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|Title: ||The impact of entrepreneurship education on entrepreneurial intention of engineering students|
|Other Titles: ||Chuang ye jiao yu dui gong cheng xue sheng chuang ye yi tu de ying xiang|
|Authors: ||Lo, Choi Tung ( 盧彩彤)|
|Department: ||Department of Manufacturing Engineering and Engineering Management|
|Degree: ||Doctor of Philosophy|
|Issue Date: ||2011|
|Publisher: ||City University of Hong Kong|
|Subjects: ||Entrepreneurship -- Study and teaching (Higher)|
|Notes: ||CityU Call Number: HB615 .L6 2011|
xi, 282 leaves 30 cm.
Thesis (Ph.D.)--City University of Hong Kong, 2011.
Includes bibliographical references (leaves 242-261)
|Abstract: ||Entrepreneurship education has become very popular nowadays both in
management schools and engineering schools. However, the impact of
entrepreneurship education on entrepreneurial intention of engineering students
remains in question. What is the value of entrepreneurship education? What should be
taught and how to teach the subject? In order to develop guidelines for
entrepreneurship education for engineering students, this thesis aims to propose an
entrepreneurship education model by empirically investigating how specific
education components influence the entrepreneurial intention of engineering students.
To achieve the aim, four objectives need to be addressed. The first one is to
identify a theoretical approach and develop a conceptual model for studying the
impact of entrepreneurship education on entrepreneurial intention of engineering
students. The second one is to test the effectiveness of entrepreneurship education in
terms of entrepreneurial intention. The third one is to empirically test the influence of
education components on entrepreneurial intention. Finally, the fourth one is to
develop an entrepreneurship education model and provide guidelines for
An extensive review on entrepreneurship and education was conducted in
order to achieve the first objective. The theory of planned behavior (TPB) was found
appropriate to be the theoretical basis of entrepreneurship education because it
provides most information about the formation process of entrepreneurial intention at
both personal and social level. Further, entrepreneurship is a planned behavior that a
new business is seldom created suddenly without planning, and thus it is best
predicted by entrepreneurial intention. The second objective was reached by a
comparison study between entrepreneurship students and control group students. The
third objective was achieved through testing the effect of specific education
components on entrepreneurial intention. The fourth objective was achieved by
exploring the results from the theoretical and practical perspectives.
Based on the TPB and elaboration of entrepreneurship education into four
components, a conceptual model linking entrepreneurship education and
entrepreneurial intention was proposed. Ten sets of hypotheses were formulated in the conceptual model. A survey of 411 engineering students was conducted in order to
test the model. Of the respondents, 201 took an entrepreneurship course
(entrepreneurship group) and 210 did not take the entrepreneurship course (control
There were two major data analyses in this thesis. First, the two groups of
students were compared by t-test and ANOVA. The results show that there are
significant differences in their entrepreneurial intentions confirming the effectiveness
of entrepreneurship education on enhancing entrepreneurial intention. Second, the
conceptual model was tested by SEM (structural equation modeling) path analysis in
order to identify the specific relationship between entrepreneurship education
components and entrepreneurial intention. Among others, three paths are tested to be
significant. They are the paths 1) from know-why to attitude toward entrepreneurship,
2) from know-who to subjective norm (i.e., social influence), and 3) from know-how
to perceived behavior control (i.e., self-efficacy or capability). Further, know-what is
considered as the basic element which facilitates other components. The findings also
reveal significant dependent relationships among the three antecedent attitudes of
entrepreneurial intention. For example, subjective norm plays an important role in
facilitating attitude toward entrepreneurship as well as perceived behavioral control.
Perceived behavioral control can also improve one's attitude toward entrepreneurship.
The model suggests the systematic impact of entrepreneurship education on
Both theoretical and practical implications are explored from the results.
Theoretically, this study identifies a robust approach to study the impact of
entrepreneurship education on entrepreneurial intention. Further, it provides more
detailed information on how entrepreneurial intention forms, considering the interrelationships
among the antecedent attitudes. Moreover, this study provides
significant implications for the teaching of entrepreneurship by suggesting an
intention-focus approach. Practically, the findings offer useful guidelines for teachers
to develop teaching strategies for entrepreneurship.
The most salient feature of this study is that it bridges specific education
components and entrepreneurial intention, providing significant insight into how the
key components influence the entrepreneurial attitudes and intentions of students. It is
probably the first study to fill the gap in the knowledge required for fostering entrepreneurial intention through entrepreneurship education. Further, this thesis
employs SEM path analysis for modeling the students' entrepreneurial intentions.
Fitness of the overall model (rather than the separated relationships in regression
analysis) that path analysis concerns provides more reliable results on the influence of
specific education components on entrepreneurial intention.|
|Online Catalog Link: ||http://lib.cityu.edu.hk/record=b4086933|
|Appears in Collections:||MEEM - Doctor of Philosophy |
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