March-April 2020

ISSN: 0193-4120 Page No. 16377 - 16387

Moderating Role of University Support on the

relationship between Effective Entrepreneurship
Education and Entrepreneurial Intention
Temoor Anjum, Ramani Bai V, Siew Poh Phung
Limkokwing University of Creative Technology Cyberjaya, Selangor Malaysia 63000.
E-mail: tamooranjum@yahoo.com

Article Info Abstract

Volume 83
Page Number: 16377 - 16387
Publication Issue:
March - April 2020
Article History
Article Received: 24 July 2019
Revised: 12 September 2019
Accepted: 15 February 2020
Publication: 27 April 2020
The article aims to explore the moderating role of university support on the relationship
between effective entrepreneurship education and entrepreneurial intention. The university
students from department of business studies in Pakistan were the population of this
research whereas stratified random sampling approach was applied to select the sample that
was N= 305. The research design for this research was cross sectional and quantitative. A
survey method was demonstrated to collect the data through questionnaire that consisted of
three sections regarding the constructs of the study. Measurement and structural models
were administered by computing Smart PLS-SEM-3 for assessing the hypothesis of this
study. The findings of this study highlighted the significance relationship between effective
entrepreneurship education and entrepreneurial intention whereas university support has
positive moderating effect on effective entrepreneurship education towards entrepreneurial
intention.
Keywords: Effective Entrepreneurship Education; University Support; Entrepreneurial
Intention

INTRODUCTION business intention. Furthermore, entrepreneurship

Entrepreneurship has an essential participation to
increase the job opportunities in developing
countries. This effect is also manifest in some
regions where unemployment rates are reported to
have decreased as their entrepreneurship index has
increased further (Edukugho, 2012; Godwin,
2013; Granovetter, 2018). Behind these facts
entrepreneurship has narrow place in developing
countries like Pakistan (the sixth largest country in
the population, the World Population Review
2016). The GUESS report (2011) stated that after
the completion of their academics, the majority of
the students have keen desire to start their self-
business prior than getting job. Entrepreneurship
is one of the eminent approaches for individuals in
future. Zhang et al (2013) posited that business
education is a major organ to determine the
education has its significance importance rather
than journal education in modern era.
Entrepreneurship education is considered as a way
to develop personally identifiable entrepreneurial
prospects, as well as mature self-esteem,
knowledge and skills to conduct business at events
of risk (Block et al., 2013; Abbas, 2018).
However, its definition emphasizes the types of
knowledge based on the action, encourages
practical learning, solves the types of problems,
based on projects, creative and allows peer
evaluation. In addition, Politis (2005) has
established a framework that recognizes three
important mechanisms in the business learning
process. It is said that the transformation process,
the professional experience of the entrepreneur
and the entrepreneurial knowledge, is able to

