Impact of socio-demographic variables on entrepreneurship intention in the Higher Education sector

Authors

  • Steven Kayambazinthu Msosa Department of Marketing, Faculty of Management Sciences, Mangosuthu University of Technology, South Africa https://orcid.org/0000-0001-9074-5644

DOI:

https://doi.org/10.20525/ijrbs.v12i2.2395

Keywords:

entrepreship intention, theory of reasoned action, theory of planned behaviour

Abstract

Entrepreneurship is crucial for both growing the economy and decreasing the crushing effects of poverty and unemployment. Consequently, higher education institutions have a critical role to play in inculcating entrepreneurial skills in students who may find it challenging to gain employment. This research examined the impact of socio-demographic variables (age, gender, level of study, academic discipline, race and nationality) on entrepreneurship intention. A descriptive quantitative research design was adopted to collect data from a simple random sample of 332 higher education students. This study's findings show no significant difference amongst the respondents in terms of gender, age, race and entrepreneurial intention. On the other hand, the results revealed a statistically significant difference between the respondents' nationality, academic discipline, level of study and entrepreneurship intention. Therefore, higher education institutions should pay attention to the demographics of students to avoid prejudices and to have targeted interventions that will arouse their interest in entrepreneurship. The findings of this study could assist institutional managers and policy-makers in putting in place strategies that could help higher education students actively participate in entrepreneurial activities on campus and treat entrepreneurship as an alternative career.

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Published

2023-03-25

How to Cite

Msosa, S. K. (2023). Impact of socio-demographic variables on entrepreneurship intention in the Higher Education sector. International Journal of Research in Business and Social Science (2147- 4478), 12(2), 422–428. https://doi.org/10.20525/ijrbs.v12i2.2395

Issue

Section

Teaching, Learning & Higher Education Institutions