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Entrepreneurship Research Journal

• Online ISSN: 2157-5665
• Type: Journal
• Language: English
• Publisher: De Gruyter
• First published: January 1, 2011
• Publication Frequency: 4 Issues per Year
• Audience: researchers in the field of entrepreneurship, decision-makers

SYSTEMATIC REVIEW article

Entrepreneurship and family role: a systematic review of a growing research.

• Department of Social Psychology and Anthropology, University of Salamanca, Salamanca, Spain

In recent years, research on the family role and entrepreneurship has increased noticeably, consolidating itself as a valid and current subject of study. This paper presents a systematic analysis of academic research, applying bibliometric indicators, and cluster analysis, which define the state of research about the relationship between family role and entrepreneurship. For this purpose, using three well-accepted databases among the research community: Scopus, Web of Science, Business Source, a total of 92 articles were selected and analyzed, published between 1989 and 2019 (until March). A cluster analysis shows five main areas of literature development: (1) cultural dimension and geneder issue; (2) family business and succession; (3) parental role models and entrepreneurial intentions; (4) entrepreneurship and self-employment; (5) family support and women entrepreneurs. Findings also show how this is a relatively recent field of study, with a multidisciplinary character.

Introduction

Entrepreneurship is a determining factor of economic development ( Thurik, 2009 ; Hessels and van Stel, 2011 ; Audretsch et al., 2015 ), social and structural change ( Acs et al., 1999 ; North, 2005 ). Entrepreneurship not only contributes to the economic and social growth of a nation, but also stimulates the development of knowledge ( Shane, 2000 ), technological change ( Acs and Varga, 2005 ), competitiveness and innovation ( Parker, 2009 ; Blanco-González et al., 2015 ). In fact, the European community has promoted numerous actions aimed to improve and develop the entrepreneurial attitude of European citizens toward Business venture, focusing on aspects that are essential for creating a corporate identity. However, the levels of entrepreneurial activity in some European countries are still low. According to the latest international study of Global Entrepreneurship Monitor (GEM), published in 2018, Europe has the lowest TEA (Total Entrepreneurial Activity) of all regions in all age studied. This is a concerning result, especially in it's current crisis period.

Entrepreneurial activity is not just about discovering new ideas and possibilities ( Shane and Venkataraman, 2000 ), but also intentional planning, developed through the cognitive processing of internal and external factors ( Del Giudice et al., 2014 ). Intention is a cognitive process that precedes the effective involvement of the individual in any type of activity ( Liñán and Chen, 2009 ), and in particular, entrepreneurial intention is closely linked to business world ( Moriano et al., 2012 ) and has become a rapidly evolving research sector in the international scene ( Liñán and Fayolle, 2015 ).

Currently, in the literature there are two different theoretical approaches which attempt to clarify why some individuals are more inclined toward an entrepreneurial career when compared to others: the first analyzes personality traits ( Zhao and Seibert, 2006 ; Rauch and Frese, 2007 ; Leutner et al., 2014 ; DeNisi, 2015 ), the second focuses on environmental and behavioral factors ( Peterson, 1980 ; Aldrich, 1990 ; Baum et al., 2001 ). Specifically, researchers study the importance of some individual traits as factors predetermining to perform entrepreneurial activities such as high levels of self-efficacy ( Krueger et al., 2000 ; Zhao et al., 2005 ; Lee et al., 2011 ; Rasul et al., 2017 ), risk propensity ( Schwartz and Whistler, 2009 ; Tumasjan and Braun, 2012 ; Yurtkoru et al., 2014 ), tolerance to ambiguity, and uncertainty ( Hmieleski and Corbett, 2006 ; Schwartz and Whistler, 2009 ; Arrighetti et al., 2012 ), metacognitive abilities and individual abilities ( Kor et al., 2007 ; Dickson et al., 2008 ; Liñán et al., 2011 ), locus of control ( Battistelli, 2001 ; Gordini, 2013 ), as well as creativity ( Hamidi et al., 2008 ; Smith et al., 2016 ; Biraglia and Kadile, 2017 ); the environmental and behavioral focuses refers to the Social Learning Theory ( Bandura, 1986 ), according to which, individuals learn certain skills from other people, which act as models. Specifically, the term “role model” emphasizes the individual's tendency to identify with other people occupying important social and the consequent cognitive interdependence of skills and behavior patterns ( Gibson, 2004 ).

In this scenario, the role of the family in guiding young people toward choosing an autonomous/entrepreneurial job becomes important ( Fraccaroli and Vitali, 2001 ; Odoardi, 2003 ); the social network is an important intangible resource for the development of their business activities ( Presutti et al., 2011 ); in particular, the perception of the family support influences, in the university students, the choice of career in general ( Henderson and Robertson, 2000 ) and specifically the business one ( Türker et al., 2005 ; Taormina and Lao, 2007 ; Zellweger et al., 2011 ; Laspita et al., 2012 ).

This evidence is not enough proof. For example, some researchers have not found a statistically significant relationship between entrepreneurial parenting role models and children's decision to choose an entrepreneurial career ( Rodriguez et al., 1999 ; Kim et al., 2006 ), other studies, instead, have found a negative effect, especially in situations of failure of the family business ( Scherer et al., 1989 ; Mungai and Velamuri, 2011 ).

Taking into consideration the ideas exposed above, we conducted this systematic review to analyze the relationship between the role of the family and the entrepreneurial process. Specifically, we aim to answer the following questions:

1. What is the temporal development of research on the relationship of the role model in entrepreneurship?

2. Who are the most productive authors, countries and journals?

3. What are the thematic areas that have been most studied by researchers?

Furthermore, to reduce the risk of bias to a minimum, we applied a series of bibliometric indicators. Bibliometric indicators are defined as a rigorous set of statistical and mathematics methods to be applied to documents and other patterns of knowledge ( Pritchard, 1969 ). It is a method widely used in the literature as it provides an overview of academic research, through the identification of the main trends in a given field of study ( Martínez-López et al., 2018 ). Many bibliometric revisions regarding entrepreneurship have been conducted ( Cabeza-Ramírez et al., 2017 ; Baier-Fuentes et al., 2019 ). However, specifically to the relationship between family role and entrepreneurship, our research did not generate any results. The only existing revisions take into consideration the family, understood as a family business ( López-Fernández et al., 2015 ).

In the following section we explain the methodology for systematic analysis, and we will report the main results. In the final part, we present the conclusions that can be drawn from our analysis, its limitations, as well as reflections for future developments.

Materials and Methods

In this article, we review the literature on the family role in entrepreneurial capacity using the systematic analysis method as “explicit, rigorous and transparent methodology” ( Greenhalgh et al., 2004 , p. 582). In this sense, we collected the publications until March 2019 and extracted the most relevant results, through the application of statistical methods.

To reduce the risk of bias, during the selection phase of the articles, we used a mechanism established in the literature, the PRISMA method ( Liberati et al., 2009 ; Urrútia and Bonfill, 2010 ), which allows to make the work replicable ( Lourenço and Jones, 2006 ; Pittaway and Cope, 2007 ).

In order to search for relevant articles, we used three databases: Scopus, Web of Science and Business Source, without defining a specific publication period. The selection of these items was made on basis that are considered the most powerful databases in existence. Specifically, Web of Science because it is the oldest database of citations, dating back to 1900, and provides strong coverage in international research ( Li et al., 2010 ), guaranteeing the highest quality; Scopus, on the other hand, with 27 million abstracts, is the largest database of scientific literature ( Burnham, 2006 ); Business Source as a third database, as it provides a repertoire on entrepreneurial, business, and economics sciences literature.

Initially, within each database, we applied the Boolean search terms “famil * role,” “famil * support,” “parent * role,” “parent * support,” and “entrepren * ” to identify all the publications that contained the keywords in the title of publications, author of key words or abstract. After eliminating all the duplicate articles, a total of 192 documents were identified over a period of time between 1989 and 2019. All 192 abstracts were read to ensure that the document deals with our construct. When a doubt arose, the entire document was read to confirm this.

As far as the inclusion/exclusion criterion is concerned, we have only considered journal articles since they are scientific knowledge ( Podsakoff et al., 2005 ), written in English or Spanish language, and containing a direct relationship between the family (parental) role and entrepreneurship. On the contrary, were excluded: chapters of books and conference papers, publications that did not make any connection between the two constructs, or that analyzed the role of family members other than the parental couple (for example, possible partners or brothers), and all articles written in a language other than English or Spanish. For example, we have excluded the article by Fernández Robin et al. (2017 ) because they mention “the role of the family” in the abstract, but they refer specifically to housewives for women and how entrepreneurship and of family assistance seem incompatible, or the article by Logan (2014) , as it analyzes the relationship between family and entrepreneurship, but refers to the support received from the partner or spouse.

A total of 92 articles were analyzed in this study (Annex 1 in Supplementary Material ).

Figure 1 shows the flow Diagram of the study according to the recommendations of the PRISMA method.

Figure 1 . PRISMA 2009 flow diagram.

Different types of indicators have been used.

Specifically, we analyzed year of publication, the productivity of authors, countries and journals, research area (e.g., Social Science, Business and Management, Economic etc.), type of research and sample. In addition, in order to measure the impact on productivity and on citation of an author's publications and journals we used the h -index ( Hirsch, 2005 ). In this sense, as underlined by Gaviria-Marin et al. (2018) , it is an important bibliometric indicator that is commonly used by researchers given its ease of interpretation.

To analyze the most investigated thematic areas, was used the analysis of the co-occurrence of the authors' keywords, through the VOSviewer software version 1.6.10 ( Van Eck and Waltman, 2010 , 2014 ). It is a bibliometric technique that allows graphic representation, identification and classification of clusters in a strategic matrix associated on the basis of similarities and dissimilarities (distance-based maps). Moreover, while the qualitative analysis of the literature can be affected by the subjectivity of the author, this method allows to overcome this problem, becoming an instrument of undisputed and consolidated analysis ( Vallaster et al., 2019 ), used in presently ( Valenzuela et al., 2017 ; Martínez-López et al., 2018 ).

In Table 1 we show a summary of the main methodological features of the study.

Table 1 . Characteristics of the bibliometric study.

Figure 2 illustrates the growth, during the period 1989–2019, of the family role and entrepreneurship publications in the international scene. Research has experienced great development in recent years, in fact, since 2011, the interest in topics concerning the relationship between family and entrepreneurship has increased significantly, recording the most profitable peak of publications in 2017. Although only the first 3 months of 2019 are included in the data set, 4 articles had already been published during this period.

Figure 2 . Evolution of publications.

This increase in publications in recent years may suggest a continuous evolution of family role in entrepreneurship as current and still valid research trend topic.

In order to analyze the trend of research in the family/parent support and entrepreneurship constructs, we used the dimensions obtained from cluster analysis. Figure 3 shows the progress of the research from 1989 to 2019. As noted, the constructs are associated with different fields of research, emphasizing the multidisciplinary character.

Figure 3 . Article published by cluster by year.

For example, over the years, the trend of research interests has changed. From the interest shown by the literature toward the cultural and social dimension (cluster 1—red line) and toward the individual personological characteristics of the entrepreneur (cluster 4—yellow line), in recent years the dimension that has received the most attention is the family one. The two most in-depth research themes, with a peak of interest between 2017 and 2018, are: the influence of parental role models and the educational dimension in the development of entrepreneurial intentions (cluster 3—turquoise line), and the importance of family support (cluster 5—purple line), especially in developing countries and disadvantaged groups, such as female entrepreneurship.

Furthermore, in the year 2019 it would seem that there is a potential recovery for the theme of family businesses as factors of economic development, but clusters 2 and 3 would still seem to be actual.

Afterwards, we analyzed the productivity of scientific journals, generating a list of 92 articles. For the purposes of our analysis, we have considered journals with a minimum of 3 publications on the subject, classifying them from the most productive to the least productive. As can be seen from Table 2 , the scientific journal that has more active the role of the family in the entrepreneurial process is International Journal of Entrepreneurial Behavior and Research ( n = 6 articles; h -index = 44).

Table 2 . Article with the most publications on the subject.

The analysis also revealed the multidisciplinary nature of the research area. Most publications ( n = 71) are related to business and management research, but others come from psychology and social sciences ( n = 14), economics ( n = 6), and engineering ( n = 1).

We performed as well an analysis to identify the authors who, are considered most influential in the development of this field of study. In the 92 articles that were part of the bibliometric study, a total of 239 authors were found (2.59 authors per article). 90.9% contributed with only one work on the subject, which shows that it is a highly dispersed field, probably due to its multidisciplinary nature.

This interpretation gained more strength after verifying that only 8 authors participated in two or more articles, as shown in Table 3 . The first 3 authors with 4 articles are Kaciak, E. (h-index = 8); Memili, E. (h-index = 13), and Welsh, D. (h-index = 14).

