Entrepreneurial intention of engineering students: The role of social norms and entrepreneurial self-efficacy

Abstract

This paper examines the impact of entrepreneurial education on intention to undertake entrepreneurial activity in the future. The study is based on a sample of 208 engineering students. Specifically, we explore the contingent effect of social norms on the relationship between entrepreneurial education and intention to undertake entrepreneurial activity, as well as the role of social norms on the association between entrepreneurial self-efficacy and entrepreneurial intention. We utilize a comprehensive questionnaire distributed among engineering students. Our findings indicate that entrepreneurial education is positively associated with the intention to undertake entrepreneurial activity, in addition to demonstrating a positive moderation effect role of social norms on the relationship between entrepreneurial self-efficacy and entrepreneurial intention. The study provides empirical support to devise new educational initiatives that can further support students and young entrepreneurs in their current or future entrepreneurial projects.