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effectively identify the opportunities of the
entrepreneurs (Fatoki, 2014).The higher
educational institutions have responded to the
mandate asserted by governments in teaching
entrepreneurship to develop skills that are
necessary for self-employment and in meeting the
demand of business sectors that desire individuals
with knowledge and requisite skills to fit into the
corporate world (Ahmed et al., 2011). For
developing countries, it is more necessary to
develop graduate entrepreneurship education and
program for encouraging new business and
enhance the entrepreneurial skills. It may also
beneficial for national competitiveness and
economic development (Nabi&Liñán; 2011, Inci,
2013).Therefore, the prime objective of higher
education institutions is not only to train graduates
to look for work, but also to create employment
opportunities. A small number of entrepreneurs in
Pakistan say that the academic community lacks
entrepreneurial spirit, including its activities in the
university environment. The discourse and
application of business universities is becoming a
hot topic in the academy. However, many
universities focus on academia, and few
universities are involved in the world of
professionals and entrepreneurship. In Pakistan
only a few universities are concerned about the
importance of entrepreneurship on campus (Lemo,
2013; Anjum et al., 2018).The shortage of
entrepreneurs in Pakistan remains acute and still
far left behind compared to other neighboring
countries. Whatever regulations the universities
following now, they are still unable to enhance the
number of entrepreneurs. Entrepreneurship
program like internship and incubation program at
the universities fail to produce good number of
entrepreneurs, since the education programs do
not provide the students what is needed to become
aspiring entrepreneurs (Riaz, Farrukh,
Rehman&Ishaque, 2016).Therefore,
entrepreneurial intention among students is a
dynamic and vibrant area that needs to be further
explored to grasp and appreciate the technique for
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instituting new businesses (Granovetter, 2018). In
expressions of the internship programs, certain
academicians have pointed out that the
recompenses provided by this program are
beneficial to all aspects. Furthermore, internship
programs play an evocatively imminent role in
boosting the connection between university and
the professional world (Fayolle, 2015). Chen et al
(2011), Lackéus (2014) pointed out that internship
programs provide an opportunity to students to
work with professional that might help students to
explore and crystalize job interest and abilities.
Literature Review
Entrepreneurship is recognized as significant
factor and an important source of economic
growth and welfare of a society. Entrepreneurial
process is an imperative tool for economic
growth; economic development and the key for
entrepreneurs. New business development also
opened social perspectives. Entrepreneurship is
observed as job formation, poverty reduction and
important source of innovation and social
development, but also economic competitiveness
(Wu & Li, 2011; Gafar, Kasim& Martin,
2013).From the previous couple of decades,
Pakistan is trying to enhance the current economic
position, Therefore, Pakistan Higher Education
Commission of Pakistan established the National
Business Education Accreditation Council
(NBEAC) for the development of business
education in order to promote entrepreneurial
culture in universities (Saeed et al., 2015). Due to
these efforts now a days number of universities
offered a entrepreneurship program in order to
prepare young nationals for the productive
member of the society. The prime objective of the
educational institutions is to make the young
educators employers not employees. The HEC
stressed not only on the academic knowledge but
also develop the innovative abilities and skills, so
that they can do practically practice in the field
after completion of their study (Riaz, Farrukh,
Rehman&Ishaque, 2016).Another education
16378