Table 3 . Authors with the greatest number of articles published.

Were also analyzed the countries where the research field of our object of study is more developed ( Figure 4 ). Therefore, for the purposes of this analysis we have considered only countries with a minimum of 3 publications. The United States is the country with the largest number of publications ( n = 20), followed by India ( n = 9), and Canada ( n = 7). The United Kingdom ( n = 6) and Spain ( n = 5) follow, in fourth and fifth place of the rank, and represent the two most productive countries in Europe in terms of research on the role of the family and entrepreneurship.

Figure 4 . Publications of countries.

Finally, we conducted an analysis on the nature of the research and the type of sample. The quantitative analysis is the most used in the selected studies (69.6%), using a variety of analysis techniques: descriptive ( n = 34) logistic, linear and hierarchical regression ( n = 22); confirmatory, using Structural Equation Modeling ( n = 14); correlation ( n = 17); t -test ( n = 6); univariate ( n = 5); and multivariate ( n = 4). Qualitative studies ( n = 19), on the other hand, the ones less frequently used are: observation ( n = 3), case studies ( n = 5), interviews ( n = 6), in-depth interviews ( n = 8), and focus group ( n = 1), representing only 20.7% of the studies. Most of the articles applied more than one analysis technique. Finally, four articles (4.4%) used a mixed method (quantitative and qualitative research).

The results are summarized in Table 4 .

Table 4 . Nature of research and type of sample.

Descriptive statistics and regression analysis are the most commonly used techniques in the reviewed articles, followed by correlation analysis and confirmation analysis through Structural Equation Modeling. The latter was mostly used, especially in more recent articles.

As for the type of sample used, the studies with entrepreneurs prevailed in 59.9% of the analyzed articles (of which 26.7% were female entrepreneurs), while the studies that analyzed students accounted for 30.5%. 7.7% of the studies considered other types of samples that do not fall into the categories previously explained.

En general, to identify the state of research on the relationship between family role and entrepreneurship, proceeded the co-occurrence analysis with one occurrence per keyword, for a total frequency of 237 authors' keywords grouped in 25 clusters.

As shown in Figure 5 , the stronger relationships are graphically represented by larger circles and labels. The research topics most closely examined by scholars deals with entrepreneurship, family support and entrepreneurial intent.

Figure 5 . One co-occurrence for keywords. Source: VOSviewer version 1.6.10.

For the purposes of the study, we have narrowed the field, performing a co-occurrence analysis with a minimum of three occurrences for keyword, for a total of 22 authors' keywords. The mapping and grouping provides a general review of the research in the context of entrepreneurial literature and in Figure 6 are shown the five most relevant clusters. Each cluster is represented by a different color that highlights the relationship between them while the distance between the clusters provides information on the intensity of the relationship ( Van Eck and Waltman, 2010 ).

Figure 6 . Three co-occurrence for keywords. Source: VOSviewer version 1.6.10.

Cluster 1: Cultural Dimension and Gender Issue (7 Items)

The occurrence of 21.8% of the keywords studied is associated with the red cluster formed by the following keywords: culture, women, female entrepreneurship, entrepreneurialism, gender, social capital and students.

The cultural dimension is one of the key elements for the family background and entrepreneurial process. According to some authors ( Li, 2007 ; Gurel et al., 2010 ; Castillo-Palacio et al., 2017 ) the social and family context in which the individual growths, shapes his creative thinking, predisposes him to innovation and risk perception, develops social capital, generates value, thus creating cultures that encourage more entrepreneurship and autonomy than others.

As suggested by Zhao et al. (2012) there are two different theoretical explanations about the role that culture plays in business world. The first one, of a psychological nature, acting at the individual level ( Hayton et al., 2002 ) and presupposes that culture acts on the skills and abilities of individual, modifying the behavior. The second line, based on institutional theory, considers culture as a substratum of the community, so some societies are more likely to promote entrepreneurial processes.

Several authors use this prospective to analyze entrepreneurial activity in different contexts, for example, Welsh et al. (2018) , applying institutional theory, compared women entrepreneurs in Morocco and Turkey. Other studies have focused on other business contexts ( McIntosh and Islam, 2010 ; Ramadani, 2015 ), predominantly Islamic ( Anggadwita et al., 2015 ; Mohd Rhouse et al., 2016 ), and Middle Eastern cultures ( Bastian et al., 2018 ).

From this point of view, the cultural dimension is closely related to the “woman” variable and more generally to the “gender issue” because, as several studies have shown ( Freytag and Thurik, 2007 ; Sengupta et al., 2013 ), behavior is often a consequence of different socio-cultural values that are taught and learned since youth and that last over time, which also applies to entrepreneurial behavior ( Hofstede, 2001 ; Eid, 2006 ).

Indeed, despite the positive aspects of entrepreneurship understood as a career accessible to all and economically advantageous, a more in-depth analysis shows that there are many cultural obstacles ( Ahl and Marlow, 2012 ), especially for women.

Specifically, the gap between male and female entrepreneurship has been explained by various theories, among which the most exhaustive is the “Social Role Theory” developed by Eagly (1987) . According to this explanation, the male group is configured as the ideal for the entrepreneurial field ( Bird and Brush, 2002 ), while women consider entrepreneurship less as a career path ( Ahl, 2006 ).

Rubio-Bañón and Esteban-Lloret (2016 ) conducted a research to analyze the possible differences between male and female entrepreneurs in 55 different countries, considering cultural factors as among the most relevant hindrances for entrepreneurship ( Bosma and Kelley, 2018 ). The observed results do not yet confirm that cultures with a higher rate of masculinity lead to a greater gender gap in female entrepreneurship rates. Other research has shown that in communities with high virility, women can share and take ownership of these cultural values and be more motivated toward an entrepreneurial career.

Indeed, the relationship between gender and cultural beliefs is still unclear: some studies have shown that women are pursue less an entrepreneurial career ( Chen et al., 1998 ; Gupta et al., 2005 ). Other studies, instead, suggest that in cultures considered to be stereotypically masculine, women are more inclined toward entrepreneurial activity ( Mueller and Conway Dato-on, 2008 ; Cardozo Crowe, 2010 ).

The cultural component, as a substrate of a society, comes into play with the variable “students,” in fact, as the literature shows, it is important to adopt policies that support entrepreneurial development at school.

The promotion and enhancement of the “entrepreneurial culture” has become an important component in the initiatives and in the offer of services for students. Universities are called to accept this challenge to prepare students for the acquisition of entrepreneurial skills and competences that allow them to cope with the multiplicity of today's society, in constant evolution and change ( Bygrave, 2004 ).

Promoting student entrepreneurship means making them more aware of their future, in the field of business, to translate ideas into actions.

This cluster shows a relationship with the main terms of the analysis: entrepreneurship and family support, because cultural factors pass through the micro-social dimension of society, including the institutions that live in that community. Social agencies like the school, but also the family, have the task of creating an entrepreneurial-supportive environment that can encourage entrepreneurial activities in students, helping to develop an entrepreneurial culture ( Roffe, 1999 ). Supporting this point of view, many authors ( Pruett et al., 2009 ; Al-Harthi, 2017 ) agree that regardless of the type of person, different strategies can be used to motivate the students in choosing an entrepreneurial career, encouraging them to work independently and to expose them to entrepreneurial success stories that can serve as models for the acquisition of skills, technical knowledge and relevant know-how.

Cluster 2: Family Business and Succession (4 Items)

The green cluster consists of the following keywords: family business, succession, economic development, and Arabia Saudita, which constitute the 12.1% of the occurrences.

The authors agree that the factor that distinguishes family and non-family businesses is the intention to transfer the control of the company to its following generation ( Chua et al., 1999 ), a factor that also contributes to economic growth in the developing countries (and also in advanced economies).

The intertwining of family firms and business has a profound impact on entrepreneurial experiences, especially for children, it is so influential that it is considered by Rogoff and Heck (2003) , together with human capital and education, as the oxygen that fuels the entrepreneurial fire.

Family businesses are important, not only from a financial point of view, but also because provide long-term stability in the labor market because of the responsibility they show to communities, since they convey values and knowledge. All these factors are valuable instruments of change to counteract the current financial crisis. As highlighted in the final report on family businesses, conducted in 2009 by the European Commission, at European level, more than 60% of existing businesses are family-run. “Most SMEs (especially micro and small enterprises) are family businesses and a large majority of family companies are SMEs” ( European Commission, 2009 , p. 4).

However, the successor's intention to continue their family's business depends on whether their parents are willing to support them, contributing to the development and success of their family activities ( De Massis et al., 2014 ). In fact, despite the undoubted importance that family succession has from an economic and social point of view, international studies have shown that the newer generation has low interest as well as intention to work in their parents' business ( Zellweger, 2017 ). According to the Sieger et al. (2016) , conducted in 50 countries, 8.8% of the 122,000 university students intend to start their own business, but only 2.7% want to be part of the family business. A model of “employee first, then founder” emerges 5 years after studies, in which 38.2% intend to found a business, but only 4.8% consider themselves as employee in their own family business ( Sieger et al., 2016 ). Similar results were achieved by Zellweger et al. (2011) , who found that the possibility of being able to inherit the family business does not make it a desirable choice. The successors tend to feel confident about their skills and knowledges, but appear pessimistic about the succession because they considered themselves less autonomous.

In the current context, characterized by an aging population and the desire of many entrepreneurs to transfer the family business to their children, this result is worrying ( Garcia et al., 2018 ).

The performance of those who enter the family business is better when perceived family responsibility as strong, this result highlights the strength of family expectations in positively influencing members' performance ( Dawson et al., 2015 ).

One of the very few studies on the succession of daughters in the family business, conducted by Overbeke et al. (2013) , examined the factors that may contribute to this generational shift. The results revealed that family support and leadership tutoring are the most important elements.

Parental support in family businesses is very important not only in the succession phase, but also when the company is consolidated, for example, based on data from 228 entrepreneurs, Marshall et al. (2018) found that the active involvement of the family creates a common destiny among members that favors resilience for an entrepreneur, compared to the owners of non-family businesses.

It is important to understand that the factors that influence the intentions of the members of the next generation to undertake an entrepreneurial career requires a systemic analysis that also considers the behaviors of their parents ( Nordqvist and Melin, 2010 ) and the perception that children have of this support ( Garcia et al., 2018 ).

Cluster 3: Parental Role Models and Entrepreneurial Intention (4 Items)

The third cluster associates the following keywords: entrepreneurial intention, entrepreneurship education, parental role models and self-efficacy. The 22.6% of keywords are related to this cluster which emphasizes the importance of entrepreneurial education, parental role model and self-efficacy for entrepreneurial intention development.

Historically, intentions have been considered as the antecedent of behavior ( Ajzen and Fishbein, 1977 ; Ajzen, 1991 ). The meta-analysis by Sheeran (2002) conducted on 422 studies, showed that the correlation between intentions and behavior explains 28% of the variance in behavior. For this reason, much of the literature has been interested in studying the factors influencing intentions. In this regard, in recent decades, great importance has been attached to the positive influence played by role models in improving the intentions of choosing an entrepreneurial career. Bosma et al. (2012) found that 54% of a sample of 292 entrepreneurs had a role model (20% in the pre-start-up phase, 10% in the post-start-up phase and 24% in both phases), in addition, one-third of the sample stated that they would not have founded their company without this role model.

The positive influence of role models on entrepreneurial intentions has been empirically analyzed in various cultural contexts. A German study by Chlosta et al. (2012) showed that parental role models increased the likelihood of individuals becoming self-employed. Urbano et al. (2011) , instead, established that individuals with the same ethnicity can act as a model, encouraging other individuals in the community to create new businesses. The study conducted by Pablo-Lerchundi et al. (2015) showed that the profession carried out by parents influences the entrepreneurial intentions of students, who were more likely to choose an entrepreneurial career if their parents were entrepreneurs than children of public officials. In recent years, the impact of role models on entrepreneurial process was confirmed in different professional categories, as in academic entrepreneurs ( Fernández-Pérez et al., 2015 ) and active entrepreneurs ( Bosma et al., 2012 ; Fritsch et al., 2012 ).

Self-efficacy has also been considered an important factor that increases the intentions to undertake a certain behavior, especially if associated with a positive attitude toward this behavior ( Markham et al., 2002 ). Relationship between self-efficacy and parental role models as well as attitudes toward entrepreneurship have been established in numerous studies. For instance, Carr and Sequeira (2007) in a research conducted on 308 individuals, found direct and indirect effects of previous family exposures on entrepreneurial intention, through the mediation of perceived family support and entrepreneurial self-efficacy. BarNir et al. (2011) , which indicated the positive influence of role models on entrepreneurial intention and the role of mediation exercised by self-efficacy, arrived at the same conclusion. Similar studies were conducted for female university students ( Sahinidis et al., 2019 ). Laviolette et al. (2012) found that role models positively influence entrepreneurial intentions by increasing self-efficacy, provided that such models are positively perceived by individuals, so as to enable them to identify themselves.

