Determinants of entrepreneurial intentions: Technical-vocational education and training students in Ethiopia
Abstract
Purpose
The purpose of this paper is to examine factors that could explain the difference in entrepreneurial intention (EI) among technical-vocational education and training (TVET) program students. Centered on the theory of planned behavior (TPB), the paper aims to contribute to the understanding of factors that affect EIs of students and offer some important insight into unique aspects of TVETs to empower youth and adults to actively engage in entrepreneurial initiatives.
Design/methodology/approach
A survey with a sample size of 107 TEVT students, taking part in four key programs, participated in this study using Entrepreneurial Intention Questionnaires. Linear and hierarchical regression were applied to test the hypotheses.
Findings
The findings indicate that the two most predictable variables of EI were personal attitude toward behavior and perceived behavioral control. Hence, it was suggested that proper care should be taken in the way curricula and content are designed. It is also highlighted that the educational practice needs adjustment to include course contents like decision making, effective communication, entrepreneurial negotiation, leadership, effective and efficient use of sources, new product development, creativity and critical thinking, and service-based and technological innovation.
Practical implications
Policy makers in developing countries are trying to address the critical developmental concerns of unemployment, rural-urban imbalance, industrialization, capital formation, and labor utilization. Vocational education is seen as a policy instrument to promote economic and social progress using entrepreneurship education. However, in order for institutions to play this key role, their skill formation process needs to be geared toward enhancing and developing traits associated with entrepreneurial success. This study has confirmed that TVET programs are required to reach a balanced spectrum of delivering entrepreneurial skills through intensive engagement with partners and effective mobilization of interest groups if they are to boost economic and social change.
Originality/value
This study applies the TPB in an effort to understand determinants of EI on technical and vocational education. It invites academics and policy makers to rethink the approach adopted in entrepreneurship education in the vocational set up. It questions TVET programs’ roles in preparing students for self-employment, networking or partnership efforts, and the design of curricula as a process and entrepreneurial skill as an outcome of entrepreneurial education.
Keywords
Acknowledgements
The authors would like to thank the staff members of the Department of Management, Haramaya University, for all of their inputs in this manuscript. The authors would like to say thank you especially for Mr Tesfaye Feyissa, head of the Entrepreneurship Centre in the Ethio-Italy TVET College, for his immense contribution while drafting this manuscript and his collaborative role in gathering the data for this study. And above all special thanks to the guest editor and anonymous reviewers at Education +Training for their useful comments and commitment to make this paper better.
Citation
Buli, B.M. and Yesuf, W.M. (2015), "Determinants of entrepreneurial intentions: Technical-vocational education and training students in Ethiopia", Education + Training, Vol. 57 No. 8/9, pp. 891-907. https://doi.org/10.1108/ET-10-2014-0129
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited