Entrepreneurial Family Background as a Moderator of Entrepreneurship Education Portfolio and Entrepreneurial Intentions of Students

Abstract

This study investigates how entrepreneurship education influences undergraduates’ entrepreneurial intentions, highlighting the critical moderating role of an entrepreneurial family background. A questionnaire was used to collect empirical data, involving 2,386 Chinese university students. Additionally, partial least squares structural equation modeling was employed to analyze the collected data. The results show that the entrepreneurship education portfolio significantly influences students’ entrepreneurial intentions. Furthermore, the moderating effect of an entrepreneurial family background was confirmed. These findings offer valuable insights for multiple stakeholders, including higher education institutions, policymakers, educators, and industry partners, when implementing practical activities related to entrepreneurial education.