Furthermore, role models also play a key role in entrepreneurial training processes, positively influencing the development of entrepreneurial skills ( Heinonen and Poikkijoki, 2006 ). Entrepreneurship education, effectively, influences on the intention of undertaking autonomous activities through two objectives: creating and spreading knowledge ( Perreira and Da Silva, 2003 ) and encouraging students to develop skills in human capital ( Gupta and York, 2008 ). The importance given to the role of education in the entrepreneurial process is underlined by the Global Entrepreneurship Monitor (GEM) which dedicated the special theme of 2008 to Entrepreneurship Education and Training.

In the literature there are studies that explain how perceived family support can come into play in this process. For example, in a research by Denanyoh et al. (2015) emerged that university support, structural support and emotional support of the family are important factors that influence the entrepreneurial intention of students in Ghana. The same result emerges from a study conducted by Bignotti and le Roux (2016) which found that entrepreneurship education and family support positively influence students' need for achievement and entrepreneurial intentions. In another study conducted, Laguía et al. (2019 ) found that the perceived family support and university support are positively associated with entrepreneurial intentions in students. Furthermore, entrepreneurial self-efficacy and entrepreneurial education moderate the relationship between support and entrepreneurial intention.

At the same time, the research emphasized the importance of entrepreneurship education as a possible tool that, based on skills and knowledge useful to the subjects in order to achieve greater self-confidence and security, could lead to overcoming the gap between men and women in the entrepreneurial field (gender bias).

Entrialgo and Iglesias (2017) , on a sample of 338 students found that the role models and entrepreneurship education have a greater positive influence on attitudes toward entrepreneurship in women compared to men.

Exposure to parental role models and entrepreneurship education can be used as tools to reduce the negative prejudicial effects, in general and those related to female entrepreneurship in particular, improving attitudes toward an autonomous career choice.

Cluster 4: Entrepreneurship and Self-Employment (4 Items)

The co-occurrence of 25% of keywords is related to the fourth cluster that shows the greatest number of connections in the map. The following words are part of this cluster: entrepreneurship, self-employment, entrepreneurs, and personalities ( Figure 7 ).

Figure 7 . Relations of the yellow cluster. Source: VOSviewer version 1.6.10.

Entrepreneurship is considered instrumental to economic growth and technological development ( Fellnhofer and Kraus, 2015 ; Nowinski and Haddoud, 2019 ), as an important source of employment in developed and developing countries ( Kuratko, 2005 ). It is not just a factor of economic growth aimed at creating new jobs; it also constitutes a useful personal development tool contributing to the resolution of social issues by promoting a society capable of attributing the correct value to the entrepreneurial mind, and by fostering development of positive attitudes in achieving objectives that concern the community. For example, according to The European Commission (2003) , it is a state of mind and a process aimed at creating and developing economic activity by combining willingness to take risks, creativity and innovation.

For the reasons mentioned above, discovering which factors, at the micro and macro level, can lead people to pursue an entrepreneurial career, in recent decades has been the one of the central theme of scholars. In particular, studies conducted on the characteristics of potential entrepreneurs tend to focus, especially on the importance attributed to personality traits (this explains the strong relationship between the words “entrepreneurship” and “personality”), but also, albeit with less strong relationships, to the resources accumulated from education and experience (educational and family background) ( Serneels, 2008 ) and specific behavioral models ( Liñán and Fayolle, 2015 ), which is why, in our analysis, it represents the construct with more relationships with other clusters .

The study of the phenomenon of entrepreneurship can be divided into two phases. In the initial stages of the research, the psychological literature has focused on the study of the personality and the motivations that push a subject to undertake this choice and that can lead to a possible work and personal success ( Boyd and Vozikis, 1994 ). Caird (1993) , in an attempt to trace a profile of the typical entrepreneur, offered a synthesis of the results of the researches that have used psychological tests on entrepreneurs, it is necessary to underline that the poor homogeneity of the entrepreneurial population represents a critical aspect for this survey. For this reason, currently, the focus has shifted to the interaction between socio-economic and cultural reality, and decision-making behaviors capable of influencing a chain of events on different levels (personal, family, and economic) ( Shane, 2003 ; Rauch and Frese, 2007 ). What we are witnessing, in fact, is a decentralization of personal characteristics and a greater attention to complex behaviors acted along different phases of the entrepreneurial process. However, the effects of the cultural-family component have not yet been fully clarified ( Ucbasaran et al., 2008 ). Research on the creation of new businesses has focused mainly on the importance of higher education and employment, with a limited emphasis on education received in the family. This could be the explanation about the challenging why it is so difficult to establish clear links between the role of the family and the potential entrepreneurial spirit.

Cluster 5: Family Support and Women Entrepreneurs (3 Items)

Finally, the fifth cluster in purple shows the closeness and strength of connection in the words family support, women entrepreneurs and India. Together with cluster four, it represents the heart of this analysis, which is why even if the number of keywords related to this cluster is low (18.5% of the occurrences) it is the second cluster with the greatest number of relationships with others ( Figure 8 ).

Figure 8 . Relations of the violet cluster. Source: VOSviewer version 1.6.10.

In most societies, especially in developing countries, women's access to entrepreneurship is difficult. The possible explanations have been analyzed in the literature and, although with some socio-cultural differences, they can be summarized as follows: poor social background and lack of support family; conflicts family/care responsibilities; inadequate training; lack of institutional and social interest; consequences of male domination in society and socio-economic discrimination ( Kibas, 2006 ; Mutuku et al., 2006 ; Lockyer and George, 2012 ; Raghuvanshi et al., 2017 ). In recent years, many researchers have analyzed female entrepreneurship and associated limitations ( Gautam and Mishra, 2016 ; Raghuvanshi et al., 2017 ).

For example, in our analysis, several studies have underlined the importance of family support, when external support systems are limited, especially economically disadvantaged countries or in the case of female entrepreneurship ( Pearson et al., 2008 ; Chang et al., 2009 , 2012 ).

Family support is important with particular reference to women entrepreneurs ( Neneh, 2017 ; Welsh et al., 2018 ), particularly for those who may not have access to other networks during the business development process ( Greve and Salaf, 2003 ), but also in finding the right balance between family duties and working. In this direction, are the results of a research conducted by Heilbrunn and Davidovitch (2011) with 11 Israeli women entrepreneurs. The support perceived by the family can be even more valuable in the case of entrepreneurial families, because they become models for aspiring entrepreneurs during the process of preparing for the adventure, influencing entrepreneurial intentions ( Ahmed et al., 2012 ; Edelman et al., 2016 ; Zhu et al., 2017 ).

As a result, the study also confirmed the positive influence of family members, in terms of support, in the strategic management process. In fact, family members act as positive educational models, which can contribute to starting a business and successful management ( Steier, 2003 ; Arregle et al., 2007 ), through knowledge and values that are handed down to the children become their human and social capital.

In addition, family members can provide the entrepreneur with a financial start capital of family finances (for example, in the initial phases) or help obtain external funding sources ( Aldrich and Cliff, 2003 ; Anderson et al., 2005 ). Furthermore, they can offer the necessary work and support that can be useful for creating and managing a business ( Teixeira, 2001 ; Karra et al., 2006 ).

We could fundamentally highlight two types of family support, emotional/relational, and economic/financial, both a vital resource for supporting entrepreneurship, and useful for both entrepreneurial and economic growth ( Shen et al., 2017 ). In this sense it is wise to expect that emotional support is important especially in developing intentions, as a source of encouragement for those who have no direct experience and can rely on the resources of their families.

While the economic one comes into play, especially in the start-up phase of a business, a transition from intention to behavior, which affects a larger slice of the population.

In line with Aldrich and Cliff (2003) , the family plays a key role in the children's enterprise, not only economically, but also by providing knowledge for new initiatives (for example, advice on how to start a business). Sometimes, even “new ideas” ( Dyer and Handler, 1994 ).

Through this work, we carry out a systematic review of the literature on the role of the family in the entrepreneurial process, using different types of bibliometric indicators and cluster analysis.

In the research and selection phase of the articles, we have used various databases of proven utility, such as Scopus, Web of Science and Business Source. Several conclusions emerged from our analysis.

From the results of the bibliometric indicators, it is a relatively recent area of study, but in continuous evolution, considering that the first articles date back to the year 1989, and from a multidisciplinary field of study, which as shown by the analysis of scientific journals, it is mainly linked to the business and management field, and even if in a smaller number, also to social and psychological sciences, economics, and engineering.

Moreover, as shown in Figure 6 , research on the role of the family in entrepreneurial activity has grown considerably, especially over the last decade with the United States of America being the country with the most publications on the topic ( n = 20).

The review also reveals that the scientific journals with the greatest number of publications on the subject is the International Journal of Entrepreneurial Behavior and Research ( n = 6), while the most productive author is Kaciak Eugene ( n = 4).

Regarding the analysis structure, the most important result is the fact that it is a field of study with non-sharply outlined borders that lacks systematization, probably due to its multidisciplinary character. Indeed, 90.9% of researchers contributed with only one work, this result acquired a greater intensity when it was verified that only 8 authors participated in two or more articles from the examined databases.

As for the cluster analysis, five themes have been highlighted which try to better explain the relationship between family role and entrepreneurship. Specifically, we found: (1) cultural dimension and gender issue, (2) family business and succession, (3) parental role models and entrepreneurial intention, (4) entrepreneurship and self-employment, (5) family support and women entrepreneurs.

Furthermore, the analysis also found that most of the research focused on different themes.

The cluster that obtained the highest percentage of co-occurrences is the yellow one, associated with the following keywords: entrepreneurship, self-employment, entrepreneurs, and personalities, and is also the cluster with the greatest number of relationships with other clusters, especially with family support and exposure to parental role models, emphasizing once again the importance that family has in the entrepreneurial process. On the contrary, the cluster with the lowest percentage of co-occurrences keywords is related to family business, succession, economic development, and Arabia Saudita.

This result could be a good starting point for future research, as it suggests that there are many opportunities to increase and further develop knowledge about the relationship between the role of the family and entrepreneurship. For example, it might be useful to reflect on the possible role that exposure to parental role models plays in corporate succession and analyze any differences through the comparison between entrepreneurial and non-entrepreneurial families. Future research could analyze how and why exposure to models of parental role, or support perceived by family members, has a different influence in different cultures and contexts, especially in disadvantaged contexts, making clear reference to Hofstede's cultural dimensions. It could reflect on why, some contexts, families emotionally support the new generations, promoting entrepreneurial behavior, even in females, while others do not, even if both belong to a stereotypically considered patriarchal culture at the macro level.

Some limitations should be noted. First, in this study, only peer-reviewed articles are considered, eliminating other types of documents, such as book chapters and conference papers. Although this is considered important for the purposes of reliability and quality of the results, it can represent a limit as part of the scientific contributions has been neglected limiting a more detailed knowledge on the research object.

Furthermore, it should be stressed that there is a tendency to mention journals that have open access. There are also journals that can be accessed through payment and that publish articles in languages other than English and Spanish. These are limitations that the reader should consider.

From a purely methodological point of view, some considerations must be made. This article focuses on a group of bibliometric indicators to examine the articles published in the selected databases. Alternative objective analysis techniques and different databases could be useful to provide a systematic description of the literature and to analyze each relevant topic concerning the support of the family from a different point of view, in order to adequately understand the research evolution and propose future research directions in a more accurate way.

Moreover, as regards cluster analysis, even if it is considered a reliable scientific method widely recognized by scholars ( Rafols et al., 2010 ) because it offers an immediate and simple interpretation of the information and the contextualization of a specific one research field, even for non-experts, the boundaries between the various clusters are not always clearly interpreted. This could derive from the fact that the same article can be part of different clusters if it contains keywords that are part of several clusters. For this reason, the mappings should not be considered as tools that provide unequivocal answers to emerging problems, but heuristic methods useful for opening plural perspectives in order to give information about a given field of research.

Furthermore, as pointed out by Rafols et al. (2012) , the analysis through maps is very complex in studies on innovation, business, and management as it provides a limited number of significant relationships that take into account the amount of keywords considered (for example, only 22 keywords were generated in this study). This result may be a limitation considering the multidisciplinary nature of the research field and the high fragmentation that characterizes specialized literature.

This study sought to define the boundaries of existing research and at the same time to bring new perspectives of future research, through theoretical and methodological suggestions, aiming to be useful for the development and discovery of new fields of study, expanding the knowledge about the relationship between family support and entrepreneurship. This is an important aspect, not only for academic research and for professionals, but for the agents responsible to promote the entrepreneurial spirit in the community, important as it emerged also in our analysis, at the micro and macro level, for human, social, and economic growth.