program recognized by several higher education
institutions for fostering entrepreneurship is the
business incubation program. The existence of a
business incubator at a higher education
institution is highly necessary to support and
assist cavities academic primarily students who
have a business to be able to improve and develop
their business. Besides, business incubators also
serve to motivate potential new entrepreneurs and
transform their business ideas into real businesses
(Liu & Hu, 2010; Martínez et al., 2010; Martin et
al., 2013).The significant contribution of
entrepreneurship to any economy, considerable
attention has ever since been given to
entrepreneurship education, especially by various
governments of countries. Entrepreneurship
education provides the platform for most
economies of the world to increase the number
and the quality of entrepreneurs (Bae, Qian Miao
&Fiet, 2014). This can be from the recent growth
and development of curriculum and outreach
programs dedicated to entrepreneurship and new
companies in the world were observed.
Entrepreneurship education has begun to
recognize their opportunities for personal business
and funds and to develop self-esteem, knowledge
and skills, entrepreneurship is defined in a way the
beginning of the event risk (Karimi et al., 2012).
However, the emphasis on a knowledge-based
action is to encourage practical learning,
creativity. Further, believe to provide the business
skills needed to create and manage corporate
behavior. Thus, entrepreneurship education is an
effective to the program provides the required
knowledge for practical businesssituation builds
self-confidence and develop skills for successful
business venture (Lackéus, 2014).
Moreover,Liñán et al (2011) motivation of starting
business provides the general knowledge of
entrepreneurship, show how entrepreneurs should
function and how to develop a business from
initial start-up.In addition, previous studies have
investigated the relationship between
entrepreneurship education and entrepreneurial
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intentions. Souitaris, Zerbinati and Al- Laham
(2007) and Karimi et al (2012) employed the
theory of planned behavior in testing how
entrepreneurship program influences
entrepreneurial attitudes and intentions among
students. This was done to confirm assertion made
in previous studies about entrepreneurship
education influence on the intention to create a
business. The results disclosed the influenced of
attitudes on EI. The outcomes also threw in light
to the practice of teaching entrepreneurship and
suggested that for effective results, such program
should offer courses with relevant modules,
encourage the design of effective business plan
that can stand the test of time with reasonable
business idea. The university support provides in
terms of market research and commercialization,
provision of enabling environment, and
interestingly, seed funding to student-teams or
groups.Additionally, University support is a
promoter of entrepreneurship, providing
entrepreneurial education and free support, which
are necessary to increase the potential of
entrepreneurship and further development;
therefore, they are key actors in training (OECD,
2010; Romero, Petrescu&Balalia,
2011).Moreover, entrepreneurship career
development can be supported by universities in
employing role models in training, providing
entrepreneurial support network, and encouraging
business plan competitions among students who
participated in business plan competition reported
that it had an impact in their career choice
decision (Maigida, Saba &Namkere, 2013).
According to Keat et al., (2011) universities play
significant roles in entrepreneurial curriculum and
content development, as well as making
entrepreneurship appealing to students. The
entrepreneurial university is, therefore, has been
considered to be the source of recognizing
entrepreneurial opportunities, and thus, drivers of
subsequent entrepreneurial action (Edelman &Yli-
Renko, 2010; Urbano& Guerrero, 2013).
University support is as an indirect motivator by
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influencing other factors known to increase for this research. The structured questionnaires
intention. Thus, universities provide a level were used for this study such as; effective
playground for breeding entrepreneurs entrepreneurship education questionnaire adopted
(Johannisson et al., 2001; Wang &Verzat, 2011; from Souitaris et al. (2007), university support
Geissler et al., 2011). The immediate graduates from Autio et al (1997) And Keat et al. (2011),
search for available opportunities and then utilize entrepreneurial intention from Linan and Chen
these opportunities by introducing new products (2009). Seven points Likert scale was used for
or services or new ways of doing things to the accumulate the data. Measurement and structural
market through university support. It drew model were applied by using Smart PLS-SEM-3
attention to the implications that are important in to analyze data according to the study hypothesis.
driving entrepreneurial activities in universities to
provide the knowledge required in the modern Conceptual Framework
economy (Luca &Cazan, 2011), the university
provides entrepreneurship education and the need
to improve business creation and subsequent
growth possible intentions.
Methodology
For the constructs of the study, effective
entrepreneurship education is used as independent
variable and entrepreneurial intention as
dependent while university support as moderator.
The university students from universities in
Pakistan were the target population of this study
Fig. Conceptual Framework
whereas, 305 respondents were selected as sample
from the six universities followed by the Krejcie
Hypothesis
and Morgan (1970) Model.
H01. There is no significance relationship
Table 3.1: Sample of the study
between effective entrepreneurship education and
University Population Sample
entrepreneurial intention.
University of the Punjab 4500 107
H02. There is no significance relationship
University of 1800 43 between effective entrepreneurship education and
Management and university support.
Technology H03. There is no significance relationship
Quaid-i-Azam University 1300 32 between university support and entrepreneurial
Govt. College University 2100 50 intention.
Faisalabad H04. There is no significance moderating effect of
Islamia University 1700 40 university support on the relationship between
Bhawalpur effective entrepreneurship education and
BahauddinZakariya 1400 33 entrepreneurial intention.
University
Total 12800 305 Findings
Stratified random sampling technique was Descriptive Statistics of the Study Variables
executed. Cross sectional and quantitative For investigating the average value and
research design based on survey method was used response rate of the participants regarding

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constructs seven points likert scale was used. statistical significance tests (Hair et al., 2006).
Thus, 3.5 is suggested the average value of the This statistical problem is created by
scale. It shows that all the variables have more multicollinearity at a higher correlation, i.e.
than suggested value that are moderate. 0.90 and higher (Tabachnick&Fidell, 2001).

