research about student entrepreneur

Universities should support more student entrepreneurs. Here’s why – and how

Image:  REUTERS/Vasily Fedosenko

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Mark Dodgson

.chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} Explore and monitor how .chakra .wef-15eoq1r{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;color:#F7DB5E;}@media screen and (min-width:56.5rem){.chakra .wef-15eoq1r{font-size:1.125rem;}} Entrepreneurship is affecting economies, industries and global issues

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Stay up to date:, entrepreneurship.

• There are growing concerns over a slowdown in entrepreneurial activity at the world's universities.
• Entrepreneurship must be encouraged and facilitated, however – and students are increasingly demanding that this is so.
• Here's why this is so important, and how universities can get this vital area back on track.

Fast-growth entrepreneurial ventures are essential for prosperity and social progress. Entrepreneurs create value by seizing opportunities, assuming risks, solving problems and taking action. They take risks in creating and commercialising innovative technologies in ways that larger businesses are unable to. Sometimes these technologies open completely new markets, transforming industries. Tesla is a good example.

Small businesses can be agile early movers in adapting to new trends and responding to crises, such as the COVID-19 pandemic. They can pivot quickly to take advantage of opportunities or when their growth is slowing. Their early years of rapid growth can provide excellent returns to venture capital and the capital markets. Zoom is a good example.

But there are growing concerns of a possible steep downturn in the development of ideas which feed the early stages of new business formation. Changes in the university sector caused by the pandemic and geopolitical tensions reshaping the global economy lie at the heart of these worries.

Universities play a crucial role in underpinning innovation and entrepreneurial activities. They provide the conditions, facilities and talent that foster the emergence of breakthrough ideas. Many have systems in place to support the development of new ideas so that they have practical use. They play an important part in maintaining the deal flow that gives opportunities for venture capital investment, which in turn mobilises the growth of entrepreneurial ventures.

Have you read?

These are the world’s best universities right now, how an entrepreneurial approach can help end the covid-19 crisis, a new global platform to unleash entrepreneurs on the world's toughest problems.

Leaders in the Australian venture capital sector warn that the higher education sector has been “gutted”, with the pandemic causing chaos for universities that have become reliant on international student fees. The knock-on consequence is less funding for students to go on to postgraduate work where they develop ideas that could become tomorrow’s next big investment opportunity.

Universities need to prepare graduates for careers they define for themselves

In the past, a university education typically prepared students for careers defined by others. More than ever in the unpredictable post-pandemic world, universities need to prepare them for careers they define themselves . Universities have to offer the curricula, facilities and incentives to create new generations of entrepreneurs, as well as the traditional pathways into the professions, established companies and into government.

This is part of the sea change that is needed to modernise universities and will play a crucial role as they help build the jobs and industries needed for economic recovery after COVID-19 . When once it was a marginal activity, entrepreneurship has become a centrally important part of the university experience.

Why encourage entrepreneurship?

Student demand for entrepreneurship courses has accelerated in recent years, reflecting their disillusionment with a world created by others. Millennials want to shape their own future, and entrepreneurial skills are key to their working lives . Our experience of teaching the subject over several decades has shown a substantial increase in demand for courses on social entrepreneurship.

There are also strong pedagogical reasons for teaching entrepreneurship, as it engages students with pressing real-world problems, develops critical thinking, and broadens their life skills. Universities help fulfil their economic and social missions by promoting entrepreneurship.

Entrepreneurship programmes

Universities provide undergraduate and postgraduate students with taught and experiential entrepreneurship programmes alongside extra-curricular activities, such as entrepreneur clubs, competitions and prizes.

Entrepreneurship courses are proliferating. It is estimated that there are at least 150 programmes available to students at Stanford University, offered by a range of providers. A study has shown that Australia’s 41 universities offer nearly 600 subjects related to entrepreneurship. The University of Queensland offers over 100 courses on entrepreneurial learning across its faculties.

The core curricula include courses on the theory of entrepreneurship, new venture creation, venture finance, intellectual property and negotiation skills. More recent additions include design thinking, creativity management, and Lean Startup: teaching the skills to shorten business development cycles.

The OECD and the EU have undertaken national reviews of the impact of higher education institutions in supporting entrepreneurship . Recommendations include the encouragement of an entrepreneurial mindset, problem-based learning, enhancing interdisciplinarity, and linking students with the local, regional and international economy. Organizations such as the Quality Assurance Agency in the UK offer guidance to higher education providers on enterprise and entrepreneurship education.

There are no unified standards in entrepreneurship courses, covering why, how and to whom they are taught. We think there are dangers in standardising the curricula, because it is important to tailor entrepreneurship education to local and regional contexts: a course developed for Silicon Valley start-ups may be of limited value in an agricultural region.

Entrepreneurship programmes are offered to different levels of participant, including to academic staff wishing to become or mentor entrepreneurs. Programmes target students with different backgrounds and ambitions, for example, those working on digital or medical technologies, or focusing on design. Some programmes are offered exclusively to women entrepreneurs, such as Imperial College’s WEInnovate .

Universities need to ensure their intellectual property policies do not limit the ability of academics to work with entrepreneurial students in commercializing their research, if entrepreneurship programmes are to succeed at every educational level.

Courses are provided to doctoral and post-doctoral students. The MedTech Superconnector , for example, is a joint venture of six London universities established to facilitate the early stage development of innovative medical technologies, including devices and diagnostics. It provides funding, training, mentorship and access to industry partners to fast-track the translation of medical research.

Techcelerate , a three-month Imperial College programme for post-doctoral researchers, provides masterclasses and venture review sessions with the opportunity to showcase ventures to a community of investors. Participants are required to make connections and interview dozens of potential customers, competitors or users of their research to refine their ideas and deliver impact by identifying customer problems and market opportunities.

Entrepreneurship skills

Learning about entrepreneurship encourages analytical, organizational and interpersonal skills, and develops leadership and networking abilities. Students learn to identify and solve problems, work in teams, calibrate risks, and effectively communicate with others in very different domains, such as with investors. It helps them innovate, inventing and implementing solutions to problems. It moves them beyond current approaches of particular disciplinary perspectives, helping them to create imaginative new options, adopt strategic approaches, and design organisational mechanisms to experiment and transform good ideas into reality. It develops the mental agility to move from the identification of problems to the search for their answers. Fostering an entrepreneurial mindset prepares students for the uncertain and unpredictable world they will contribute to in the Great Reset.

