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Extending the mediation role of entrepreneurial self-efficacy on enhancing students’ entrepreneurial intentions: A moderated mediation model
By David Amani
Entrepreneurship education provided by higher education institutions is essential in equipping students with the required abilities to initiate and develop successful businesses. However, existing literature on its contribution has yielded inconclusive results. This study explores the mediating role of entrepreneurial self-efficacy in enhancing the entrepreneurial intentions of business students, while adopting a moderated mediation analysis with entrepreneurship education as the predicting variable and the entrepreneurial environment as the moderating variable. Data was collected from 271 business undergraduates in Tanzania, and analyzed using PLS-SEM. The results revealed that entrepreneurial self-efficacy is a significant mediator in the influence of entrepreneurship education on entrepreneurial intentions. Furthermore, the study identified the moderation role of the entrepreneurial environment in the indirect effect of entrepreneurship education on enhancing entrepreneurial intentions with entrepreneurial self-efficacy as a mediator. Therefore, the study recommends that higher education institutions empower students with entrepreneurial self-efficacy to promote entrepreneurial intentions, while also creating environments conducive to entrepreneurship that support these intentions. Finally, the study discussed limitations and suggested future research directions. © 2023 Elsevier Ltd
Social influence and information quality on Generative AI use among business students
By Ismail Abdi Changalima
Despite the increasing utilisation of generative artificial intelligence (AI) in educational settings, its influence on shaping students' behaviour remains relatively under-researched. This study employs PLS-SEM to explore the relationships between social influence, information quality, and behavioural intentions regarding ChatGPT usage among business students. Drawing from data collected from 477 business students, the study unveils that both social influence and information quality significantly impact behavioural intentions. Moreover, information quality strengthens the influence of social influence on behavioural intentions. The multigroup analysis reveals that the effects of social influence and information quality on behavioural intentions differ between females and males. However, the moderating effect of information quality does not differ significantly between them. Furthermore, the effects observed in all hypothesised relationships do not differ significantly between first-year and second-year students. By empirically validating the proposed model for behavioural intentions regarding ChatGPT usage and identifying statistical differences among males and females, as well as between first-year and second-year students, this study contributes to filling existing knowledge gaps. Furthermore, the study offers potential avenues for future research and serves as a valuable resource for academics, professionals, and policymakers interested in understanding students' engagement with generative AI.
My intentions, my choice! How does lecturers' competency influence entrepreneurial intention among undergraduate university students in Tanzania?
By Ismail Juma Ismail
The study is among a few attempts to understand how higher education institutions (HEIs) fulfil the expectations of students. It therefore contributes through analysing the mediating role of psychological contract fulfilment on the relationship between the lecturer's competency and entrepreneurial intention (EI) among undergraduate students. The study involved a cross-sectional design in which the structured questionnaire was used to collect data from 321 third-year students. During the process, the stratified and systematic sampling techniques were adopted by allocating students in strata per their respective degree programs, and after that, they were selected systematically from each degree program. Structural Equation Modeling (SEM) was used to analyse all relationships that were tested to be positive and significant. Hence, the study confirms the important competencies among lecturers as key predictors of psychological contract fulfilment in the Tanzanian context. Furthermore, it confirms the importance of psychological contract fulfilment on entrepreneurial intention (EI). Finally, it confirms the mediating effects of psychological contract fulfilment on the relationship between a lecturer's competency and EI. The findings of this study imply that HEIs should emphasise identifying and developing competencies among lecturers by conducting short- and long-term training to fulfil the promise given to university students during promotion campaigns. Also, universities are recommended to improve their means of fulfilling students' expectations to build beneficial relationships between HEIs and students. Therefore, HEIs must strive to understand specific students' expectations to use them as the basis for building successful relationships.
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