Table 4.1: DescriptiveStatistics Table 4.3: Correlate Matrix

Constructs Mean Std. Exogenous PEE PCD EPI
Deviation Variables
Entrepreneurial 5.51 1.41 EEE 1
Intention US .419(**) 1
Effective 5.27 1.69 EI .431(**) .594(**) 1
Entrepreneurship
Education Assessment of Measurement Model
University Support 4.92 1.92 In order to assess the internal consistency, the
reliability, item loading and average values of
MulticollinearityTest entire constructs were measured by using the
Tolerance value is defined as the amount of Smart PLS 3.0 software package. The coefficient
variability of the selected independent variable value 0.7 or greater, average 0.5or more (Ringle,
not explained by the other independent variable 2012; Henseler et al., 2009; Hair et al., 2013),
while variance inflation factor (VIF) is the while the loading 0.6 or more (Chin, 1998) are
inverse of the tolerance value (Hair et al., 2006; advocated asthreshold values.
2011), the threshold of tolerance value of 0.20
or lower; a VIF of 5.0 or higher suggest a Table: 4.4: Internal Consistency
multicollinearity problem.
Constructs Indicat Loadi Reliabil AV
ors ng ity E
Table 4.2:Multicollinearity Analysis
Effective EEE1 .71 .89 .68
Latent Constructs Collinearity
Entrepreneur
Statistics
ship
Tolerance VIF
Education
Perceived Effective .511 1.29
EEE2 .76
Entrepreneurship
EEE3 .77
Education
EEE4 .81
Perceived university .523 1.78
EEE5 .79
Support
EEE6 .79
University US1 .72 .83 .63
A situation of high correlation between more
Support
than two independent variables is known as
US2 .78
multicollinearity (Hair et al., 2006). In
US3 .74
correlations matrix, multicollinearity becomes
US5 .80
a problem when the variables are too highly
Entrepreneur EI1 .83 .88 .64
correlated (Tabachnick&Fidell, 2001). It is
ial Intention
known to have serious effects on the estimation
EI2 .74
of the regression coefficients and their
EI3 .77

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EI4 .73
EI5 .79
EI6 .76

Furthermore, to measure the discriminant validity,

Heterotrait-Monotrait was conducted to assess
discriminant validity. HTMT ratio of correlations
is an innovative approach to assess the
discriminant validity in PLS-SEM. The threshold
value of HTMT ratio is less than 1 and constructs
value should not more than .85 (Hair et al., 2011;
2013).

Table 4.5: HTMT (Heterotrait-Monotrait)

Constructs Emp JS LB SQM Fig. Path Coefficient (Direct Effect)

Entrepreneurial Table 4.6: Path Coefficients

Intention
Hypothesis Beta T P Decision
Effective H There is no 0.20 5.0 .00 Not
Entrepreneurship .835 1 significance 1 2 * Supporti
Education relationship ve
between
University Support .768 .731
effective
entrepreneurs
Structural Model Assessment hip education
The structure model assessment is used to and
evaluate the relationship among the latent entrepreneuria
constructs and check the strength of the l intention.
conceptual framework (Wong, 2013; Hair et al., H There is no 0.21 4.2 .00 Not
2013). For examining the hypothesis path 2 significance 7 1 * Supporti
coefficient and specific indirect effect was relationship ve
applied. It is best source for inspecting the multi- between
correlational variables (Ringle et al., 2006, 2012; effective
Hair et al., 2011). Moreover, t-value should be entrepreneurs
greater than 1.69 and p-value that should be less hip education
than .05 (Henseleret al., 2009). and university
support.
H There is no 0.42 7.8 .00 Not
3 significance 2 6 * Supporti
relationship ve
between
university
support and

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entrepreneuria (Hair et al., 2011). According to Cohen, (1988)

l intention. the f-squared values of 0.02, 0.15, and 0.35 are
considered as weak, moderate and strong effects
Table: 4.7: Specific indirect effect (Moderating respectively, it is calculated on the base of
effect) following formula;