Many students, especially in science and engineering, often seek rapid solutions, sometimes coming to answers before questions are fully understood. Entrepreneurship skills encourage their ability to play and tinker with a range of possible solutions; to sense alternatives and rapidly learn from feedback; then to make judgements based on evidence to select options for further development. Importantly, it helps to maintain optimism in the face of failure.

Facilities and incentives

There is a proliferation in the range of facilities and equipment universities offer to encourage student entrepreneurs, including accelerators, hackspaces, makerspaces, invention rooms, incubators, wet-labs and digital observatories.

Imperial College has a wide variety of support mechanisms for encouraging the development and testing of new products and services. Its Enterprise Lab coordinates a range of student programmes, projects and competitions. The College’s Advanced Hackspace opened 3 years ago. At that time the Imperial community of 24,000 staff and students were producing around 1,000 prototypes a year. The maker facilities, 3D printing suite, wet-labs, training and discipline of the advanced hackspace has seen prototyping triple. The number of student-based start-ups at Imperial steadily increased from eight in 2013/2014 to 59 in 2018/2019.

The University of Queensland has an Idea Hub that attracts over 900 people to its programmes annually; iLab , which has conducted over 3,200 mentor sessions; and a Start Up Academy which assists the progress of entrepreneurial projects. Some 200 start-up companies have benefited from the iLab accelerator and incubator programmes.

Social innovators are addressing the world’s most serious and entrenched challenges, ranging from illiteracy to clean water and sanitation, girls’ education, prison reform, financial inclusion and disaster relief.

The Schwab Foundation for Social Entrepreneurship is supporting more than 400 leading social innovators operating in over 190 countries.

Since its foundation in 1998, a total of 722 million lives have been directly improved by the work of this community of leading social innovators.

Our global network of experts, partner institutions and World Economic Forum constituents are invited to nominate outstanding social innovators.

Visit the Schwab Foundation website for more information about the award process and the selection criteria.

Read more about the Foundation's impact.

As well as physical infrastructure, opportunities are offered to students for networking and mentoring. Entrepreneurs in residence are appointed, prizes are awarded and venture funds offered, all to encourage students on their entrepreneurial journey.

Many of the methods of supporting student entrepreneurship are complementary. Student projects can turn into competitions for prizes, which can lead to access to facilities, further training, and funding opportunities.

The encouragement of student entrepreneurs should become part of the fabric of the university: a key component of their missions of contributing to prosperity and social progress, especially after the trauma of 2020. Student entrepreneurs help build and leverage university’s international connections, and some in future may become important philanthropic donors. Perhaps most importantly, they add significantly to the vibrancy and innovativeness that surround universities, and clearly demonstrates their social and economic contributions.

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Researchers examine the secrets of successful young entrepreneurs.

The Stanford Center on Adolescence, led by Bill Damon, has teamed up with researchers at Tufts University to learn how we can effectively foster enterprising skills among adolescents and young adults.

School of Education News By Brianna Liang and Amy Yuen

The passing of Apple CEO Steve Jobs last fall has inspired a flurry of speculation about the roots of his entrepreneurial success. How do some entrepreneurs like Jobs develop their abilities to succeed at a young age? And how can we foster these enterprising qualities among young people? These are questions that the Young Entrepreneurs Study (YES) project has been investigating. YES, a three-year, longitudinal study on entrepreneurship development among young adults, is a partnership between the Stanford Center on Adolescence and the Institute of Applied Research in Youth Development at Tufts University. The John Templeton Foundation has provided support to the project with a $2 million grant.   YES examines how entrepreneurial purpose, achievements, character attributes, and skills are developed among diverse adolescents and young adults in the U.S. It seeks to identify the cognitive, motivational, behavioral, and environmental factors that help individuals develop enterprising skills. “Entrepreneurship is a proven pathway to prosperity and freedom,” said Principal Investigator William Damon , director of the Stanford Center on Adolescenc e and a professor of education at Stanford University. “Yet little is known about how individuals develop such capacities during the years of youth and young adulthood, when entrepreneurship skills are often acquired. Without knowledge about how entrepreneurship abilities develop, efforts to create effective educational programs to foster entrepreneurial skills in young people will be limited in their effectiveness.” Researchers are studying the development of entrepreneurship among over 4,000 youth from ages 15 to 27 over a three-year period. A wide range of racially, ethnically, and socioeconomically diverse youth are participating from the Bay Area, the greater Boston area, and the Muncie, Indiana area. These areas were chosen for their diverse demographics, as well as for the presence of either general postsecondary educational institutions, or institutions focused on the enhancement of entrepreneurship. Researchers will employ measurement models that assess youth entrepreneurial purpose and achievement, qualities of character and other attributes associated with youth entrepreneurship, as well as social support and mentoring. The investigators will employ the Bundick, et al. (2006) Stanford Youth Purpose Survey, a measure developed in Damon’s laboratory during a prior John Templeton-foundation supported project. In addition to this quantitative measure that will be administered to the entire sample, 32 subjects will participate in an interview sub-sample in order to provide a more elaborate qualitative understanding of entrepreneurial purpose and achievement. Damon and other researchers hope that the results of the study will enable educators and business leaders with information about how to promote entrepreneurship achievement in adolescents and young adults from diverse backgrounds, including those who have grown up in disadvantaged settings. “The fields of developmental science, economics, and education have not provided a lot of information about how entrepreneurship develops,” added Co-investigator Richard Lerner , the Bergstrom Chair in Applied Developmental Science at Tufts University and director of the Institute for Applied Research in Youth Development at Tufts. “We hope that YES will provide the empirical data needed for providing this understanding and for creating effective educational programs and policies designed to foster entrepreneurship interests and achievements among diverse youth.” For more information about the Stanford Center on Adolescence and the Youth Entrepreneurship Study, visit http://coa.stanford.edu .  