Author Contributions

In the contribution for this survey we describe in detail the following: GC has selected all the useful information for this review. BH-S has provided interesting details on the subject. JS-G examined the final document and the methodological protocol. The authors have decided to approve the final work and take full responsibility for the originality of the research.

This research was funded by the Board of Education of the Junta de Castilla y León (ref J424), Spain.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

We thank the Chair of Entrepreneurs University of Salamanca for supporting the research and monitoring of all activities.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02939/full#supplementary-material

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Keywords: entrepreneur, family support, parent role, literature review, role models

Citation: Cardella GM, Hernández-Sánchez BR and Sánchez García JC (2020) Entrepreneurship and Family Role: A Systematic Review of a Growing Research. Front. Psychol. 10:2939. doi: 10.3389/fpsyg.2019.02939

Received: 19 July 2019; Accepted: 11 December 2019; Published: 10 January 2020.

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*Correspondence: Brizeida Raquel Hernández-Sánchez, brizeida@usal.es

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Factors affecting students’ entrepreneurial intentions: a systematic review (2005–2022) for future directions in theory and practice

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• Published: 15 August 2022
• Volume 73 , pages 1903–1970, ( 2023 )

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• Greeni Maheshwari   ORCID: orcid.org/0000-0003-4470-6040 1 ,
• Khanh Linh Kha 1 &
• Anantha Raj A. Arokiasamy 2  

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Entrepreneurship has been viewed as a critical contributor and an economic engine in a country for creating new jobs and it is crucial for graduates to alter their mindset to become self-employed. Thus, it is necessary to synthesize the factors that impact the entrepreneurial intentions (EI) of students at tertiary level. The aim of this research is twofold; first to identify the factors which have been most studied in the literature and second, to determine which factors are less explored to measure the EI of students. This research adopts the systematic review approach to identify various studies conducted between 2005 to June 2022. The paper further adopted citation analysis and identified the 36 most impactful studies in this area of research. Next, the thematic analysis was conducted and seven main themes (factors) (cognitive, personality, environmental, social, educational, contextual and demographic) of EI determinants were identified. The analysis of the papers clearly demonstrated that the TPB model and cognitive factors dominate this area of research. Furthermore, over half of the studies are conducted in Asia, hence it is important to explore other regions such as Africa, America and Europe and other comparative studies between various regions. The study offers avenues for future research and practical implications of the study for the practitioners.

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1 Introduction

Entrepreneurship has been viewed as a critical contributor and an economic engine of every country as it helps in creating new jobs, and increases innovation and competitiveness in the labor market (Barba-Sánchez et al. 2022 ). Entrepreneurship activities have been given importance in many Western countries and are also gaining more attention in developing countries. Many studies have identified entrepreneurial intention (EI) as one of the most significant predictors of entrepreneurial activities and behaviors (Krueger et al. 2000 ; Autio et al. 2001 ; Arasti et al. 2012 ). Hence, the focus of various contemporary research has shifted from entrepreneurship to EI (Yu et al. 2021 ). Indeed, the number of studies using EI as a research framework has increased since the early 90s, confirming the importance of EI aspect in several settings (Liñán and Fayolle 2015 ). In addition, it is crucial for graduates to eventually alter their mindset from searching for jobs to creating jobs as a country’s government will not be able to ensure sufficient job provision for all tertiary-level graduates in the future (Reuel Johnmark et al. 2016 ). University students should shift their focus towards entrepreneurial revolution (Nuan and Xin 2012 ; Jiang and Sun 2015 ). Considering this, it is important to understand the factors that affect the EI of students in order to nurture their future entrepreneurialism in their respective countries.

There have been several studies conducted by scholars to examine the factors that impact EI of higher education students. Cognitive and personality factors, such as self-efficacy, individual attitudes, desire for achievement and behavioral control, have significant influence on students’ intentions towards entrepreneurship (Nasip et al. 2017 ; Shah and Soomro 2017 ; Biswas and Verma 2021 ). Social and environmental researchers have identified elements such as prior experience, family background, regional culture and government support as critical factors that affect EI of students (Ahamed and Rokhman 2015 ; Ali et al. 2019 ; Tiwari et al. 2020 ). Another fundamental factor contributing to the formation of students’ EI is entrepreneurial education. Entrepreneurial education in higher education plays an important role in enhancing foundational entrepreneurial knowledge and various cognitive and non-cognitive skills by stimulating students’ entrepreneurial activities (Walter and Block 2016 ; Brüne and Lutz 2020 ). This will further motivate students towards entrepreneurship, help improve entrepreneurship quality, and lead to entrepreneurial success (Galloway and Brown 2002 ). Many entrepreneurship models and theories have been developed to investigate the impact of factors on EI of an individual. Among those proposed models, most of the papers in this research area used theory of planned behaviour (TPB) model (as highlighted by analysis from this review discussed next in the paper) to study the EI of the students. The EI of students is not only affected by factors from TPB model, but there are various other models affecting the EI of students as discussed later in the paper.

Based on the different models developed on entrepreneurship (as discussed further in the paper), there are various factors that affect the entrepreneurial intentions of university students, such as educational factors, contextual factors, environmental factors, psychological factors, and personality factors but little work is done to understand which factors scholars considered the most in measuring the entrepreneurial intentions of the university students. This review of literature is based on the synthesis of papers and will provide an overview of (1) which factors the scholars have paid the most attention to measure EI of the students and (2) what factors are understudied in the literature to determine the factors affecting EI of students.

This study will contribute to the growing body of literature on the factors affecting entrepreneurial intentions of university students by providing theoretical and practical contributions. The study will be particularly beneficial to researchers working in this research area as this paper also provides gaps for future research. The study results would also help educational institutions to support and encourage students towards their entrepreneurial intentions and policy makers who will be able to understand how they can support the development of entrepreneurship activities that in turn, enhance the economic growth of the country.

Despite entrepreneurship being considered a key contributor for sustained growth and development of countries, and EI being regarded as the dominant influence of an individual’s entrepreneurship, the non-quantitative studies pertaining to determine the factors affecting EI have not been paid much attention. There are some scholars who have conducted systematic reviews of study in this area; for example, Pittaway and Cope ( 2007 ) examined the interface between higher education institutions and business sector. The study by Bae et al. ( 2014 ) was regarding a systematic review of literature in order to find the correlation between entrepreneurial education and EI of students. Nabi et al. ( 2017 ) provided a systematic review of literature to study the impact on the EI of students considering entrepreneurial education. Wu and Wu ( 2017 ) systematically reviewed the effect of entrepreneurial education on the EI of students, particularly in the Asia–Pacific region. It is important to synthesize the literature to get the holistic picture and contribute towards this research field (Kuckertz and Block 2021 ). Hence, in this paper, the synthesis of factors that impact the EI of students is carried out and further analyze the extent they have been used by various scholars in this field.

This research adopts the systematic review approach, which is important for synthesizing knowledge to identify numerous studies conducted between 2005 and June 2022. The studies on the EI of students have been receiving a lot of attention since 2016 (as determined by the analysis in this paper) and hence it is clearly visible that this area triggered the researchers’ interest and therefore is important to understand which factors are considered by different scholars to measure the EI of university students in the studies conducted so far. The aim of this research is twofold; first to identify the factors affecting the EI of students which have been studied the most in literature in previous years (from 2005) across the world. Second, to determine which factors are less explored in measuring the entrepreneurial intentions of students and thus can be explored more in future studies. A clearer perspective regarding various factors affecting EI of university students used by various scholars are analyzed in this paper. The findings from this paper can support practitioners to implement policies and take action to promote entrepreneurship in higher education students, as well as provide insights for further research in the future.

Following this brief introduction, the rest of the paper is organized as follows. Section  2 displays the review of literature on the development of various entrepreneurial models, Sect.  3 explains the research methodology, while Sect.  4 provides the results of the review, the next section corresponds to the discussion of the paper and the concluding remarks are provided in the last section of the paper.

2 Review of development of entrepreneurial models

There are various models developed and used by various scholars to determine the entrepreneurial intentions of an individual.

2.1 The entrepreneurial event model (EEM)

The entrepreneurial event model (EEM) proposed by Shapero and Sokol ( 1982 ) is the first model to shed light on entrepreneurial intention theory. According to the model, the three main determinants that affect an individual’s intention in entrepreneurship are perceived desirability, perceived feasibility and propensity to act. The perception of desirability towards entrepreneurship implies the engagingness of entrepreneurial conduct that a person can perceive. Perceived feasibility signifies the extent that an individual believes they can perform entrepreneurial behavior; and propensity to act indicates the possibility to become an entrepreneur. The proposed model also highlights that the “entrepreneurial event” acts as a trigger to determine behavior towards entrepreneurship of an individual, which can help them to make the best decision among a range of choices.

2.2 The expectancy theory

Expectancy Theory (known as Theory of Motivation or the Rational Intention Theory) developed by (Vroom ( 1964 ) states that conscious choice of an individual to maximize satisfaction and minimize adversity will lead to a person’s behavior. In the theory, motivation is defined as a result of an expectancy that greater effort will foster greater performance, instrumentality refers to the expectation of an individual to receive a certain outcome when they make the effort, and valence implies the degree to which the person values the outcome. The Expectancy Theory has been used as a framework in many studies to explore people’s motivation for becoming entrepreneurs (Locke and Baum 2007 ). The three variables: expectancy, instrumentality, and valence, were confirmed to increase entrepreneurship motivation, further concluding that apart from ability and aptitude, motivation could enhance the entrepreneurial intentions of an individual (Barba-Sánchez and Atienza-Sahuquillo 2017 , 2018 ).

2.3 The theory of planned behavior model (TPB)

The theory of planned behavior (TPB) is advanced from the theory of reasoned action (TRA) by Ajzen and Fishbein ( 1980 ). TRA implies that intentions, which are shaped by personal attitudes and subjective norms, will govern the actions of an individual. Regarding the TPB model by Ajzen ( 1991 ), the behavior of a person is based on voluntary control and specific planning. TPB defines the three antecedents that shape an individual's intention, namely attitudes towards behavior (ATB), social norms (SN), and perceived behavioral control (PBC). ATB implies the positive or negative perceptions of individuals regarding behavior. SN refers to how social pressures can influence the performance of a certain behavior. PBC represents the person’s aspects towards difficulty level of conducting the behavior. Similar to TRA model, TPB also emphasizes that intention is the direct antecedent of behavior, and the greater intention will more likely cause behavior to be performed (Ajzen 1991 ). The study by Barba-Sánchez et al. ( 2022 ), considered TPB components in their study and found that PA and PBC have a direct influence on the EI of students, while SN does not influence the EI of students directly, but mediate the relationship between environmental awareness and PA; Environmental awareness and EI.

2.4 The theory of planned behavior entrepreneurial model (TPBEM)

Based on TPB, the theory of planned behavior entrepreneurial model (TPBEM) by Krueger and Carsrud ( 1993 ) explains the three factors that impact individuals’ intentions to start a business: attitude towards venture creation, subjective norms and perceived control for entrepreneurial demeanor.

2.5 The entrepreneurial intention model (EIM)

The entrepreneurial intention model (EIM) by Boyd and Vozikis ( 1994 ) is further developed from Bird’s ( 1988 ) original model of entrepreneurial intentionality. According to Bird’s model (1988), a person establishes intentions towards entrepreneurship based on both contextual and personal characteristics. Specifically, the contextual factors include political, social and economic elements that can shape an individual’s rational thinking. While personality, ability and background can affect one’s intuitiveness about starting a business. Based on the original model, EIM of Boyd and Vozikis ( 1994 ) added the self-efficacy factor as an application from social cognitive theory (Bandura 1977a , b , 1986 ) to demonstrate its importance in impacting entrepreneurial intentions and behaviors of individuals as well as being intermediary between one’s thoughts regarding entrepreneurship and intentions towards venture creation.

2.6 The social cognitive career theory model (SCCT)

Social learning theory (SLT) was first introduced through the Bobo Doll Experiment in the 1960s by Bandura et al. ( 1961 , 1963 ), indicating that learning can happen by observing, imitating, practicing behaviors and encountering consequences of behaviors in a social context (Bandura 1977a ). The learning procedure is determined by the association between individuals and the degree of elevating emotional and practical expertise, defining self-perception and others’ perceptions (Bandura 1977a ). Bandura ( 1977b ) adopted the concept of self-efficacy to SLT to demonstrate the correlation between perceived self-efficacy and changes in behavior. Self-efficacy refers to a person’s belief in successfully performing a task in a certain situation. The proposed model presents four primary antecedents that develop the personal efficacy expectations, including performance achievements, vicarious experience, social persuasion, and physiological conditions, such as anxiety and arousal.

