thousands of
students graduate every year, but only a few of them think about starting their own
companies. Entrepreneurial intention among students can be defined as factors that directly or
indirectly affect the decisions of the students to be an entrepreneur or say to establish a
business (Syed et al., 2020). The intention is very vital before one establishes a venture.
Various factors are responsible to set the entrepreneurial mindset among undergraduate
students. The global presence of entrepreneurship education must be discussed to fully
understand the importance of entrepreneurship education in institutions of higher education.
Entrepreneurial education has a vital role in shaping a positive attitude towards
entrepreneurship. Promotion of entrepreneurship within Higher Education Institutions is more
likely to increase the interest of the students to choose entrepreneurship as a career where it
can raise their attitudes, perceived behavioral control, self-efficacy, risk-taking, and
intentions toward entrepreneurship (Kickul, 2008).
To shift the priority of graduates and postgraduates from jobs and foreign employment, there
is a need for entrepreneurial dynamism in our country. Entrepreneurship is a tool to
accelerate economic development in today’s world. So, the objective of this study is to
examine the attitude of students towards entrepreneurship, who are currently studying or
completed their graduation and post-graduation in different groups.
2)Literature Review:
a)Empirical Review:
Authors(Date) Objectives Research Variables Tools of Findings
type Analysis

Kussum The objective Quantitative IV: Experience, SEM, SPSS, Independence and
Niroula& of the study is Sample:206 RoleModel, hypothesis entrepreneurial
Subham to find out the Altruism, testing, intentions are
Bajracharya factors Independence, Confirmatory positively related.
(2019) affecting Religiosity, Factor Also,
intentions Monetary Analysis, Entrepreneurial
among the Aspects Cronbach’s intention has a
students alpha, AMOS, significant
regarding DV:Entrepreneuri and relationship with
entrepreneursh al Intention Descriptive self-efficacy and
ip. Statistics. role models.
Moderating: Self-
efficacy.
van Dijk, C. To identify the Quantitative IV: SPSS, Entrepreneurship
(2020) factors Sample:113 Entrepreneurship ANOVA, education
affecting the Education, Regression, perceived
entrepreneurial perceived Cronbach’s behavioral
intention of behavioral Alpha, control, and
University control, personal hierarchical personal attitude
students in the attitude regression has a positive
Netherlands. relationship with
DV:Entrepreneuri entrepreneurial
al intention intention.
However, the
Moderating: Type moderating
of study variable was
found
insignificant.
Rahmawaty, To find out the Quantitative IV: Entrepreneur Hypothesis Entrepreneur
P., influence of Sample:173 education, Role Testing, education and
Mustikasari, entrepreneursh Model Multiple linear role model have a
A., & ip education, regression, collaborative
Kuncoro, A. M and role DV:Entreprneuria moderated positive impact
(2020) models on l Intention regression, on entrepreneurial
entrepreneurial intention. But the
intention Moderating: campus
moderated by Campus environment only
the campus Environment. moderates the
environment impact of
entrepreneurial
education on
entrepreneurial
intention.
Hussain, T., To study the Quantitative IV: Family PLS-SEM The independent
Channa, N. A., impact of Sample:374 background, Self- approach, variables
& Samo, A. H. family efficacy, Likert scale considered in this
(2021). background, personality traits report are found
self-efficacy, DV:Entrepreneur to be closely
and personality ial intention. related to the
traits on entrepreneurial
entrepreneurial intention of
intention. students.
Rita To systematize Quantitative IV: Risk-taking Descriptive Entrepreneurial
Remeikiene, the factors Sample:170 Self-efficacy Statistics, intention is
Kaunas & influencing Attitude Cronbach ‘s influenced by a
Grazina entrepreneurial Behavioural alpha, Kendall complex of
