Entrepreneurship Education and Undergraduate Students' Self- and Paid-Employment Intentions: A Conceptual Framework

Autor/in	Otache, Innocent
Titel	Entrepreneurship Education and Undergraduate Students' Self- and Paid-Employment Intentions: A Conceptual Framework
Quelle	In: Education & Training, 61 (2019) 1, S.46-64 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-10-2017-0148
Schlagwörter	Entrepreneurship; Undergraduate Students; Behavior Theories; Correlation; Self Employment; Intention; Career Choice; Employment Level; Student Attitudes; Business Administration Education; Compensation (Remuneration) + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Korrelation; Self-employment; Selbstbestimmte Arbeit; Selbstständiger; Beschäftigungsgrad; Schülerverhalten; Abfindung; Kompensation; Lohnausgleich
Abstract	Purpose: The purpose of this paper is to conceptually explore the relationship between Entrepreneurship Education (EE) and undergraduate students' self- and paid-employment intentions. Specifically, the paper aims to examine the effect of paid-employment intention on the relationship between EE and self-employment intention. Design/methodology/approach: This paper reviewed extensively related literature on EE, entrepreneurial intentions and the theory of planned behaviour (TPB). The detailed literature review undertaken formed the basis for the development of the conceptual framework. Findings: It is found that undergraduate students have two opposing employment intentions within them, namely, self- and paid-employment intentions. The two employment intentions interact and have a tendency to dominate each other, and consequently lead to different employment behaviours. The dominant employment intention determines whether a graduate will exhibit self- or paid-employment behaviour. This confirms that graduates are faced with two career paths or choices, namely, self- and paid-employment. Research limitations/implications: It is not an empirical paper. Thus, the conceptual framework needs to be further empirically tested. More specifically, the proposition that undergraduate students' paid-employment intentions moderate the impact of EE on their self-employment intentions needs to be empirically validated. Practical implications: This paper provides some insightful and practical implications for the government and the policymakers in the education sector, particularly in tackling the menace of graduate unemployment and its associated problems. It provides an insight into the problem of graduate unemployment. The government and the policymakers should initiate enlightenment programmes that will reorient undergraduate students away from having the mentality of securing paid-jobs after graduation. Equally, undergraduate students should be enlightened about the difficulties in securing paid-jobs and the benefits of being a self-employed graduate. Originality/value: It is the first to explore the moderating effect of undergraduate students' paid-employment intentions on the relationship between EE and their self-employment intentions. Therefore, it makes a valuable contribution to the existing literature on EE and entrepreneurial intentions. It further strengthens the TPB by applying it to explain how undergraduate students' paid-employment intentions could neutralise the impact of EE on their self-employment intentions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01