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The Impact of Entrepreneurship

• In AACSB’s most recent Innovations That Inspire initiative, business schools outline their societal impact activities that align with their missions while addressing concerns in their local communities.
• Schools described innovations such as a lecture series for Ukrainian refugees, an informational hub for Black business owners, and a program for Chinese entrepreneurs at the base of the pyramid.
• Through such efforts, business schools are deploying their students’ talent and their faculty’s expertise in ways that lead to lasting real-world change.

  Entrepreneurship can bring prosperity to families, communities, and whole nations. What can business schools do to bring entrepreneurship education to the groups that need it most?

That question was answered by a number of schools that participated in AACSB’s 2024 Innovations That Inspire initiative, which recognizes programs that will shape the future of business education. Through a sampling of just a few of their submissions, we show how entrepreneurship education targeted at specific populations can have profound societal impact and change the courses of many lives.

Training for Refugees

The ongoing war between Russia and Ukraine not only has killed more than 30,000 Ukrainians, but also has displaced millions of Ukrainian citizens. To provide aid to London-based refugees, the University College London (UCL) School of Management has launched The Next Generation of Entrepreneurs for Ukraine .

Through the free seven-week lecture series, participants gain the skills and knowledge they need to transform business ideas into viable ventures that will help rebuild their country once the war is over. The lecture series was selected by AACSB as a highlighted innovation for 2024.

The initiative came about after the UCL School of Management partnered with other academic institutions in the Academic Sanctuary Scheme to host visiting scholars from Ukrainian universities. The lecture series was developed by Nataliia Hrytsiuk, an associate professor from Lesya Ukrainka Volyn National University, who has researched the best practices in U.K. entrepreneurship. She presented her findings during the first seven lectures, which were held in October and November 2023. Other speakers included Ukrainian entrepreneurs and academics.

In addition to providing examples of successful startups in the U.K., lectures covered the art of forming teams, the tools needed to carry out competitive market analysis, and the strategy behind creating value propositions. At the end of the program, aspiring entrepreneurs could participate in a Pitch Day where finalists competed for monetary prizes.

All lectures were delivered in person and in Ukrainian to break down language and cultural barriers and to maximize networking opportunities. To make it easy for people to attend, events were held in the evening and offered free childcare.

Between lectures, participants received group and individual mentoring from Ukrainian entrepreneurs and UCL faculty. Participants also had access to workshops, UCL’s Innovation and Enterprise free office space, and a system that matched refugees with UCL entrepreneurs. To enhance networking opportunities, events were run with Level 39 , a European tech accelerator, and GenUK’s Ukraine program, which is aimed at female entrepreneurs. Students also could take complimentary English language lessons provided by a nongovernmental agency.

Participants who completed the program received certificates of attendance, gained access to GenUK’s Restart Ukraine program, and were eligible to apply to UCL’s Hatchery incubator to receive up to 24 months of support for their new businesses.

For the future, the school plans to offer the lecture series twice a year and is considering an online format to reach refugees outside of London. UCL will invite former participants to return as guest speakers and organize networking opportunities for previous and current participants. The school is considering replicating the program to aid people from other displaced communities.

A Spanish-Language Podcast

According to the U.S. Hispanic Chamber of Commerce , Latinos create businesses three times faster than any other group in the United States. Between 2007 and 2012, 86 percent of new small businesses in the U.S. were owned by Latinos. Yet Latino business owners have limited access to capital and other resources: Only 3 percent of America’s 4.7 million Hispanic-owned businesses have achieved more than 1 million USD in sales, and many Latinos lack reliable access to high-speed internet services.

One resource that could remove barriers for Latino entrepreneurs? Education. To meet this need, the Jack C. Massey College of Business at Belmont University in Nashville, Tennessee, created the Latino Emprendedor Podcast . (Emprendedor means “entrepreneur.”) Four podcasts were produced last year, and more are in the works.

The podcasts are delivered in Spanish by two co-hosts who have deep roots in both the business and the Latino communities. José González is an entrepreneur and an associate professor of entrepreneurship and management at Belmont College. He established a Nashville-based Spanish-language entrepreneurial training program called Negocio Próspero. Co-host Frank González is managing director of Crown Solutions Spanish at the global financial literacy ministry Crown Financial Ministries and has held roles with other organizations devoted to the development of Latin American leaders.

The two men discuss topics that include developing an entrepreneurial mindset, understanding the difference between an idea and an opportunity, launching a business, and dealing with failure. The goal of the podcasts is to empower listeners to solve problems, innovate their businesses, and create a positive impact on their surrounding communities.

A Platform for Black Entrepreneurs

COVID-19 had a devastating effect on many small businesses. In Canada, where a significant proportion of such enterprises are owned by Black entrepreneurs, the pandemic also shone a spotlight on an uncomfortable truth: Black business owners face systemic barriers that include discrimination, lack of access to capital and networks, and unconscious biases.

In response, the Federal Government of Canada has provided 400 million CAD (approximately 296 million USD) to fund the Black Entrepreneurship Program . One of the program’s three pillars is the Black Entrepreneurship Knowledge Hub (BEKH), a platform that brings together Black entrepreneurs, not-for-profit organizations, community organizations, academic institutions, and researchers.

Launched in December 2021, BEKH provides research and statistics about Black entrepreneurs, the businesses they are engaged in, and the resources they need to grow sustainably. This research can inform policies and programs aimed at promoting Black entrepreneurship.

BEKH is co-led by the Sprott School of Business at Carleton University in Ottawa, Ontario, and the Dream Legacy Foundation , a Toronto-based philanthropic organization that works with underrepresented groups. BEKH was selected by AACSB as a highlighted innovation for 2024.

The knowledge platform consists of a central hub supported by regional hubs across the country, each one headed by a postsecondary institution. The hubs work with community organizations, an advisory board, and a research advisory committee to prioritize the unique needs of various regions.

In its first year, BEKH established six regional hubs and research platforms, secured additional funding for development and growth, and initiated a community-led symposium for idea creation. It also actively engaged with community-serving organizations and national bodies, including Statistics Canada, the Business Development Bank of Canada, and Export Development Canada.

