Factors influencing entrepreneurial intention: a cross-country comparison of five countries

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dc.authorid0000-0003-4272-0260
dc.authorid0000-0001-9101-6072
dc.authorid0000-0002-4354-0686
dc.authorid0000-0001-5706-4441
dc.contributor.authorAslan, Mustafa
dc.contributor.authorIndiran, Logaiswari
dc.contributor.authorVivekananth, Sarasaran
dc.contributor.authorWiyata, Wiyata
dc.contributor.authorYanamandra, Ramakrishna
dc.contributor.authorKohar, Umar Haiyat Abdul
dc.contributor.authorQuanzhen, Bao
dc.date.accessioned2026-04-04T18:55:40Z
dc.date.available2026-04-04T18:55:40Z
dc.date.issued2025
dc.departmentİstanbul Bilgi Üniversitesi
dc.description.abstractEntrepreneurship education plays a crucial role in shaping university students' entrepreneurial intentions by equipping them with the cognitive, behavioral, and attitudinal competencies necessary for entrepreneurial engagement. This study investigates the effect of four key variables: entrepreneurship education, curriculum design, lecturer competency, and university support, on students' entrepreneurial intentions across five countries: Malaysia, T & uuml;rkiye, the UAE, Indonesia, and China. Utilizing a structured quantitative design, data were collected from 1,065 university students through a validated self-administered questionnaire. Exploratory factor analysis and multiple regression techniques were employed to examine the relationships between educational, demographic, and institutional factors. Findings from pooled and country-specific analyses reveal that university support is the most consistent and powerful predictor of entrepreneurial intention, followed by curriculum structure and entrepreneurship education. Lecturer competency, while statistically significant in some contexts, exhibited adverse or negligible effects, raising concerns about the pedagogical alignment between instruction and entrepreneurial relevance. Significant demographic predictors include gender, age, year of study, and prior business experience. However, the relative influence of these demographic factors varies across national contexts. Students with previous business experience consistently reported higher entrepreneurial intentions, particularly in Malaysia and China. Theoretically, the study expands the Theory of Planned Behavior by integrating educational inputs as antecedents to attitudes, subjective norms, and perceived behavioral control. Practically, it emphasizes the importance of experiential curricula, institutional support mechanisms, and instructor development in enhancing the outcomes of entrepreneurship education. Future research should adopt longitudinal and mixed-method designs to capture the evolving nature of entrepreneurial motivation across different educational ecosystems.
dc.identifier.doi10.1080/03075079.2025.2519787
dc.identifier.doi10.1080/03075079.2025.2519787
dc.identifier.issn0307-5079
dc.identifier.issn1470-174X
dc.identifier.scopus2-s2.0-105008336643
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/03075079.2025.2519787
dc.identifier.urihttps://hdl.handle.net/11411/10513
dc.identifier.wosWOS:001510769400001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofStudies in Higher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260402
dc.snmzKA_Scopus_20260402
dc.subjectEntrepreneurial Intention
dc.subjectEntrepreneurship Education
dc.subjectLecturer Competency
dc.subjectUniversity Support
dc.subjectCross-Country Analysis
dc.titleFactors influencing entrepreneurial intention: a cross-country comparison of five countries
dc.typeArticle

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