Social cognitive theory (SCT) is further developed from the SLT of Bandura, strengthening the vital role of cognitive components in the social learning process. The self-efficacy factor from his previous studies is also included in SCT as one of an individual’s behavioral determinants. Moreover, the model presents that human behavior is shaped by the reciprocal causation among environmental, behavioral, and cognitive attributes (Bandura 1986 ).

Lent et al. ( 1994 ) expanded the social cognitive career theory (SCCT) from the original SCT of Bandura, studying the decision-making demeanor that involves career matters. It is denoted by SCCT that career success is affected by cognitive-related elements, which consists of self-efficacy, expectancy of outcomes and intentions; and a career decision-making procedure is regulated by both personal and contextual factors.

2.7 Lüthje and Franke model (LFM)

Lüthje and Franke Model (LFM) developed by Lüthje and Franke ( 2003 ) indicates the crucial significance of personality traits in explaining self-employment attitudes and entrepreneurial behaviors besides personal attitudes, social norms, contextual and economic determinants. Specifically, in the study concerning university's influence on the entrepreneurial intentions of students, Lüthje and Franke indicated that the components of personality traits, including risk-taking propensity and internal locus of control, have a significant influence on attitude towards entrepreneurship, hence indirectly impacting the intention to establish a new business. The model also incorporates perceived support and perceived barriers as contextual factors to determine the importance in reinforcing an individual’s intentions towards entrepreneurship (Lüthje and Franke 2003 ). By integrating personal and environmental factors, this model presents an extended approach to investigate the broad range of antecedents that affect entrepreneurial intentions (Nabi et al. 2010 ).

3 Research methodology

A systematic review has been conducted for this study and the papers which measured the entrepreneurial intentions of the university students published from 2005 until June 2022 were analyzed. A four-step review was adopted for this study (Maheshwari et al. 2021 ). The first step focused on reviewing articles measuring the entrepreneurial intentions (EI) of students (from 2005 to June 2022). During the next step, the data extraction was conducted using various databases such as Scopus, Emerald, Springer, Taylor and Francis, ProQuest and JSTOR as many highly ranked journals of educational studies are indexed in these prominent databases and aligned with publication standards. An additional search was conducted on Google Scholar to include relevant articles. The search began using the key words such as “Entrepreneurial Intention” AND “determinants” OR “factors” AND “university students”, which resulted in 387 results (including articles, books, conference papers) in which 342 articles were in English. The third step focused on extracting the articles of our interest based on the research objective regarding factors influencing EI of students. After reading the abstract of 342 articles, 52 articles did not match our research objective and hence those were discarded leaving us with 290 final articles relevant to this study, most of which were found from the Scopus database (Table 1 ). During the last step, the articles were analyzed using the average citations received per year to identify the most influential papers based on the average citation per year of 10 or above. This resulted in 36 papers (Table 2 ) and the thematic analysis was conducted to identify the various themes from these papers regarding factors affecting EI of students. The rest of the papers (n = 254) (Table in Appendix) were analyzed further based on the identified themes. The research methodology for this paper is shown in Fig.  1 .

Research Methodology (adapted from Maheshwari et al. ( 2021 ))

4.1 Region of research

The first criteria to analyze the paper was based on the region of research and is presented in Fig.  2 . The analysis of the articles showed that most of the studies were conducted in Asia (52%), followed by 19% of studies conducted in Europe/UK region, 12% studies in both America and Africa region and the remaining 6% of the studies were multi-country studies.

Region of research

4.2 Year of research

Next, the articles were analyzed to determine the number of studies conducted in different years. It was found that very few studies had been conducted until 2016 (n = 50). Most of the studies were conducted after 2016 (n = 240). This indicates the growing interest of scholars in this area since 2017 (as in Fig.  3 ).

Year of study

4.3 Research methods used in the studies

Out of the 290 studies conducted between 2005 and June 2022, most of the studies (n = 285) used quantitative research methodology as seen in Table 3 and three studies used qualitative methodology. One study used mixed methodology while another study was a synthesis of literature. This clearly indicates that quantitative research methodology dominates this field of research and there is a need to use qualitative or mixed methodology approaches in this research field (Table  3 ).

4.4 Citation analysis

The next stage of the analysis included the citation analysis to identify the most influential papers from the total 290 papers identified in the study. The authors analyzed all 290 final articles and calculated the average citations received per year for each paper and identified a total of 36 articles as the most influential paper based on the average citation of 10 or above received per year. These 36 most cited papers were further analyzed to identify the themes based on content similarities regarding the factors affecting the entrepreneurial intentions of university students. After reading 36 papers, the authors identified seven main themes (factors) which affect the EI of the students. The seven themes of this paper were identified based on our holistic understanding of two criteria (1) the core factors (variables) considered in all the influential papers (2) the common core factors used by these influential papers to measure the EI of students. These seven factors are cognitive factors, personality factors, environmental factors, social factors, educational factors, contextual (situational) factors and demographic factors. These factors are classified from the 36 papers identified and Table 4 shows these seven themes (factors).

The Education and Training Journal has published the highest number of papers (five) identified in this study, followed by four published in International Journal of Entrepreneurial Behaviour and Research, three in International Entrepreneurship and Management Journal, two each respectively in Journal of Asian Finance, Economics and Business and the Studies in Higher Education. There was one article each in the rest of the journals. There are 15 studies from Asia, 10 studies conducted in Europe, six were a collaboration between multiple countries, four in America and one from Africa. 19 out of 36 studies have used the TPB model whereas seven studies have combined the TPB model with other models (as per Table 2 ).

4.5 Themes (categories) identification from influential papers

The 36 most cited papers were further analyzed to identify the themes used in these papers following Fitz-Koch et al. ( 2018 ) research and it was found that most of these studies revolved around seven categories (themes). The summary of the factors under each category (theme) are summarized in Table 4 . These seven identified categories (themes) used in various influential papers are discussed next in detail.

4.5.1 Cognitive factors

4.5.1.1 tpb factors.

The effect of TPB antecedents—attitudes, social norms and perceived behavioral control—on entrepreneurial intentions is discussed in many studies, including Solesvik ( 2013 ), Zhang et al. ( 2015 ), Iglesias-Sánchez et al. ( 2016 ), Karimi et al. ( 2017 ), Mirjana et al. ( 2018 ), Al-Jubari et al. ( 2019 ). In research by Wu and Wu ( 2008 ), personal attitude is the critical influence of entrepreneurial intentions, regardless of the educational backgrounds of students. The three antecedents were proven to have a direct and significant impact on entrepreneurial intentions in the study of Solesvik ( 2013 ) and Utami ( 2017 ). Furthermore, perceived entrepreneurial motivation, which was enhanced among students who joined an enterprise education program, stimulated entrepreneurial intentions through the mediating effect of the three TPB factors (Solesvik, 2013 ).

Zhang et al. ( 2015 ) proved that social norms and perceived behavior control relate significantly to entrepreneurial intentions of students, and controlled behavior generates greater impact on the intentions than social norms do. However, no relationship is found between attitudes and the desire to start a business, considering the lack of experience towards entrepreneurship among undergraduate students. In the research of Iglesias-Sánchez et al. ( 2016 ), PA and PBC have a significant impact on students’ intentions to start ventures, while SN is not a determining component but only demonstrates a decision-making role. In line with other studies, Karimi et al. ( 2017 ) confirmed the significant impact of TPB antecedents on Iranian students’ EI. Among the three predictors, PBC shows the strongest relationship with intentions to start a business while SN demonstrates the weakest. Maresch et al. ( 2016 ) highlighted a negative relationship between subjective norms and entrepreneurial intentions for science and engineering students. By applying TPB to investigate entrepreneurial intentions of students between developing and developed countries, Iakovleva et al. ( 2011 ) showed stronger entrepreneurial intentions with higher attitudes, SN and PBC in developing countries. The result of the study indicated that SN significantly impacted entrepreneurial intentions of students, which is different from some past papers that found no significance in the relationship between SN and intentions towards entrepreneurship (Chen et al. 1998 ; Wu and Wu 2008 ).

4.5.1.2 Other factors

The study of Zhang et al. ( 2014 ) identified that entrepreneurial intentions are significantly influenced by perceived desirability, but not by perceived feasibility. This is explainable by negative environmental elements of perceived behavioral control, uncertain locus of control and environmental controls due to lack of prior experiences. Solesvik et al. ( 2014 ) stated that in a transitional economy context, students that have perceived desirability and perceived feasibility have greater entrepreneurial intentions. Moreover, the study found that students who take initiative have greater intentions to start a business, while students with low capability beliefs yield lower entrepreneurial intentions. The research of Mirjana et al. ( 2018 ) also highlighted the crucial relationship between innovative cognitive style and students’ intentions to become entrepreneurs. However, innovative cognitive style inconsiderably influences entrepreneurial intentions when the factor is considered as a solely explanatory component.

4.5.2 Personality factors

According to Zhao et al. ( 2005 ), people having higher risk propensity will be more confident confronting risky situations and viewing uncertain circumstances as less risky than other individuals. Considering that, they might feel less anxious to take on entrepreneurial occupation, fulfill the position and complete the tasks more comfortably, thus having higher entrepreneurial self-efficacy. This impact is also justified by the findings of the study, stating that self-efficacy plays a mediating role in the relationship between risk propensity and intentions towards entrepreneurship of students.

Many studies found that self-efficacy and intentions towards entrepreneurship of students have a positively significant relationship, such as Guzmán-Alfonso and Guzmán-Cuevas ( 2012 ), Sesen ( 2013 ), Utami ( 2017 ), Zhang and Cain ( 2017 ). The research of Gurel et al. ( 2010 ) indicates that innovativeness and risk-taking propensity play a significant role as a predictor for entrepreneurial intentions of tourism students in the UK and Turkey, while tolerance of ambiguity and locus of control do not relate to the intentions towards entrepreneurship. Additionally, education does not demonstrate the moderating impact in the relationship between those entrepreneurial traits and intentions of tourism students. On the other hand, locus of control shows significant influence on entrepreneurial intentions in the study of Sesen ( 2013 ). The study also indicates that personality factors are more significant towards the entrepreneurial intentions of students than environmental predictors such as access to capital and social networks.

Zhang et al. ( 2015 ) also stated that short-term risk-taking preference and factors of psychological well-being positively influence the intentions towards entrepreneurship of an individual with the existence of TPB antecedents, namely personal attitudes, social norms and perceived behavioral control. The study of Zhang and Cain ( 2017 ) pointed out that there is an absence of a direct effect of risk aversion on intentions to start a business in dental school students. Risk aversion only diminishes entrepreneurial intentions indirectly via antecedents of TPB. The impact stated that risk aversion might not be a fixed dispositional factor, but an adjustable trait that can be altered over time. The study of Mustafa et al. ( 2016 ) found that entrepreneurial intentions are positively impacted by a proactive personality and the perceived university support of Malaysian students. Among the two drivers, proactive personalities have a stronger influence on intentions towards self-employment than from the perceived concept of student development support from students. Karimi et al. ( 2017 ) stated that personality factors, including the need for achievement, risk taking and locus of control, indirectly affect the intentions towards entrepreneurship of Iranian students through the entrepreneurial attitudes and PBC.

In the paper of Al-Jubari et al. ( 2019 ), intrinsic and extrinsic motivations, which are generated from psychological needs of autonomy, relatedness and competence, are indicated to have a positive indirect effect on entrepreneurial intentions in Malaysian students via the three components of TPB. More importantly, the motivation types play important roles in the entrepreneurial process, in which each kind yields different impacts. Entrepreneurs with intrinsic motivations will demonstrate more effective performances, more persistence and greater autonomy, leading to dynamic entrepreneurs. Meanwhile, individuals with extrinsic motivations will be less persistent when confronting challenges, more likely to discontinue nascent behaviors, and concentrate on external achievements. In addition, the need for satisfaction and the need for frustration are also proven to be negatively correlated.

4.5.3 Environmental factors

In the study, Pruett et al. ( 2009 ) indicated that the participants’ country and cultures, exposure to acquaintance entrepreneurs in family, family support, and the strength of beliefs towards motives for entrepreneurship positively impact entrepreneurial intentions. However, the significance of those variables is smaller than the effect of entrepreneurial disposition, implying that factors related to personal characteristics are more influential on the intentions towards self-employment. In addition, entrepreneurial intentions are negatively affected by social barriers, which involve operating risks, or lack of knowledge and capital. But the impact is also relatively small as compared to the disposition factor.

According to Turker and Selcuk ( 2009 ), structural support shows significant impact on entrepreneurial intentions, stating that a greater comprehensive support from all social sectors is required to stimulate entrepreneurship in young people. In addition, the effect of self-confidence as a moderating component is more considerable in the connection between structural support and entrepreneurial intentions. However, the study demonstrates that perceived relational support, such as monetary and sentimental assistance from family and friends, does not influence the intention to establish a business for students. Access capital is proven to have a negative and significant correlation to entrepreneurial intentions of students in the study of Sesen ( 2013 ).