Hypothesis Bet T P Decision 𝑅𝑖𝑛𝑐𝑙𝑢𝑑𝑒𝑑2 − 𝑅𝑒𝑥𝑐𝑙𝑢𝑑𝑒𝑑2

a
H There is no 0.1 3.4 .001 Not Effect size: f2=
4 significance 9 6 * Supporti ____________________________
moderating ve
1−
effect on the
𝑅𝑖𝑛𝑐𝑙𝑢𝑑𝑒𝑑2
relationship
between Table: 4.9: Effect Size (f2)
effective
entrepreneurs
Endogenous Exogeno Effe
hip education
and
us f2 ct
size
entrepreneuria
Entrepreneursh EEE .1 Moderate
l intention.
ip Intention 9
US .3 Strong
2
Coefficients of Determination (R ) 7

To measure the R2 of the endogenous latent

constructs based on the threshold of acceptance Predictive Relevance Value (Q2)
values of R2 is 0.19, 0.33 and 0.67 indicated
In order to check the strength of model, Q2 value
weak, moderate, and strong respectively (Chin,
was assessed through blindfolding by the Stone-
1998; Henseler et al., 2009). Hence, the amount of
Geisser criterion Q2 value (Henseler et al., 2009;
variance in the endogenous constructs explained
Hair et al., 2013). The acceptance of Q2 is >0 as
by the exogenous constructs, were appropriate.
proposed by (Hair, 2011; 2013).
Table 4.8: Coefficients of Determination (R2)
Table 4.10: Predictive Relevance Value (Q2)
Variables R2 Range
Total SSO SSE 1-
Entrepreneurial SSE/SSO
.58 Moderate
Intention EI 583 369.27 .62

Effect Size (f2)

Conclusions and Discussion
Where 𝑅𝑖𝑛𝑐𝑙𝑢𝑑𝑒𝑑2 is the R2 value of the It was concluded that there was a positive effect
endogenous construct when a specific exogenous of entrepreneurship education to enhance the
variable is included and 𝑅𝑒𝑥𝑐𝑙𝑢𝑑𝑒𝑑2 is the value entrepreneurial intention among university
of such endogenous variable when that particular students. Additionally, university support has
exogenous variable was omitted from the model significance moderating effect between

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entrepreneurship education and entrepreneurial
intention. Entrepreneurs have given great
attention particularly in the field of education, in
order to support the business effectively (Zhang
et al., 2013; Maigida, Saba &Namkere, 2013;
Fayolle&Gailly, 2015; Anjum et al., 2018).
Mostly, the factors encourage the students
towards entrepreneur intention. Entrepreneurial
intention is considered as corporate behavior and
pre-entrepreneurial commitment. So far,
personality traits and trends as risk-exposed to
entrepreneurial activity for the determinants of
entrepreneurial intention (Riaz, Farrukh,
Rehman&Ishaque, 2016). The Theory of Planned
behavior prosed by Ajzen in 1991 and
Entrepreneurial Event Theory suggested by
Shapero and Sokol in 1982 support this view.
Additionally, entrepreneurship education is
another emerging source of entrepreneurial
intention (Zhang, 2013). According to Anjum et
al., (2018) entrepreneurship education renders the
skills to the graduates and help to recognize the
opportunity to make vision and self-esteem in the
process of action. Most of the students in
Pakistan still do not seem to realize that it is
challenging to find jobs nowadays and their
awareness of entrepreneurship is very low.
Therefore, it is very important for universities to
play a role in preparing the best curriculum in
order to promote awareness on entrepreneurship
among students. The relevant stakeholders
including the agencies and universities must
support and monitor this program, by introducing
practical aspect of entrepreneurship education
and other strategies like running prototype
companies in campuses by students could make
the course more effective.Additionally, might be
shaped in terms of additional contextual
variables, moderating influences, mediating
effects, new study groups, and other contexts.
Moreover, findings from such studies might
enhance the overall generalize ability in terms of
entrepreneurial intention.
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