In the coming year, BEKH plans to undertake three large-scale national studies to create a better understanding of Black entrepreneurship in Canada. A quantitative study will produce numerical data around Black entrepreneurship; a qualitative study will generate personas that use storytelling techniques to explain the experiences of Black business owners; and an ecosystem mapping project will create a geographic map of Black entrepreneurs to foster visibility and promote connections. The goal is to create a more equitable business environment that enables Black entrepreneurs to thrive.

Education to Eradicate Poverty

The School of Management at Guangdong University of Technology in China is dedicated to achieving one of the key aims of the United Nations Sustainable Development Goals : ending poverty. To that end, in 2009, the school debuted a three-part responsible management education framework called “From Classrooms to Fields.”

One component of that framework is a focus on entrepreneurship at the base of the pyramid (BoP). While students are introduced to a variety of diverse entrepreneurship initiatives, they are encouraged to develop innovations that will serve BoP populations and keep people out of poverty.

One success story comes from Che Zhou. As a student in 2014, he explored ways to help herb farmers in the western mountainous areas of China. He set up an e-commerce trading platform that involves more than 3,000 herb providers, which accounts for 12 percent of the trading volume of bulk traditional Chinese herbs sold in the region. More than 50 students from the college have participated in this endeavor. Che Zhou’s efforts have resulted in an average income increase of 4,170 RMB (about 580 USD) for each of the participating farmers.

The School of Management aims to reduce poverty in two additional ways:

• By weaving sustainable development principles into the curriculum. Students learn theories of social responsibility through required courses on sustainability and green e-commerce, modules on sustainable development that are included in other courses, and off-site opportunities to see sustainable development in action. Faculty are encouraged to develop sustainability-related cases, some of which are collected into national management case databases for other schools to use.
• By motivating faculty and students to join charitable endeavors. Students must earn two credits by engaging in a minimum of 20 hours of philanthropic work per semester. They are encouraged to participate in the social responsibility activities of two student clubs, and faculty are urged to act as advisors to such organizations. In addition, the school provides monetary support to two primary schools in the remote mountainous region of Guangdong Province.

Through these efforts, the school encourages students to embrace social responsibility, blend commercial and societal interests, and create sustainable value.

Community Opportunities

Several business schools have created initiatives aimed at bringing entrepreneurship education to underserved populations in their own neighborhoods, and they described their efforts in submissions to this year’s Innovations That Inspire.

One example comes from the College of Business and Economics at Towson University in Baltimore, which has partnered with Cristo Rey Jesuit High School to teach basic entrepreneurship skills to financially disadvantaged ninth-graders. During the four-week Cristo Rey Leadership Foundations Program , young students learn the concepts of entrepreneurship and gain experience developing ventures designed to solve real-world problems.

Speakers include entrepreneurs who hail from Cristo Rey’s own community. In addition, student interns from the College of Business—some of them alums of Cristo Rey—act as mentors and guides for teams of high school students.

Since the program launched two years ago, 135 Cristo Rey students have been exposed to the world of entrepreneurship, and two have joined Towson’s StarTUp accelerator. The College of Business has received grant money from U.S.-based company State Farm Insurance to continue the program, and it has become a resource for other area high schools that want to replicate its model.

A second example comes from the Else School of Management at Millsaps College in Jackson, Mississippi. About 14 years ago, the school launched the ELSEWORKS entrepreneurship program, dedicated to revitalizing Midtown, a nearby socioeconomically challenged inner city community. Led by faculty, staff, and alumni, the program functions like a business consultancy to provide Midtown businesses with assistance in areas such as strategy, accounting, market research, and event planning.

Since 2011, Millsaps students have provided consulting services to two incubators in Midtown; helped develop two community gathering spaces—a coffee shop and a beer garden; secured funds for three Midtown businesses; organized a quarterly event for business owners; and provided other support. About 160 Millsaps students have served as ELSEWORKS business analysts and roughly 400 students have worked on classroom projects that provided solutions to Midtown businesses.

The impact has been measurable: According to a study conducted by ELSEWORKS students, the number of assets in the neighborhood—consisting of houses, businesses, and properties in suitable living conditions—increased by 74 percent over 10 years. At the same time, students have seen firsthand how community engagement links to economic development.

‘Entrepreneurship as Survival’

Anita Roddick, social entrepreneur and founder of The Body Shop, once said, “Nobody talks of entrepreneurship as survival, but that’s exactly what it is and what nurtures creative thinking.”

Today’s business schools—and the populations they serve through entrepreneurship education—would clearly agree.

All submissions to AACSB's Innovations That Inspire program are collected in DataDirect for members to explore for additional insights and inspiration.

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UTSA programs equip students with skills for entrepreneurial careers

Doubra Azazi won first place in the 2023 Big Rowdy Idea competition for presenting his clothing brand, Elisium.

APRIL 17, 2024 — Through robust external partnerships locally and abroad, the Student Innovation and Entrepreneurship (SIE) branch of the UTSA Najim Center has expanded its programming for Roadrunners. The SIE has created an ecosystem that enables UTSA students from all majors and backgrounds to develop their entrepreneurial mindset and gain translatable skills that they can put to use to start a business or build their careers.

The SIE offers multiple programs throughout the year including City Trek , an immersive experience where students venture into downtown San Antonio to learn from and network with local business owners, and the Start-Up Academy , a 10-week paid innovation sprint where students explore and develop practical skills alongside industry leaders.

The programs are mutually beneficial for students and UTSA’s community partners — students gain access to unique experiential learning opportunities, while San Antonio employers gain access to a pool of students who are prepared to join the workforce after graduation.

“We want students to realize that entrepreneurship is accessible to them regardless of their age or prior experience.”

“Historically, SIE programming has focused on science, engineering and tech ventures. We’ve expanded that this year to include other avenues for entrepreneurship, like e-commerce, nonprofits, and professional and consulting services,” said Erica Clark , UTSA director of student innovation and entrepreneurship. “The community partnerships we’ve built with Geekdom, Experian, Dell, Community First Health Plans, Blackstone Launchpad and others around the city are creating a pipeline for San Antonio talent and helping our student entrepreneurs from a broader range of disciplines thrive — from computer programmers and scientists to artists and designers.”