4.5.4 Social factors

Prior entrepreneurial experience, which provides students a role model and enactive proficiency from empirical exposure, is proven to be strongly mediated by self-efficacy, thus further affecting entrepreneurial intentions (Zhao et al. 2005 ). However, prior entrepreneurial exposure shows a notable negative impact on intentions towards entrepreneurship in the research of Zhang et al. ( 2014 ). The reason for this unexpected result is that the participants in the study mostly underwent negative entrepreneurial experiences, thus raising the fears and insecurities towards self-employment. The proposed model of Kuckertz and Wagner ( 2010 ) indicated the orientation of an individuals' sustainability is meaningful in the relationship with their entrepreneurial intentions. Nevertheless, while significant potential is found among students for entrepreneurship opportunities with sustainable orientation, it declines as business experience is achieved.

Gurel et al. ( 2010 ) included social factors into the research model to explain the effect on entrepreneurial intentions of tourism students. Among those elements, students with entrepreneurial families tend to have higher intentions towards entrepreneurship. Conversely, cultural factors are considered when there is concern in the probability of self-employment, instead of entrepreneurial intention. The findings of Hockerts ( 2017 ) showed that prior experience with social organizations can increase social entrepreneurial intentions of an individual. The relationship is mediated by factors including empathy, self-efficacy, moral obligation, and perceived social support. The self-efficacy variable holds the greatest effect. Furthermore, the study provided compelling evidence that the number of social entrepreneurship electives by students is predicted by entrepreneurial intentions.

4.5.5 Educational factors

The perceptions of formal learning from students does not directly influence entrepreneurial intentions but demonstrates a strong indirect impact on the decision of an individual to start a business via a mediating factor—self-efficacy. Supporting the idea that students’ intentions towards entrepreneurial venture creation can be shaped by formal academic courses. The study of Zhao et al. ( 2005 ) suggests educational institutions integrate distinct types of learning ways to improve entrepreneurial self-efficacy in students. Entrepreneurial intentions of students are proven to be impacted at educational level through personal attitude effects and academic majors through both attitudes and the PBC of individuals. However, no relationship is found between academic accomplishment and PBC; and entrepreneurship education curriculums have little to no impact on the entrepreneurial desires of students (Wu and Wu 2008 ). One highly influential paper by Walter and Block ( 2016 ) identified the effects of entrepreneurship education is higher on the EI of students in entrepreneurship-hostile institutional environments than in entrepreneurship-friendly institutional environments. Although the paper was highly cited, we could not include it in this list because it was based on macrolevel educational factors, whereas this study is based on microlevel educational factors.

The result from the study of Turker and Selcuk ( 2009 ) indicates that educational support significantly impacts the entrepreneurial intentions of students in Turkey. As specified by the paper, an educational institution delivering sufficient knowledge and motivation towards entrepreneurship to students will enhance the likelihood of young people being involved in venture creation, thus suggesting universities to develop educational policies and structures to effectively inspire entrepreneurs. Nevertheless, self-confidence, which is a moderator in the model, was proven to not strengthen the relationship between educational support and intentions towards entrepreneurship. Moreover, according to the article, the educational factor has greater beta co-efficiency than structural support factor, the former variable is a more influential predictor to entrepreneurial intentions than the latter. This can be explained that students might perceive educational support as an immediate factor, thus having more awareness towards this support (Turker and Selcuk 2009 ).

According to the study of Arranz et al. ( 2017 ), although curricular and extracurricular activities have a positive impact on attitudes towards entrepreneurship, they might reduce capacity and intention to engage in the start-up activities of students. Moreover, the research demonstrates different influences of curricular activities on the entrepreneurial competences of students in two institutions, suggesting the development in educational methodology and strategies to enhance their competences. There are a substantial number of studies indicating the positive connection between entrepreneurship education and entrepreneurial intention of students (Hattab 2014 ; Zhang et al. 2014 ; Maresch et al. 2016 ; Nowiński et al. 2019 ). Research from Zhang et al. ( 2014 ) shows a direct relationship between entrepreneurship education and entrepreneurial intentions. Also, gender, study majors and university types have considerable positive interactive impacts on the correlation between entrepreneurship education and intentions to run a business in the context of Chinese university students. The findings of Hattab ( 2014 ) and Maresch et al. ( 2016 ) are also in line regarding the positive impact of entrepreneurship education towards entrepreneurial intentions of students. It is noteworthy that students in business majors may benefit more from entrepreneurship education than those in science and engineering programs. In the study of Hattab ( 2014 ), education is indicated to positively influence perceived desirability towards entrepreneurship of students, while the effect is less significant on perceived feasibility and inconsiderable on students’ self-efficacy. The positive significant relationship between entrepreneurship education and entrepreneurial intentions, mediated by self-efficacy, is also confirmed in the study of Nowiński et al. ( 2019 ). Among Visegrad countries, the correlation is considerable only in Poland where entrepreneurship education is introduced in high school. Another important finding is that despite lower levels of self-efficacy and intentions towards entrepreneurship in female students, they may benefit more from entrepreneurship education than males do. However, some studies found no relationship between university environment and entrepreneurial intentions of students, including the work of Sesen ( 2013 ), Chen et al. ( 2015 ).

According to Chen et al. ( 2015 ), entrepreneurship courses increase learning efficacy and satisfaction of technical undergraduate students, but do not enhance the intentions of students to start a business. The study implies that entrepreneurship courses provided by universities would help students to recognize that entrepreneurial occupations might not be suitable for them and rather to implement what they learned to future jobs rather than pursue entrepreneurship. Solesvik et al. ( 2014 ) proved that although the relationship between students joining in entrepreneurship-specific education and high intensity of entrepreneurial intentions is positive, the interactions of entrepreneurship-specific education with perceived desirability, perceived feasibility, and perceived cultural elements are not related to greater entrepreneurial intentions.

4.5.6 Contextual (situational) factors

According to Guzmán-Alfonso and Guzmán-Cuevas ( 2012 ) perceived social value and entrepreneurial intentions have a significantly negative relationship for people aged 18–64 in Latin America, which is not in line with Ajzen's model. The study of Karimi et al. ( 2017 ) indicated that perceived contextual support and barriers have an indirect impact on entrepreneurial intentions of students via PBC; and perceived barriers are also found to have a direct, negative association with the intentions towards start-up. The entrepreneurial intentions were found to be positively related to perception of motives such as creativity and desire for independence while perceptions of barriers were negatively impacting the entrepreneurial intentions of the students as mentioned by Pruett et al. ( 2009 ) in their study.

4.5.7 Demographic factors

4.5.7.1 gender differences.

Gender was proven to have a direct relationship with entrepreneurial intentions in the study of Zhao et al. ( 2005 ), in which females show lower intentions to start a business than males. However, the research indicates that there is no difference between the two genders regarding entrepreneurial self-efficacy, suggesting that the connection between sexuality and entrepreneurial intentions is shaped by theoretical mechanisms such as perceived social supports and barriers, and outcome expectations, rather than self-efficacy. Empirical results from Zhang et al. ( 2014 ) state that women and people from universities and backgrounds, other than technology, have lower entrepreneurial intentions than men and people from technological ones, suggesting eliminating the traditional entrepreneurial stereotypes among females and increase the need for additional women role models. Furthermore, the research of Maes et al. ( 2014 ) investigated the differences between females and males in the elements that predict entrepreneurial intentions of graduate students in Belgium. Females tend to be driven to self-employment by the motivation of getting organized and in consideration of their own personal abilities, while males will base their entrepreneurial intentions on financial restraints and creativity while perceiving entrepreneurship as a means of getting ahead. In addition, females prefer to comply with normative role models than males; however, the gender impact on entrepreneurial intentions is not mediated by social norms.

4.5.7.2 Nationality differences

The study of Giacomin et al. ( 2011 ) determined the national differences in entrepreneurial intentions, motivations, and perceived barriers towards venture creation dispositions of students in American, Asian, and European countries. Specifically, the strongest entrepreneurial intentions are found in Spanish students, while interests towards public administration occupations are identified in Chinese students. Furthermore, despite similarly perceived motivations and barriers to self-employment, students in those countries show different sensitivity levels and significant extents to each motivator and barrier, which can be explained by the socio-economic factors of each nation.

Regarding students in Beira Interior region (Portugal) and Extremadura region (Spain), there is evidence that some differences exist in perceived desirability, perceived feasibility, and entrepreneurial intentions among the countries according to the study of Díaz-Casero et al. ( 2012 ). University students in the two nations have positive perceptions towards the desirability of entrepreneurship. Concerning perceived feasibility, Spanish students found it easier to start a business in the present than in the past, while this was not true for Portuguese students. Moreover, students in the Extremadura region have higher intentions to start a business than those in the Beira Interior region; nevertheless, the seriousness of entrepreneurial intentions is higher in Portuguese students compared to individuals in Spain. Additionally, the influences of gender and entrepreneurial family members on the perceptions of students in the two countries are also investigated, in which sexuality impacts the perceived intentions of students. Yet no influence is found between gender, family backgrounds and perceived feasibility in both groups.

4.6 Further analysis of themes from influential papers

To visually present the themes clearly, the mind map has been used (as in Fig.  4 ) to summarize as what factors are most commonly considered in these 36 most influential papers and the analysis suggests that cognitive factors are most commonly used (three studies used them as only factors affecting entrepreneurial intentions) or cognitive factors used with personality factors (in three studies) or cognitive factors with educational factors (used in five studies) or cognitive factors used with environmental factors, demographic factors and contextual factors respectively in one, one and two studies. This shows that most of the papers (15 out of 36) have used cognitive factors as only factors or combined with other factors affecting EI of students. Personality factors, environmental factors or social factors are never considered alone in these most cited papers but used in combination with other factors and that too are not very widely used. Other factors, such as social factors, educational factors, contextual factors, and environmental factors, are rarely used as single factors to measure the EI of students.

Mind map showing most common factors in (n = 36) most influential papers. Note : Mind map reading; for example: EI affected by cognitive factors (3 studies) (on left of EI box); EI affected by cognitive factors and personality factors (3 studies) (on left of EI box); EI affected by cognitive, personality and environmental factors (1 study) (on left of EI box); EI affected by cognitive factors, environmental factors, demographic factors (1 study) (on left of EI box); EI affected by only education factors and contextual factors (1 study) (on right of EI box); EI affected by personality factors and educational factor (1 study) (on right of EI box)

Based on these identified seven-factors themes, the rest of the 254 papers were also grouped in similar way as seen in Fig.  5 . This analysis also indicates that the cognitive factors are used as a single factor in 61 studies, followed by a combination of cognitive and personality factors by 20 studies, cognitive and educational factors by 22 studies, cognitive and contextual factors by 11 studies and cognitive factors with social, environmental, demographic factors considered by respectively seven, three and two studies. Overall, 161 studies used cognitive factors (single or in combination with other six factors), followed by 43 studies which used personality factors alone or in combination with the rest of the five factors. The pattern found in the rest of the papers are like the ones used by most cited papers except that in these papers, the personality factors are explored in more detail.

Mind map showing most common factors in n = 254 papers (non-influential papers)

4.7 Conceptual model

Based on the synthesis of literature, we propose the integrated conceptual model of the variables that affects the entrepreneurial intentions of the students according to the extensive coding of 290 papers. The first important finding is that the independent variables used to measure the entrepreneurial intentions of university students are captured in the literature at seven levels: cognitive factors, personality factors, environmental factors, social factors, educational factors, contextual factors and demographic factors. Most of the papers have used cognitive factors (TPB model, EEM, EIM) as an independent variable and TPB components are used as mediators/moderators to measure the EI of students.

The second important finding that the model depicts is that there are a wide range of mediators and moderators used to measure the EI of students. The mediators and moderators are also measured at the same seven levels as mentioned for independent variables. In total, 130 studies used mediators and 61 scholars used moderators in their study. Most of the studies have used TPB components as mediator, while moderators used are mostly related to demographic factors, contextual factors, and personality factors.

Other than TPB factors, examples of mediators used as cognitive factors from entrepreneurial event model are perceived desirability, perceived feasibility, and entrepreneurial self-efficacy. Other mediators used are risk propensity, need for achievement, and locus of control which are derived from Bandura’s social cognitive theory and are related to personality factors. The next level of mediators used are at a social level such as the family influence, social exposure, country culture, and prior experience. The next majorly used mediators are related to situational factors as shown in conceptual model, followed by educational factors, and demographic factors. Only 21% of scholars in their studies have used moderators. The moderators also consist of seven identified factors (see Fig.  6 ). Some of the scholars have also used control variables in their study which are mostly demographic variables such as gender, university type, university locality, nationality, major, age, work experience, and exposure to entrepreneurial activities, family income, marital status, and entrepreneurial family background.