Startiene & intention and control Need for ‘s Coefficient factors, but the
Daiva to research the achievement of main personality
Dumciuviene impact of Proactiveness Concordance traits such as self-
(2013) entrepreneurial Locus of control efficacy, risk-
education on add up to taking, an
the intention of Entrepreneurial initiative for a
the students of education business start-up,
 different study favorable attitude
programs to DV:Entrepreneuri towards business,
start up al Intention behavioral
businesses in control, need for
Lithuania achievement and
internal locus of
control can be
developed by
acquiring
education.
Wei-Loon To identify the Quantitative IV: Knowledge, SPSS,AMOS -Knowledge,
Koea, Juandeterminants Experience, Ties , SEM, personality traits,
Rizal Sa’arib, affecting Cronbach’s experience, and
Izaidin Abdul entrepreneurial DV:Entrepreneuri alpha, Likert attitude have a
Majidc, intention, and al Intention scale positive
Kamariah the level of relationship with
Ismaild (2012).entrepreneurial Moderating: entrepreneurial
intention Attitude, Social intention among
among the norm, Personality the millennial
millennial trait, perceived generation.
generation and behavioral
verify the control
relationship
between
determinants
and
entrepreneurial
intention.
Muhammad To identify the Quantitative IV: Gender, age, Multiple -Age is negatively
Israr & Mazhar motivational Sample:510 Degree, regression related to
Saleem (2018) factors which Department, model, entrepreneurial
can support previous Descriptive intention.
university education, Statistics, -Gender might
students in previous grades, Cronbach’s differ in
Italy to job experience, Alpha entrepreneurial
become Business intentions (more
entrepreneurs experience, in the male)
family -Family
background, background
entrepreneurial influences
education, entrepreneurial
personality traits, intentions.
finance, and - Intention to
government start a new
support  business becomes
more positive by
DV: prior exposure to
Entrepreneurial entrepreneurship.
Intention -The decision to
start a new
 venture seems to
be influenced by
personality traits
as extroversion,
agreeableness,
and openness
draw a positive
while neuroticism
has a negative
impact on
students’
entrepreneurial
intentions.
Fragoso, R., To assess how Quantitative IV: Personality Cronbach’s -Gender only has
Rocha-Junior, personality Sample:422 traits, training, Alpha, a significant
W., & Xavier, traits, training, and education, Descriptive moderator effect.
A. (2020) entrepreneurial social statistics, T-test -Other variables
education, recognition, self- have no
social efficacy significant
recognition, entrepreneurial relationship with
self-efficacy, attitude entrepreneurial
and intention
entrepreneurial DV:Entrepreneuri
attitude al intention.
influence
entrepreneurial Moderating:
intention to Gender, country,
create a new family
venture among background
university
students in
Portugal and
Brazil.
Zollo, L., To identify Quantitative IV: Role of Confirmatory -Entrepreneurial
Laudano, behavioral and Sample:272 University, Factor attitude through
M.C., Ciappei, environmental personality traits,
Analysis, University
C. and Zampi, factors that Entrepreneurial AMOS, SEM, education fosters
V., 2017 affect attitude T-test, entrepreneurial
Masters's Cronbach’s intention among
students’ DV:Entrepreneuri alpha, Root University
entrepreneurial al Intent Mean Square students.
attitude and Error of
intent. Approximation
Uddin, M. R., To identify the Quantitative IV: Risk-taking Correlation, All the variables
& Bose, T. K. determinants Sample:520 tendency, Locus Regression, except job
(2012). of intentions of of control, Likert Scale security are
University education, Need positively
students to be for achievement, correlated with
an Independence, entrepreneurial
entrepreneur in job security, intention
 Bangladesh. environment.

DV:Entrepreneuri
al intention

b)Conceptual framework
The conceptual framework shows the hypothesized relationships between the variables. In
this study, the following variables are taken into account.

