Determinants of Entrepreneurial Intentions: Technical-Vocational Education and Training Students in Ethiopia

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Autor/inn/en	Buli, Bereket Mamo; Yesuf, Wasihun Mohammed
Titel	Determinants of Entrepreneurial Intentions: Technical-Vocational Education and Training Students in Ethiopia
Quelle	In: Education & Training, 57 (2015) 8-9, S.891-907 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-10-2014-0129
Schlagwörter	Entrepreneurship; Intention; Vocational Education; Student Surveys; Performance Factors; Questionnaires; Hypothesis Testing; Predictor Variables; Student Attitudes; Student Behavior; Behavior Theories; Self Management; Norms; Factor Analysis; Foreign Countries; Multiple Regression Analysis; High School Students; Postsecondary Education; Ethiopia + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Ausbildung; Berufsbildung; Schülerbefragung; Leistungsindikator; Fragebogen; Hypothesenprüfung; Hypothesentest; Prädiktor; Schülerverhalten; Student behaviour; Selbstmanagement; Normwert; Faktorenanalyse; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Äthiopien
Abstract	Purpose: The purpose of this paper is to examine factors that could explain the difference in entrepreneurial intention (EI) among technical-vocational education and training (TVET) program students. Centered on the theory of planned behavior (TPB), the paper aims to contribute to the understanding of factors that affect EIs of students and offer some important insight into unique aspects of TVETs to empower youth and adults to actively engage in entrepreneurial initiatives. Design/methodology/approach: A survey with a sample size of 107 TEVT students, taking part in four key programs, participated in this study using Entrepreneurial Intention Questionnaires. Linear and hierarchical regression were applied to test the hypotheses. Findings: The findings indicate that the two most predictable variables of EI were personal attitude toward behavior and perceived behavioral control. Hence, it was suggested that proper care should be taken in the way curricula and content are designed. It is also highlighted that the educational practice needs adjustment to include course contents like decision making, effective communication, entrepreneurial negotiation, leadership, effective and efficient use of sources, new product development, creativity and critical thinking, and service-based and technological innovation. Practical implications: Policy makers in developing countries are trying to address the critical developmental concerns of unemployment, rural-urban imbalance, industrialization, capital formation, and labor utilization. Vocational education is seen as a policy instrument to promote economic and social progress using entrepreneurship education. However, in order for institutions to play this key role, their skill formation process needs to be geared toward enhancing and developing traits associated with entrepreneurial success. This study has confirmed that TVET programs are required to reach a balanced spectrum of delivering entrepreneurial skills through intensive engagement with partners and effective mobilization of interest groups if they are to boost economic and social change. Originality/value: This study applies the TPB in an effort to understand determinants of EI on technical and vocational education. It invites academics and policy makers to rethink the approach adopted in entrepreneurship education in the vocational set up. It questions TVET programs' roles in preparing students for self-employment, networking or partnership efforts, and the design of curricula as a process and entrepreneurial skill as an outcome of entrepreneurial education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01