Conceptual model (Factors influencing EI)

5 Discussion

Entrepreneurship studies have arisen rapidly since the published works of Shapero 40 years ago (Shapero and Sokol 1982 ; Shapero 1984 ), many research papers have focused on EI, which is considered to have the greatest influence on entrepreneurship activities. This paper systematically analyzed various publications regarding the EI of students during the period 2005 till June 2022 and discusses the most and common studied factors in past research and how future studies can further explore this research area.

The paper adopted citation analysis, which is a prominent method, that recognizes the 36 most impactful studies in this research area over the period considered in this study. From the analysis, seven main themes (categories) of EI determinants were identified and implemented further in the paper’s analysis framework to analyze the rest of the articles (n = 254) used in this study. The analysis on several factors from 254 studies is briefly included in this review paper and indicated similar results as found in most influential papers, which suggests that the cognitive factor is most used factor in many papers which influences the EI of students.

5.1 Theoretical implications and suggestions on future research

From a theoretical perspective, the literature review aims to identify the factors most studied by past scholars that have an impact on the EI of university students. The study contributes to the educational entrepreneurship research literature, which will help higher educational institutions to understand which significant factors stimulate students’ intentions to start a business. The analysis of the paper clearly demonstrated that TPB model and cognitive factors dominate this area of research, and most studies are found to be conducted in Asian countries. Hence, based on the analysis of papers, this study discusses further steps for entrepreneurship research to better understand EI of university students and offers the following suggestions as below and as summarized in the conceptual model for future research (Fig.  6 ).

It is clear that to improve the understanding of factors affecting entrepreneurial intentions, future research should consider moving from cognitive factors using the TPB model. It is important to access the role of social factors including the family background and culture, contextual (situational) factors as to what forces an individual to become an entrepreneur, and this may shed further light on the EI of students. These combined factors will help in bringing out a holistic overview of factors affecting students EI. Cognitive factors have been extensively used in literature and there is a need to identify other important factors which affect the EI of students. Next, the culture of the country can have a great influence on the intentions of the students which has been less explored in the studies and hence conducting research considering the socio-cultural factors in different countries might help in providing multi-faceted views in terms of entrepreneurial intentions. It can also be of interest for the scholars to further explore the demographic factors as very few studies have considered them to determine the EI of students. The outbreak of COVID-19 has affected entrepreneurship (Yu et al. 2021 ), and hence future research may consider the impact of the pandemic, such as online education, macroeconomic factors, etc., on EI of university students.

In the digital transformation economy, technological entrepreneurship started to grab the attention of many countries, especially developing countries (Nathani and Dwivedi 2019 ). The perception towards technology growth can influence students’ intentions to start new ventures. Future research can study the technological entrepreneurship by investigating how combined factors such as environmental factors (e.g., access to technology), contextual factors (e.g., perception of recent economy/market, perception of government support, opportunities), and social factors (e.g., prior experiences, role models) affect the EI of university students, from which many implications can be undertaken to benefit the young people’s entrepreneurial activities. Most of the studies provided comparisons on EI considering different nationalities or genders. Furthermore, to enhance understanding in the EI research area, comparison can be provided considering other demographic factors, for instance, online versus physical educational environment, individuals with disabilities versus the ones without disabilities. Most of the studies have focused on theory of the planned behaviour model and hence it might be important in the future to combine different EI models to explore and broaden the scope of literature which will further add value and contribute to the already existing literature.

More than half of the studies are conducted in Asia and hence it is important to explore other less explored regions such as Africa, America, and Europe to determine if there are any differences in factors affecting the EI of students in these developed and developing regions. As identified by the review, the entire literature in this field is dominated by quantitative studies and hence to provide more robust results, mixed studies using quantitative and qualitative should be conducted in the future. Future research may benefit from EI determinants in the context of higher education to conduct studies on different developmental phases, such as primary and secondary school. In the study of Brüne and Lutz ( 2020 ), entrepreneurship education had greater positive influence on the self-efficacy and entrepreneurial desirability of younger students than older ones. Scholars can examine the effect of early exposure to entrepreneurship on the development of factors that will further impact EI of students. The research of Barth and Muehlfeld ( 2021 ) found that the interventions in early entrepreneurship enhanced the entrepreneurial self-efficacy of university students.

5.2 Practical implications

There are some critical implications based on the analysis from this paper for various stakeholders. The systematic review can be useful for the scholars who aim to conduct research in EI of students in the future and this review will inspire and motivate the scholars to determine the novel research framework based on the insights provided from this systematic review which can help the community in general. Policy practitioners can implement relevant policies and provide appropriate support to enhance the EI of individuals and to provide an environment to build an entrepreneurship culture in their country. Educational institutions and teachers can find ways to inspire the entrepreneurial intentions in the students by enhancing course curriculums, developing applicable skills and knowledge, encouraging ideas, and boosting self-confidence in students and helping them to develop overall. Entrepreneurial intentions are often used as a proxy for behavior, but entrepreneurial intentions rarely convert into entrepreneurial action, particularly among students who have limited experience of entrepreneurship and lack experience of work altogether. Therefore, focusing on entrepreneurial intentions only, or using intentions as a proxy for action, represents a severe limitation to entrepreneurial action and future studies should focus on measuring the entrepreneurial actions with entrepreneurial intentions.

6 Conclusion

This paper has conducted the systematic review on more than 15 years of EI research studied in worldwide university students to provide an understanding of the most common factors that affect students’ intentions to become entrepreneurs used in the literature and suggest novel lines of research in the future. Various papers published between 2005 and June 2022 measuring the EI of the students were analyzed and the findings clearly suggest that there is an increasing trend of these studies from 2017 onwards. Most of the research focused on Asia with more than half of the studies conducted in this region. The results highlighted that the most scholars used TPB model to measure EI of students, and the factors used by most papers are related to cognitive factors. It is believed that using a range of factors can provide a better understanding to measure the EI of students. Hence, future research can be extended in various areas as identified by the gaps provided in the discussion section above. Based on the above findings, it is clear that cognitive factors should not only be accounted for to understand the intentions of students and more studies should focus on other factors which are equally important in their influence on the EI of the students.

Like every other study, this review also has some limitations that can be addressed in future research. First, although the authors tried their best to include the studies between 2005 and June 2022, some studies might have been overlooked due to the variety of databases available. Next, the comparative review between different regions might have helped to understand the region-specific factors affecting the EI of students which was not explored in this study. Next, specific review can be conducted in Africa to better understand the EI of students as there are fewer studies currently in this region and such review can motivate the scholars to explore this region further. Finally, the comparative review between Asia and Africa might provide valuable insight on the factors affecting the EI of students, as both the regions mostly consist of developing countries.

Data availability

Data sharing is not applicable as no datasets are generated in this current study. All the articles used for the analysis are already provided in the article (in Table 2 and Appendix table).

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Maheshwari, G., Kha, K.L. & Arokiasamy, A.R.A. Factors affecting students’ entrepreneurial intentions: a systematic review (2005–2022) for future directions in theory and practice. Manag Rev Q 73 , 1903–1970 (2023). https://doi.org/10.1007/s11301-022-00289-2

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A study on effect of entrepreneurship on entrepreneurial intention: Focusing on ICT majors

Asia Pacific Journal of Innovation and Entrepreneurship

ISSN : 2398-7812

Article publication date: 7 August 2017

The purpose of this study is to show effect of entrepreneurship on entrepreneurial intention. Currently, the long-term global economic crisis is accelerating, and the concerns for future uncertainties are spreading throughout our society. The ICT majors in Busan region are no exception so that business start-up is being considered as a new alternative to survive and grow in such uncertain environments at home or abroad. That is, business start-ups and entrepreneurship are being emphasized as a strategy that individuals can change not only one’s own life but also the fate of a region and even the destiny of a country.

Design/methodology/approach

For this reason, the youth start-ups based on social networks and leadership have become the focus of our social concern along with the entrepreneurship that can actively cope with the ever-changing global environments. Thus, some of the major factors (i.e. innovation, enterprise and risk-taking) which should be considered when promoting the entrepreneurial intention of the ICT majors in Busan region have been researched, as well as the concept of entrepreneurship itself.

This demonstrates that young people will be able to successfully lead their start-up companies through their enterprising spirit, networks and leadership and learning with firm determination. Therefore, it is important to make such a network and leadership-based entrepreneurship become foundational in overcoming the long-term Korean economic depression; surviving in such an opaque situation; leading the growth and development of Busan region; and becoming the driving force for national growth, by developing the unique characteristics and strength of the students.

Originality/value

In this regard, this study will be useful for understanding the entrepreneurship of the ICT majors in Busan region more while contributing to the invigoration of a creative economy by studying the factors essential for the entrepreneurship and development of networks and leadership.

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• Entrepreneurial intention

Park, C. (2017), "A study on effect of entrepreneurship on entrepreneurial intention: Focusing on ICT majors", Asia Pacific Journal of Innovation and Entrepreneurship , Vol. 11 No. 2, pp. 159-170. https://doi.org/10.1108/APJIE-08-2017-024

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Copyright © 2017, Cheolwoo Park.

Published in the Asia Pacific Journal of Innovation and Entrepreneurship . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial & non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licenses/by/4.0/legalcode

1. Introduction

Currently, the concerns for uncertain future due to a long-term economic depression and global economic crisis are spreading throughout our society. Moreover, along with the trend in industrial scale downsizing and profit generation with a small manpower cost, concerns about the increase of youth unemployment due to jobless growth are deepening. According to National Statistical Office of Korea, the youth unemployment rate reached the highest record of 9.8 per cent in 2016. This was the value 0.6 per cent higher than the same rate in 2015. Many countries agree that the business start-ups are the solution for youth unemployment so that our government is also expending much effort in developing the policies to stop the increase in youth unemployment rate and create more jobs by instilling youth entrepreneurship and creating a positive atmosphere for business start-ups in this grave period of low economic growth. This method is important and also useful in maintaining steady economic and social growth. The young people at present are living in an era where a variety of new businesses are being continuously launched through internet media, and industries are developing according to the stretch of the imagination for contents and software. Thus, this study attempts to identify what factors of entrepreneurship affect innovative start-ups like ICT-based businesses that are quite effective in creating jobs.

2. Research background

2.1 concept of entrepreneurship.

Since the dawn of the twenty-first century, the importance of entrepreneurship started to be recognized as an element of promoting economic growth so that the researches for finding how entrepreneurship contributes to the growth have become active. The definitions mainly used for the studies related to entrepreneurship are as following: “Seizing an opportunity regardless of available resources” ( Stevenson and Jarillo, 1986 ); “The way of inferring, thinking and behaving focusing on overall approach and specific leadership based on the importance of recognizing the opportunities” ( Timmons, 1999 ); and “The spirit of challenge and adventure that commercializes the opportunities seized at risk” (Peter F. Drucker). Meanwhile, Hisrich and Peters (1998) described entrepreneurship as a discernment that an enterpriser considers necessary, rather than defining it as his/her psychological state. Song (2011) defines the term as an enterpriser’s will to create a new business through management innovation by showing his/her challenging spirit. Park and Ahn (2016) explained to the young CEOs that entrepreneurship is an important factor in improving their business performances, and they need to expend the effort to cultivate their business competency. Although the definition of entrepreneurship varied depending on the situations which individual business, country or generation faced, the definition mainly used for recent studies is Miller’s (1983) concept of definition which states that entrepreneurship is a behavior that re-combines or re-distributes resources with innovativeness, enterprising spirit and risk-taking mind to create a new value. The core of entrepreneurship is a positive energy that challenges or changes existing conventions by acutely responding to the changing environments with an innovative and creative mind. Cultivating entrepreneurship for young people will be effective in solving the problems concerning youth unemployment, low and falling economic growth rates while contributing to Korean economic growth.

2.2 Elements of entrepreneurship

There are varied opinions about the elements of entrepreneurship among the scholars. Schumpeter (1939) defined entrepreneurship as the driving force of modernization having the characteristics such as innovation-seeking spirit, pro-activeness and risk-taking tendencies. Lassen et al. (2006) distinguished the characteristics of entrepreneurship as autonomy, adventurousness, innovativeness and future-orientation. Based on the recent detailed and systematic researches conducted for the nature of entrepreneurship, the definition of entrepreneurship by Miller (1983) , who has claimed that the elements such as pro-activeness, innovativeness and risk-taking consist entrepreneurship, became the dominant view. Thus, this study also considers these three characteristics as core elements.