Doubra Azazi , a senior majoring in information systems, is one of many students to benefit from this expanded entrepreneurship ecosystem . As a sophomore, he participated in the Najim Strategist program where he worked with The Historic Pearl, developing methods to improve sustainability and eco-friendliness for the popular San Antonio dining and shopping destination.

His time in the Strategist program was the first of several experiences with the SIE and Najim Center. Most recently, Azazi won first place in the 2023 Big Rowdy Idea , an annual SIE competition that helps budding entrepreneurs cultivate the skills needed to successfully launch and scale a startup, while showcasing their ideas to local investors and business owners.

Azazi’s pitch for Elisium, his clothing line featuring pieces like custom leather jackets, tees and footwear, earned him a $5,000 prize to jumpstart the growth of his brand.

As the winner, he also received mentorship from Hugh Stevens , UTSA director of special projects for career engaged learning. Stevens has extensive business experience, including owning a clothing company that offers apparel like custom-tailored suits. This made Stevens the perfect person to help guide Azazi and teach him best practices for managing his own brand.

Azazi credits the support from Stevens, Clark, his peers and the Big Rowdy Idea contest for helping him build on the success of Elisium. The brand now lists celebrities like NFL player Malik Harrison and rapper Tyga as customers, who have both been photographed sporting his clothes.

“I first had the idea to start the brand my freshman year. I wanted to create designs to make people stand out and feel good about themselves,” Azazi said. “It’s crazy to now see someone like Tyga who I listened to growing up, and who’s a big celebrity and on the radio, wearing my merchandise.”

The SIE’s reach extends beyond the UTSA campus as well. In fall 2023, the office launched its inaugural NextGen Entrepreneurs Program in partnership with Steubing Elementary School in San Antonio.

The program works with nearly 70 fifth-grade students, introducing them to the basics of innovation and business through presentations, hands-on activities and field trips to local companies. The new initiative is facilitated by Anna Almaraz ’23, an M.B.A. student in the Carlos Alvarez College of Business and a past participant in several Najim Center and SIE programs. 

“We want students to realize that entrepreneurship is accessible to them regardless of their age or prior experience,” said Clark. “We hope to create a clear pathway so young students know that UTSA is a place where they will have the support to develop their creative ideas while earning their degree.”

Students also have opportunities to sharpen their skills abroad with the SIE Global Summer Institute , where students work in countries like Argentina and Germany to solve social, cultural or environmental issues for international companies.

In addition, the SIE, in collaboration with the UTSA University Career Center, was invited to present at the inaugural international summit for the Global Consortium of Entrepreneurship Centers (GCEC) , an organization comprised of around 300 colleges and universities that promotes student entrepreneurship. The summit, which takes place this summer in Bangkok, Thailand, will give UTSA staff and students an opportunity to showcase the university’s successful programs and innovative approaches in front of a global audience.

The SIE branch of the Najim Center creates an environment where students from all backgrounds can access resources for career exploration and preparation and discover experiential learning opportunities. Through engaging projects, competitions and personal development programs, students gain real-world experience and polish key competencies that will give them an advantage when transitioning into the workforce after graduation.  

— Chloe Johnson

UTSA Today is produced by University Communications and Marketing , the official news source of The University of Texas at San Antonio. Send your feedback to [email protected] . Keep up-to-date on UTSA news by visiting UTSA Today . Connect with UTSA online at Facebook , Twitter , Youtube and Instagram .

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Celebrate the accomplishments of College of Education and Human Development, College for Health, Community and Policy, College of Sciences and University College.

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University of Texas at San Antonio receives ‘transformational’ $40M gift

Utsa’s mission.

The University of Texas at San Antonio is dedicated to the advancement of knowledge through research and discovery, teaching and learning, community engagement and public service. As an institution of access and excellence, UTSA embraces multicultural traditions and serves as a center for intellectual and creative resources as well as a catalyst for socioeconomic development and the commercialization of intellectual property - for Texas, the nation and the world.

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To be a premier public research university, providing access to educational excellence and preparing citizen leaders for the global environment.

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We encourage an environment of dialogue and discovery, where integrity, excellence, inclusiveness, respect, collaboration and innovation are fostered.

UTSA’S Destinations

• UTSA will be a model for student success
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• UTSA will be an innovative place to work, learn and discover

UTSA is a proud Hispanic Serving Institution (HSI) as designated by the U.S. Department of Education .

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The University of Texas at San Antonio, a Hispanic Serving Institution situated in a global city that has been a crossroads of peoples and cultures for centuries, values diversity and inclusion in all aspects of university life. As an institution expressly founded to advance the education of Mexican Americans and other underserved communities, our university is committed to promoting access for all. UTSA, a premier public research university, fosters academic excellence through a community of dialogue, discovery and innovation that embraces the uniqueness of each voice.

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UT Arlington prioritizes entrepreneurship efforts

Monday, Apr 15, 2024 • Katherine Egan Bennett : contact

Universities are engines for economic growth that today are supporting technology development, innovation and economic advancement as never before.

With the launch of its Center for Entrepreneurship and Technology Development (CETD) , The University of Texas at Arlington is beginning a new era of support for student and faculty entrepreneurship. The center, whose mandate also includes supporting the region’s vibrant innovation economy, will expand UTA’s engagement with public and private partners everywhere.

“CETD fosters a vibrant and supportive atmosphere for anyone seeking to innovate, commercialize new technologies or launch companies for the betterment of our North Texas communities and the global economy,” said Paul Corson, executive director of CETD. “Over the coming years, we will expand the tools and resources we offer to campus and to the community—from educational and networking opportunities to mentorship and startup support programs—to help grow our exceptional innovative capacity.”

Since joining UTA in September , Corson has focused on revitalizing UTA’ s entrepreneurship support offerings. CETD’s new initiatives include specialized programming, like a series of workshops for the recently established Arlington Latino Chamber of Commerce, as well as the relaunching of UTA’s Student Entrepreneurship Club.

CETD has also begun collaborating with 101 Center Street to explore a 1 Million Cups program for Arlington. The community-based program provides a supportive, inclusive space for entrepreneurs to gather and connect as they work through business challenges and identify opportunities. In addition, MavMarket, another campus-based project, provides applied entrepreneurial learning opportunities for student entrepreneurs to market and hone their product and service offerings.