University Role

Entrepreneurial
Role Model Intention

Entrepreneurial
Curriculum

Age, Gender, Family

Background

Source: Rita Remeikiene, Kaunas & Grazina Startiene & Daiva Dumciuviene (2013) ,
Rahmawaty, P., Mustikasari, A., & Kuncoro, A. M (2020)
Zollo, L., Laudano, M.C., Ciappei, C. and Zampi, V., 2017

i) University Role
Universities play a functional role in promoting entrepreneurship education to develop
regional and societal economies (Binks, Starkey, et al. 2006; Co and Mitchell 2006).
Mahlberg (1996) agrees with the remarks by stating that schools and universities have a key
role to play in promoting entrepreneurship since educational institutions are ideally
considered the place in shaping entrepreneurial cultures and aspirations among students while
they are studying to survive in today’s robust business. This could probably be because
universities are seedbeds of entrepreneurship to teach their students the way to think and
behave entrepreneurially (Bygrave 2004). Universities, in this respect, should position
themselves as a hub of entrepreneurship by making a substantial contribution to nurturing an
entrepreneurial environment that combines factors that contribute to the development of
entrepreneurship (Gnyawali and Fogel 1994). Apparently, the personality traits like self-
efficacy, risk bearing, locus of control, etc are developed in a supportive university
environment and training programs. In the study, it is the first independent variable
considered.
ii)Entrepreneurial Curriculum
Having exposure to entrepreneurship seems to be a key factor to develop and foster
entrepreneurialism (Charney and Libecap 2003; Hannon 2005). To produce students who are
capable to deal with real entrepreneurial activity or transforming students’ entrepreneurial
competencies into practical ways is closely centered on courses for entrepreneurship. While
courses about entrepreneurship are concerned with teaching entrepreneurship as a required
subject in the syllabus via traditional methods (Gibb 2002(a)). Thus, the major challenge of
entrepreneurship concerning education is the appropriateness of curriculum and teaching
methods in developing students' entrepreneurial competencies and skills (Garavan and
O'Cinneide 1994). Entrepreneurship education prepares people to be responsible and
enterprising individuals. It helps people develop the skills, knowledge, and attitudes
necessary to achieve the goals they set out for themselves. Entrepreneurship education
includes all activities aiming to foster entrepreneurial mindsets, attitudes, and skills and
covering a range of aspects such as idea generation, start-up, growth, and innovation
(Fayolle, 2009). The entrepreneurial curriculum is an independent variable to assess the
impact on entrepreneurial intention.
iii)Role Model:
The role of the teachers is indispensable in education as they ‘prepare, encourage and
cultivate students’ (Boyle 2007, p.12). According to Hytti and O’Gorman (2004), educators
are a critical element in the development of effective enterprise education initiatives. The role
played by educators, in this instance, is to actively guide and inspire students’ interest in
entrepreneurship by providing real-life business experiences (Hannon 2005). This is because
educators are given the responsibility to mold the personality and characters of students, apart
from imparting knowledge in the class. Educators’ role, in the professional stance, as
knowledge disseminators have significant effects on student's minds as they tend to absorb
whatever an educator delivered and taught (Bligh 1998. It is also seen that students are
influenced by their peers, parents, and celebrities they adore. The role model is prioritized as
an independent variable here.
iv)Demographic factors
Since the origin of the theory of entrepreneurship, researchers have been fascinated to study
the demographic factors affecting entrepreneurial intention. According to Ashley et al.
(2009), many individual factors motivate a person’s decision to become an entrepreneur.
These can be categorized as demographic factors and psychological factors. Ismail et al.
(2009) in one of their study mentioned that demographic factors that are affected by
entrepreneurial activities are age, sex, education, and work experience. Demographic factors
such as household income, gender, ethnicity race were found significantly affect the
innovative attitude of arts and business students (Gibson& Gibson 2010). Here, the study
considers gender and family background as moderating variables.
v)Entrepreneurial Intention:
Entrepreneurial intention among students can be defined as factors that directly or indirectly
affect the decisions of the students to be an entrepreneur or say to establish a business (Syed
et al., 2020). It is the dependent variable here as the main problem of this study is the
entrepreneurial intention of BBA students. It is something that an individual needs before he
starts an actual business. It is influenced by many factors like personality traits that an
individual develops gradually as he exposes himself to the University environment and
society. So, the study aims to assess the determinants that influence the entrepreneurial
intention of BBA students.
3)Hypothesis
H1: University Role has a significant influence on the entrepreneurial Intention of BBA
students.
H2: Entrepreneurial curriculum fosters entrepreneurial intention among University students
H3:Role models have a positive impact on the entrepreneurial intention of college students.
H4:Male students have a more positive intention toward entrepreneurship than female
students.
H5:Family background influences entrepreneurial intention