2.2.1 Innovativeness.

Van de Ven (1992) defined that innovativeness, which can be regarded as the most critical element of entrepreneurship, is an organizational and cultural management to recognize the necessity of new ideas and behaviors, while Lumpkin and Dess (1996) maintained that it is a crucial element for promoting new products and services, novel experience, technological leadership, R&Ds for new methods and creativeness. Meanwhile, Lee (1999) argued that innovativeness is one that an organization emphasizes the technological innovation or actively conducts product designing, market survey as well as product advertisement through product or market innovation based on process innovation and experimental management technique. Kang (2011) suggested that innovation is one of the elements of entrepreneurial strategies which can be an important means of promoting investments for consistent development of new technologies and improvement of products to gain a competitive advantage. Therefore, with all of these definitions and contentions, innovativeness should be considered as a critical element of entrepreneurship with which companies can adapt themselves to the rapidly changing environment in the age of forth industrial revolution.

2.2.2 Risk-taking.

Risk-taking is one’s or organization’s desire to actively capture and pursue opportunities in an uncertain environment accepting the risks involved. Jung (2015) defined this term as a risk preferring decision-making behavior in an uncertain environment.

While the entrepreneurs with low risk-taking tendency try to avoid risks or make decisions cautiously, ones with high risk-taking inclination tend to make decisions faster to capture opportunities ( Bin and Park, 2002 ). Meanwhile, Sexton and Bowman-Upton (1986) maintained that risk-taking indicates the degree of entrepreneur’s will or tendency to boldly challenge uncertainties or enjoy them. Risk-taking is meaningful only if an entrepreneur is proactive in seizing an opportunity, not just accepting the risks.

2.2.3 Pro-activeness.

Pro-activeness is a future-oriented disposition that allows an entrepreneur to forecast future when he is supposed to make a decision strategically. The entrepreneur takes active behaviors after forecasting future opportunity and market demands. Lumpkin and Dess (1996) maintain that pro-activeness means a company preoccupying the market opportunity or holding a predominant position in the market. Thus, with pro-activeness, companies develop new products and attempt to find new opportunities in a highly uncertain environment or actively endeavors to secure a leading/discriminative position in a newly created market ( Kim, 2015 ). Covin and Slevin (1991) claimed that pro-active entrepreneurs compete more aggressively than the others. This means that they are not just simply counteracting their competitors but also consistently trying to introduce some new products/services development and management techniques into their companies. That is, pro-activeness can be defined as a tendency or behavior of actively participating in the market changes one step ahead of their competitors ( Kim, 1994 ).

2.3 Leadership

It is possible to say that leadership is an important element in many success factors for start-ups and their continuous growth, but it is not easy to define them with a few words and its definition varies depending on the approaches taken individual researchers. Bass (1990) considered leadership as an interaction process among the group members to structure or restructure their perceptions and expectations. Meanwhile, Northouse (2013) defined leadership as a process where an individual attempt to affect group members to achieve their common goal. However, Katz and Kahn (1978) defined it as one’s influence that allows to produce more results than the results obtained from just carrying out everyday orders. A strong leadership that leads to harmonious and organized business activities is essential to achieve more than expected. This study attempts to analyze and substantiate the impact of a strong leadership on the entrepreneurial intentions and the success of start-ups.

2.4 Network

In a complex information-oriented society like present, it is not easy for small-scale companies to satisfy economic demands while maintaining their competitiveness just by themselves, as they often lack some of the necessary resources. Creative ideas and networks are essential for achieving a successful business performance.

Huggins and Johnston (2010) claimed that it is indispensable to use some of the external resources to surmount the difficulties in start-up businesses caused by the lack of internal resources. Similarly, Choi (2010) supported this by suggesting that start-ups will be able to optimize their performance by using the resources they lack by establishing some external networks. According to Jang (2013) , the network activities that can be regarded as the personal and social activities of an entrepreneur refer to the behavior of using external resources for his/her start-up process depending on his/her internal capability. The importance of networks and their roles are being emphasized in many types of research conducted for start-ups. Thus, this study also attempts to identify how network establishment and their activities affect the entrepreneurial intention of ICT majors in Busan area.

2.5 Entrepreneurial intention

The concept most widely used to understand the phenomena associated with the establishment of a business is entrepreneurship. Analyzing the definition of entrepreneurship found in Morris’s (1998) studies, it was possible to find that entrepreneurship has been often emphasized when one plans to establish a company. Yoon (2004) considered entrepreneurial intention as the first step in establishing one’s business and a positive attitude and experience toward business start-up should be preceded prior to actually making a decision to start his/her business. Krueger et al. (2000) defined entrepreneurial intention as an individual’s effort to start his/her business so that without it, one would not be able to proceed further. Considering that starting a business can be fulfilled through calculate and intentional activities, the first step, entrepreneurial intention, is essential for understanding overall phenomena involved in business start-up, as it is a key element in determining the early characteristics of start-ups ( Bird, 1988 ; Katz and Garter, 1988 ). Shapero (1981) claimed that the roles of entrepreneurs with entrepreneurial intentions are important for the nation, region or organization to have their power of recuperation to ride out economic downturns and self-reforming traits. Therefore, it is important for our society to contribute to continuous economic growth by inculcating a positive perception in the minds of students with entrepreneurial intentions to promote and activate start-ups and let the ones with potentials to challenge and succeed.

3. Research method

To study the magnitude of influence factors of entrepreneurship of Busan-area ICT majors over their entrepreneurial intentions, we have randomly extracted the samples from the ICT majors in Busan area during the period from November 1, 2016 to February 15, 2017. A five-point scale was used for the survey. A total of 250 questionnaires were distributed, and 147 (71.70 per cent) of them were collected eventually, excluding unreliable responses. For the empirical analysis of influence factors, the SPSS 23.0 program was used. Based on the study model shown in Figure 1 , a series of hypotheses were developed to deduce the influence factors and put to verification afterward.

4. Result of empirical analysis

In this study, the effect of the independent variables, entrepreneurship, leadership and network promotion factors on entrepreneurial intention were analyzed using Pearson’s correlation analysis. The result of the analysis shows that the correlation coefficient between network and entrepreneurial intention is very high, and overall, the measurement factor has a positive (+) relationship Table I .

A multiple regression analysis was used in this study to verify the effect of facilitating factors of entrepreneurship on the entrepreneurial intention (dependent variable). Here, independent variables were also included for analysis (i.e. simultaneous input).

From the results obtained from the multiple regression analyses performed against all the respondents, the applied regression equation was effective in explaining the dependent value, as the overall explanatory power for activation of entrepreneurial intention was 49.4 per cent, F -value of analysis model was 38.352 and P -value 0.000. Also, as the variance inflation factor (VIF) showed the maximum value of 1.616 while minimum tolerance was 0.619, it was determined that there was no multicollinearity problem. Specifically, the factors such as pro-activeness in entrepreneurship, leadership, and network were analyzed to the statistically significant variables at P = 0.05. However, innovativeness and risk-taking factors were excluded at this level. Observing the relative effect of each independent variable on entrepreneurial intention through a standardized regression coefficient, the pro-activeness in entrepreneurship was most influential (=0.603) from the positive (+) side Table II .

For the study, some hypotheses for the influential factors of entrepreneurship which should be considered to promote the entrepreneurial intentions of ICT majors in Busan area have been developed and put to empirical analysis using a statistical technique. First, as for the verification by regression analysis, H1 , which assumes that entrepreneurship will give a positive influence on entrepreneurial intention was partially accepted compared to leadership which was fully accepted. Innovativeness and risk-taking in H1-1 and H1-3 , respectively, were rejected as they did not have a positive influence, whereas pro-activeness ( H1-2 ) was accepted. Such results are quite the contrary to the results presented in Hwi-Yeol Choi’s (2016) study where he concluded that innovativeness and risk-taking tendencies had a significant influence on entrepreneurial intention while pro-activeness did not. This may have resulted from the fact that his survey was conducted for the general college students rather than for the ICT majors. The difference is that this study has targeted the ICT majors who have sufficient knowledge and experience that the high-tech industries involving artificial intelligence, robotics or other cutting-edge technologies can lead to a social innovation after being internalized as a foundation of our current society. It is true that the knowledge associated with the 4th Industrial Revolution and in their potentials also contributes to such an innovation. Thus, this study has empirically proven that both innovativeness and risk-taking are not that influential, at least for the ICT majors in Busan area.

Meanwhile, H1 -1 was accepted such that it is possible to determine that pro-activeness of entrepreneurship has a positive influence on entrepreneurial intention. This result is consistent with most other research results which concluded the same ( Yoon, 2012b ; Park and Kim, 2009 ; Yoon, 2012a ; Kim, 2016 ). Pro-activeness can be considered as the tendency that actively solves problems by positively dealing with changes and pursues something distinctively novel to find new opportunities. The above result also means that pro-activeness is necessary for all the business founders for them to occupy a dominant position in a fluid and rapidly changing market on the threshold of the 4th Industrial Revolution.

Next, for the H2 , the studies on correlations between leadership and entrepreneurial intention are quite insufficient in the ROK. Yoo (2014a , 2014b ) and Kang and Ha (2015) are the typical researchers who claim that leadership has a significant influence on entrepreneurial intentions. Likewise, this study accepted the hypothesis that assumes the same.

Finally, as for the H3 , most of the researches conducted for entrepreneurial intention find that network(s) do have a positive influence on entrepreneurial intention ( Burt, 1992 ; Yoo, 2012 ; Yoon, 2004 ) also maintains that the network environments are essential for producing a large number of start-ups. These researchers verified that various types of networks actually stimulate entrepreneurial intention. As these precedent studies, the hypothesis in this study which made the same assumption was accepted. This means that a practical and operational network(s) are vital to students’ business success. It is also true that entrepreneurial intentions can be highly inspired when the student business founders themselves endeavor to understand and perceive various aspects of start-ups by actively participating in a variety of experimental environments or network/leadership activities with a positive mind and attitude ( Table III ).

5. Conclusion and policy proposal

Current young people in the Republic of Korea (ROK) are in the midst of the 4th Industrial Revolution which goes beyond the information-oriented society. This new era focuses on a variety of novel ideas including artificial intelligence and advanced robotics. The ROK government and most Korean universities should foster intelligence information industry to respond to the requirements of this era and enhance global competitiveness of start-ups by promoting an appropriate start-up ecosystem to create more jobs. Many developed countries around the world view creating quality jobs as the most important measurement for conflict resolution and income imbalance. Developed countries such as the EU, America, Japan and as well as emerging countries such as China are pursuing on the development of existing industries and the creation of new industries as core policies ( Ministry of Science, ICT and Future Planning, 2014 ) based on ICT development. The Korean government also needs to make efforts, basing on ICT, to expand the employments and also the number of young entrepreneurs who have a proper entrepreneurship or a challenging spirit to contribute to the national economy. Thus, a study was conducted to determine what factors of entrepreneurship promote the entrepreneurial intention of ICT majors in Busan area. Also, an empirical analysis was performed by deducing the factors that need to be considered to activate the entrepreneurial intention in the universities. The existing factors that affected the entrepreneurial intention of university students were mostly structurally defined ones such as entrepreneurship education, support policies for start-ups and relevant educations which would drive the students to pursue start-up businesses. However, these factors, or impact categories, were often theoretical and indoctrinating that they were somehow ineffective as a base for creating jobs for college students or realizing the creative economy. For this reason, the importance of entrepreneurship which can give a positive impression to these people’s entrepreneurial intentions has been studied and verified not only in prior treatises (Byong Geun, JO 2013, KIM, 2016 etc.) but also in this research paper.

In the study, pro-activeness of entrepreneurship was found to be most influential to students’ entrepreneurial intentions. In Finland, innovative entrepreneurs are deliberately cultivated based on the saying, “entrepreneurs are not born but are trained through education”. This means that without entrepreneurship education, students’ entrepreneurial spirit cannot be cultivated ( Park, 2010 ). This paper also considered that efforts to review the means to foster pro-activeness at the practical level and expanding them are critical to improving the entrepreneurial intentions of the students. It has been also verified that the substantive indirect experiences such as leadership and network activities are highly influential to the entrepreneurial intentions of ICT majors. Existing studies ( Yoon, 2004 ; Yoo, 2012 ) showed that establishment of networks from which the students can receive help while they are preparing for their start-ups or afterward are significantly important to the improvement. This study also proves that, which is focused on ICT departments in Busan, the student with high pro-activity and enhanced leadership actually respond more effectively to the difficulties or the fluidal variables during their start-up preparations than those who received the lecture-oriented start-up education. Therefore, entrepreneurship education that will boost pro-activity and practical experience which can lead to actual start-ups are essential, in addition to well-trained leadership and well-organized networks. The government and relevant authorities should focus on providing more diverse educational programs to invigorate youth start-ups, and we expect that this study will be useful for that purpose.

The study model

The correlation analysis for the effect of entrepreneurship over entrepreneurial intention