These new efforts enhance existing opportunities like EpicMavs, which connects UTA with the North Texas business community through expert speakers; an intensive summer program for entrepreneurs called Deep Dive; and the MavPitch competition, where students can win startup funds .

“North Texas is such fertile ground for entrepreneurship and innovation. It is incredible to see how excited UTA and Arlington are to advance home-grown talent, technologies and startups,” said Corson.

“It’s exciting to see the engagement and enthusiasm from UTA’s entrepreneurial community ramp up,” said Kate C. Miller, vice president for research and innovation. “CETD’s emphasis on mentoring our young and emerging business leaders by connecting them with resources on and off campus will transform UTA-generated research and ideas into the real-world solutions that our society needs and wants.”

Entrepreneurship

Insights and Innovations: Students Dive into the Berkeley Haas Sustainable Business Research Prize Papers

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Two CI MED Teams Chosen as Finalists in Entrepreneurship Challenge

Written by Beth Hart

Two teams of physician-innovators from Carle Illinois College of Medicine have been selected as finalists at this year’s Cozad New Venture Challenge , competing for funding to launch game-changing solutions to advance health care. CI MED teams AUVI and Amniosense are among seven teams advancing to the competition’s final round, to be held in Chicago on April 17.

Auvi, led by CI MED student Richie Li, proposes a new wearable device aimed at advancing clinical care, improving safety, and allowing for a better quality of life for patients receiving dialysis care for chronic kidney disease. The team says the device could be placed after every arteriovenous fistula (AVF) procedure for remote monitoring to enable early detection and surveillance. The innovation was developed as a CI MED Capstone project and expanded with the Cozad competition.

Amniosence, led by Tessabella Magliochetti Cammarata, is an at-home amniotic fluid detection system built into a disposable underwear liner to provide a reliable test ensuring timely and accurate identification of labor onset. Magliochetti Cammarata says the non-invasive method could reduce the anxiety and financial costs of unnecessary trips to the hospital by giving pregnant women an objective indication of when labor has started.

Cozad teams are challenged to innovate marketable solutions to address critical problems including health care. Finalists were chosen by a judging panel based on their presentations on the Cozad New Venture Challenge Demo Day on April 11. Teams selected as finalists have earned an opportunity to pitch their ideas at the  Finals Event on April 17 at Portal Innovations in Chicago . All the teams, including the finalists who took part in the Demo Day, will be eligible for prizes totaling over $400,000 in funding, cash, and in-kind prizes.

CI MED students led 25 of the 51 health care-focused startups competing for funding from across the University of Illinois Urbana-Champaign campus in the competition’s Healthcare Track. The Healthcare Track was added to the program in 2023 as a collaborative effort between the Technology Entrepreneur Center and CI MED. Prizes will be awarded in the categories of Healthcare Innovation, Sports Medicine, and Rural Health on April 24 at the  Year-End Entrepreneurship Celebration and Awards Ceremony at the Campus Instructional Facility.

Three projects in this year’s competition are based on CI MED Capstone projects in which medical students work with interdisciplinary teams to develop solutions to real-world medical problems. CI MED’s participation in the competition is part of the college’s commitment to re-engineering the future of medicine through innovation and entrepreneurship that advances health care and improves patient outcomes.

Other CI MED teams win honors at Cozad New Venture Challenge and beyond

• CI MED team DefEndo took home Pitch Night honors earlier this month. They pitched a proposal to create a new diagnostic test for endometriosis, aimed at earlier diagnosis and treatment before women experience complications. “Women’s health in general is underfunded and under-researched, so I hope that winning this pitching contest will give women’s health problems more visibility,” team leader Kyra Hulse said.  
• R adiant Looms , MedTerms , and AmnioSense earned the EnterpriseWorks Student Startup Tenancy Prize, which includes access to the co-working and conference room spaces in EnterpriseWorks, the startup incubator at the Research Park. RadiantLooms is an all-woman team developing special garments to protect babies, especially those who are in neonatal intensive care, from radiation exposure during medical imaging.

Two other CI MED teams have already taken top honors at other innovation competitions.

• CAPSLocks Scalp Cooling System ­– This scalp cooling system that prevents chemotherapy-induced alopecia in breast cancer patients – took first place at The Grainger College of Engineering Open House Showcase. “We hope our device can eventually make hair loss prevention an accessible reality for every patient undergoing chemotherapy. In this way, we hope to shift the paradigm of health innovation towards solving real-life practical lifestyle applications in the lives of cancer patients and not just focus on diagnosis or treatment," team leader Mahima Goel said.

CI MED-led projects or projects with a CI MED team member are listed below. *Denotes a proposal based on a Capstone Innovation. ** This team is led by a CI MED student who is also affiliated with another college. CI MED team leaders are noted.