4)References
Binks, M., Starkey, K., & Mahon, C. L. (2006). Entrepreneurship education and the business
school. Technology Analysis & Strategic Management, 18(1), 1-18.
Fragoso, R., Rocha-Junior, W., & Xavier, A. (2020). Determinant factors of entrepreneurial
intention among university students in Brazil and Portugal. Journal of Small Business &
Entrepreneurship, 32(1), 33-57.
Gibb, A. (2002(a)). Creating conducive environments for learning and entrepreneurship:
Living with, dealing with, creating and enjoying uncertainty and complexity. Industry &
Higher Education 16(3): 135-148.
Gnyawali, D. R. and D. S. Fogel (1994). Environments for entrepreneurship development:
Key dimensions and research implications. Entrepreneurship Theory and Practice, 18(4): 43-
6
Hannon, P. D. (2005). The journey from student to entrepreneur: A review of the existing
research into graduate entrepreneurship. UK, National Council for Graduate
Entrepreneurship, 51(3):18-25.
Hussain, T., Channa, N. A., & Samo, A. H. (2021). Investigating the role of family,
personality traits and self-efficacy in shaping students’ entrepreneurial Intentions. Piccola
Impresa/Small Business, (1).
Ismail, M., et al (2009). Entrepreneurial intentions among Malaysian students. International
Journal of Business and Management, 4(10): 54-56.
Israr, M., & Saleem, M. (2018). Entrepreneurial intentions among university students in
Italy. Journal of Global Entrepreneurship Research, 8(1), 1-14.
Kickul, J.E. (2008). Are Misalignments of Perceptions and Self-efficacy Causing Gender
Gaps in Entrepreneurial Intentions among our Nation's Teens, Journal of Small Business and
Enterprise Development, 15(2): 321-335.
Koe, W. L., Sa’ari, J. R., Majid, I. A., & Ismail, K. (2012). Determinants of entrepreneurial
intention among millennial generation. Procedia-Social and Behavioral Sciences, 40, 197-
208.
Mahlberg, T. (1996). Evaluating secondary school and college level entrepreneurial
education - pilot testing questionnaire. The Internationalizing Entrepreneurship Education
and Training Conference, Arnhem/University of Nijmegen, the Netherlands.
Rahmawaty, P., Mustikasari, A., & Kuncoro, A. M. THE MODERATION OF CAMPUS
ENVIRONMENT ON THE INFLUENCE OF ENTREPRENEURSHIP EDUCATION AND
ROLE MODELS ON ENTREPRENEURIAL INTENTION.
Remeikiene, R., Startiene, G., & Dumciuviene, D. (2013, June). Explaining entrepreneurial
intention of university students: The role of entrepreneurial education. In International
conference (Vol. 299, p. 307).
Syed, I., Butler, J. C., Smith, R. M., & Cao, X. (2020). From entrepreneurial passion to
entrepreneurial intentions: The role of entrepreneurial passion, innovativeness, and curiosity
in driving entrepreneurial intentions. Personality and Individual differences, 157, 109758.
Uddin, M. R., & Bose, T. K. (2012). Determinants of entrepreneurial intention of business
students in Bangladesh. International Journal of Business and Management, 7(24), 128.
van Dijk, C. (2020). Entrepreneurial Intention of University Students in The Netherlands.
Wageningen University & Research, Retrieved from: www. library. wur. nl.
Zollo, L., Laudano, M.C., Ciappei, C. and Zampi, V., 2017. Factors affecting universities’
ability to foster students’ entrepreneurial behaviour: An empirical investigation. Journal of
management development.