• ACL Shield aims to design socks for female soccer players to protect them from potentially career-ending injuries, particularly an ACL tear. Team Lead: Sydni Towe
• AMELIA is an automated lower extremity rehabilitation machine that enables one therapist to see multiple patients at a time, minimizes the required physical labor of therapists, and therefore reduces the treatment cost for patients with lower extremity movement impairment. Team Lead: Justin Kim
• AmnioSense aims to empower rural expectant mothers by providing a reliable at-home amniotic fluid detection test, ensuring timely and accurate identification of labor onset, and minimizing unnecessary trips to healthcare facilities. Team Lead: Tessabella Magliochetti Cammarata
• AspirVent aims to reduce the risk of pneumonia and lung injury in the OR and ICU by introducing novel endotracheal tubes that tackle the known challenge of pooled oral secretions and vomitus in the airway of intubated patients, addressing the commonly unresolved concern of oral/GI content inhalation during tube insertion and removal. Team Lead: Aashka Shah
• **Atlas Neurosurgical Navigation expands the treatment opportunities for patients with neurotrauma from underserved settings using new developments in surgical navigation. Team Lead: Al Smith
• AutoPap proposes an AI-powered fully automated machine for cervical cancer screening.
• *Auvi seeks to provide continuous fistula monitoring for end-stage renal disease patients with an arteriovenous fistula. Team Lead: Richie Li
• CAPSLocks Scalp Cooling System is a first-of-its-kind ultra-compact and affordable continuous fluid-flowing scalp cooling system that prevents chemotherapy-induced alopecia in breast cancer patients. Team Lead: Mahima Goel
• Cervicare is developing a novel point-of-care test to circumvent the need for traditional pap testing to increase accessibility to this vital screening procedure, particularly in underserved communities. Team Lead: Nellie Haug
• Contextual Med offers specialized APIs for medical AI developers, enhancing LLM abilities to understand clinical intent, modulate outputs by medical contexts, and generate guideline-compliant outputs. Team Lead: Sam Rawal
• Cureloid seeks to provide the only workable keloid treatment for 18 million patients in the US with these skin tumors.
• DefEndo – This team is developing an endometriosis screening test to diagnose women an average of 10 years earlier, to expedite access to treatment, mitigate the risk of infertility, and prevent other unnecessary complications. Team Lead: Kyra Hulse
• ElectraGlow – This is a portable E-skin face mask device with electrical stimulation to stun the neuromuscular junction and act as a "needless Botox" while being an affordable and sustainable solution to common dermatological problems.
• GRAZE Anatomy Kitchen - Leading a dining revolution against obesity, the team proposes restaurants featuring health-forward, minimally processed meals, meticulously crafted by medical students to promote wellness and sustainable eating habits. Team Lead: Brian Mehdian
• HLTH – Applying the Uber concept to healthcare, the team proposes a cutting-edge app, allowing physicians to log in whenever they’re available and patients to access on-the-spot virtual medical services. Team Lead: Phillip Chun
• LapSonix - To increase visibility during laparoscopic surgeries, the team proposes integrating an ultrasonic component into laparoscopes, which would allow for self-cleansing of the scope lens. Team Lead: Debora Nya
• Luminous – This is an AI-smartphone-enabled screening system to make diabetic retinopathy screening more accessible for underserved populations to reduce rates of irreversible blindness. Team Lead: Justin Huynh
• MedBlock leverages blockchain technology & AI to revolutionize healthcare administration, streamlining care coordination and empowering patients, providers, and payers with a decentralized and efficient platform.
• Medical Nutrition - The Chronic Kidney Disease (CKD) Nutrition App will integrate current evidence-based nutrition recommendations for the treatment of CKD with engaging digital media concepts. Its focus is to provide more meal options for CKD patients, and in turn, improve their quality of life.
• MedTerms is a software product designed to make medical school more approachable by reducing the cognitive and emotional burden associated with medical education. The product would provide students with a structured system to visually organize concepts and make connections.
• * MenoPatch – This solution is aimed at empowering women with customizable and non-invasive relief from menopause symptoms with a convenient skin patch. Team Lead: David Krist
• MobiBoost – This team proposes a wheelchair add-on focused on assisting or completely motorizing a manual wheelchair, with a special design to tackle crevices and small bumps at a fraction of the cost of an electric wheelchair.
• NIRolytics is a novel Near-Infrared Spectroscopy (NIRS) cap powered by an AI-computational model that uses patient history data to help emergency medical staff quickly distinguish between hemorrhagic and ischemic strokes and act quickly to reduce the extent of irreversible brain damage. Team Lead: Richard Um
• Project SafeCath proposes a device that is instantly able to detect biofilms with the use of biomarkers to eliminate the need for urine culture tests for catheter-associated urinary tract infections (CAUTIs).
• Pulmoplay is a video game interface that attaches to the Pulmonary Function Test periphery to transform the PFT process, helping patients follow instructions and decreasing their anxiety. Team Lead: Emily Edwards
• Radiant Looms – The team proposes a shielding device to protect premature infants from radiation exposure from repeated chest X-rays. Team Lead: Annie Tigranyan
• RADical Solutions - Radiation-safe underwear for female surgeons. Team Lead: Maria Bederson
• Renova Kidney Perfusion System focuses on revolutionizing the transplantation landscape by ensuring continuous warm kidney perfusion, to enhance the success of deceased-donor kidney transplants. Team Lead: Connor Oltman
• *RxMind is an LLM-based software application aimed at increasing medication adherence amongst stroke patients, via patient and caregiver education & risk stratification, resulting in decreased incidence of recurrent strokes and improved quality of medical care. Team Lead: Radhika Duvvuri
• Salvage focuses on improving health care waste management practices – focusing on sustainability, cost-effectiveness, and environmental responsibility. Team Lead: Jona Kerluku
• Sensiboo - Leveraging biometrics to analyze and optimize infant mental health to improve lifelong outcomes.
• Tumestent offers a minimally invasive stenting solution for vasculogenic erectile dysfunction. Team Lead: John Squire
• VENA ( Venous Entry with Non-tamperable Access) is an IV catheter system designed to prevent IV drug use in patients with opioid use disorder. The device creates long-term IV access that can only be used for prescribed antibiotics. This team won the Best Pitch Award on Demo Day.

The Cozad New Venture Challenge is an annual event featuring a diverse array of teams, each at different stages of the startup lifecycle. It is organized by the Technology Entrepreneur Center at Illinois. Read more here.

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This story was published April 16, 2024.

Entrepreneurial Intention Among University Students: A Literature Review

• Conference paper
• First Online: 29 August 2022
• Cite this conference paper

• Muhamad Hasif Yahaya 6 ,
• Mohamad Afandi Md Ismail 6 ,
• Muhammad Syahrul Deen Ahmad Rosli 6 ,
• Zainur Nadiyah Baharudin 6 &
• Noor Aznaim Abd Latib 6  

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1 Citations

Entrepreneurship is a dynamic process of creation, vision and change. Academics and policymakers are trying to encourage students’ entrepreneurial intentions by modifying the curricula and type of instruction. Therefore, this study aims to analyse and synthesize existing studies on entrepreneurial intention among student and maps the major theories, determinants that researchers have used to predict university student intention to pursue for entrepreneurial intention. The findings suggest that attitude, subjective norm, perceive behavioural control, perceive supports and perceive barriers, need for achievement, entrepreneurial education, economic situation, perceived educational support, perceived relational support, perceived structural support, innovativeness, risk taking propensity, entrepreneurial education, entrepreneurial development program, government support and family support have a significant impact towards student entrepreneurial intention. Lastly, most of the previous studies either adopt or extend or modify Theory of Planned Behaviour (TPB) and only few of them propose their conceptual model for the study.

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Yahaya, M.H., Ismail, M.A.M., Rosli, M.S.D.A., Baharudin, Z.N., Latib, N.A.A. (2022). Entrepreneurial Intention Among University Students: A Literature Review. In: Shariff, N.N.M., Yakob, M.A., Hamidi, Z.S., Aghwan, Z.A.A., Lateh, N. (eds) Selected Proceedings from the 1st International Conference on Contemporary Islamic Studies (ICIS 2021). Springer, Singapore. https://doi.org/10.1007/978-981-19-2390-6_13

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Panther Cage Match Draws Community Entrepreneurs A ‘Shark Tank’-style competition at Chapman’s entrepreneurship center was opened to Orange County start-ups.

A ‘Shark Tank’-style competition at Chapman’s entrepreneurship center was opened to Orange County start-ups.

For the first time, Chapman University’s annual Panther Cage Match was opened to the community this year.

More than 40 teams and individuals applied to enter Cage Match, a “Shark Tank”-style business pitching competition held April 12 at Chapman’s Leatherby Center for Entrepreneurship and Business Ethics . Five teams were chosen as finalists for the student and non-student categories. Eight judges evaluated each pitch, and the winner in each category received $1,500 and judges’ feedback.

The winners in the student category were Beckman High School seniors Mandy Shi and Lauren Cho, who designed a travel app called SimplyFly. The non-student pitch winner was Cornelius Hojatkashani, who designed a bandanna that keeps a dog leash from tangling. 

Although they didn’t win, Chapman student finalists Isaac Persky and Ben Shafter learned from the experience. The two, who expect to graduate in 2026, pitched DormPour, a boxy water filter that fits in a dorm-sized fridge.

“It was a great experience getting up, being able to pitch, hearing feedback and being forced to put together a pitch,” said Persky, an economics and public relations major. 

The students came up with DormPour after bad experiences with Brita pitchers. They had to remove shelves to fit the pitcher in the fridge and constant refilling was time consuming. They began working on their idea for the water filter, which they said holds more than a pitcher, at the beginning of the school year. They describe the product as “reimagining hydration one college student at a time.” 

Persky said he was drawn to the possibility of being an entrepreneur after an internship at venture capital firm Gaingels in New York. Shafter, an undeclared major, used computer design skills he learned in an engineering class. By participating in Cage Match, the students learned how to hone a pitch through channeling their passion for their idea and work ethic.

“We’re going to keep working on it and keep going forward — if there’s an opportunity to pitch more, we’re definitely doing it,” Persky said.

Cage Match was the culmination of a series of pitching events at the Leatherby Center. In November, Tech Coast Angels chair David Friedman spoke about the “perfect pitch.” In December, students gave three-minute pitches to a professional panel.

This year, some Cage Match competitors were also participants in the Leatherby Center’s incubator program. The center has been expanding its community reach through a $1 million state grant designating it Orange County’s Inclusive Innovation Hub.

Panther Cage Match student winners Mandy Shi and Lauren Cho pitch their SimplyFly app.

Panther Cage Match community winner Cornelius Hojatkashani pitches his bandanna that keeps a dog leash from tangling.

Isaac Persky '26 and Ben Shafter '26 pitch their DormPour water filter at Panther Cage Match.

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

Greeni maheshwari.

1 Economics and Finance Department, RMIT University, Ho Chi Minh City, Vietnam

Khanh Linh Kha

Anantha raj a. arokiasamy.

2 School of Economics and Management, Xiamen University, Sepang, Selangor Malaysia

Associated Data

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 ​ Table2 2 and Appendix table).

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.

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.

Review of development of entrepreneurial models

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

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.

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 ).

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.

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.

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.

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.

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 ).

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 ​ (Table1). 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 ​ (Table2) 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 .

Sources of database for all 290 papers (including influential and non-influential papers)

List of most influential papers (n = 36)

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

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.

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

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 ​ Table3 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 ).

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 ​ Table4 4 shows these seven themes (factors).

Themes from influential papers

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 ​ Table2 2 ).

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 ​ Table4. 4 . These seven identified categories (themes) used in various influential papers are discussed next in detail.

Cognitive factors

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 ).

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.

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.

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 ).

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.

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.

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.

Demographic factors

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.

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.

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)

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)

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.

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.

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.

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.

List of n = 254 papers (non-influential papers)

Open Access funding enabled and organized by CAUL and its Member Institutions. No funds, grants, or other support was received.

Data availability

Declarations.

The authors declare that they have no conflict of interest.

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Upcoming information sessions from the School of Medicine

If you’re looking to explore graduate programs in healthcare at Case Western Reserve University, the School of Medicine is hosting information sessions to help you identify opportunities, answer questions and apply.

Virtual Open House: Master of Science in Clinical Research

Join a virtual open house to learn more about the Master of Science in Clinical Research program. This session will be hosted by the Department of Population and Quantitative Health Sciences.  Through this program, students are encouraged to pose thought-provoking questions and employ cutting-edge methods to tackle the most complex challenges in clinical research.

This virtual session will take place on Sunday, April 21, 7:30-8:30 p.m.

Virtual Open House: Master of Public Health

Attend a brief presentation followed by a Q&A session to learn more about the Master of Public Health program.

This program guarantees a thorough understanding of various public health methodologies, combined with hands-on practical experiences. Students will have the flexibility to tailor their education by choosing from five concentrations or many dual degree options. The on-site program offers the possibility of completion in as little as 16 to 21 months. 

Master of Science in Regenerative Medicine and Entrepreneurship: Student Perspectives

Join this webinar featuring a panel of students in the Master of Science in Regenerative Medicine and Entrepreneurship program. Searching for, applying to and choosing a graduate program can be a daunting task. Sometimes, it is more helpful to hear from current students who once went through the same process. 

This virtual session will take place on Tuesday, April 23, 3:30 to 4 p.m.