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Entrepreneurship and Sustainable Development Goals: A Multigroup Analysis of the Moderating Effects of Entrepreneurship Education on Entrepreneurial Intention

Author

Listed:
  • Hasbullah Ashari

    (Department of Management and Humanities, Universiti Teknologi Petronas, Seri Iskandar 32610, Perak, Malaysia)

  • Iffat Abbas

    (Department of Management and Humanities, Universiti Teknologi Petronas, Seri Iskandar 32610, Perak, Malaysia)

  • Asmat-Nizam Abdul-Talib

    (School of International Studies, Universiti Utara Malaysia, Sintok 06010, Kedah, Malaysia)

  • Siti Norhasmaedayu Mohd Zamani

    (School of Technology Management & Logistic, Universiti Utara Malaysia, Sintok 06010, Kedah, Malaysia)

Abstract

The role of entrepreneurs in attaining Sustainable Development Goals (SDGs) is paramount. Entrepreneurs with strong awareness and commitment to sustainable development help to attain almost all SDGs, as they create businesses that will help employment, eliminate poverty, provide decent work and economic growth, help to reduce hunger, assist in attaining good health and wellbeing, help to achieve affordable and clean energy, and enhance their industries. Realizing the importance of entrepreneurs and entrepreneurship, the government of Malaysia has taken proactive actions to develop and inculcate the entrepreneurial mindset through entrepreneurship education at higher education. This study aims to apply the Theory of Planned Behavior (TPB) to analyze the effect of an entrepreneurship course on entrepreneurial intentions of the engineering students at Universiti Teknologi Petronas, as entrepreneurial intention is effective in predicting behavior. A quantitative technique and descriptive cross-sectional study have been employed to collect data. The result of this study indicates that the TPB explains and predicts the entrepreneurial intention. However, the Multigroup Analysis (MGA) results show that attending the entrepreneurship course does not increase the strength of the relationship between the exogenous and endogenous construct compared to those who do not attend the course. The results of this study raise a positive implication toward the improvement of the course curriculum and the teaching pedagogy. An in-depth qualitative study to understand the issue will help to improve the curriculum and pedagogy of entrepreneurship education, and eventually enable a realization of the government’s aspirations.

Suggested Citation

  • Hasbullah Ashari & Iffat Abbas & Asmat-Nizam Abdul-Talib & Siti Norhasmaedayu Mohd Zamani, 2021. "Entrepreneurship and Sustainable Development Goals: A Multigroup Analysis of the Moderating Effects of Entrepreneurship Education on Entrepreneurial Intention," Sustainability, MDPI, vol. 14(1), pages 1-13, December.
  • Handle: RePEc:gam:jsusta:v:14:y:2021:i:1:p:431-:d:715532
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    Citations

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    Cited by:

    1. Renata Dana Nițu-Antonie & Emőke-Szidónia Feder & Kristina Stamenovic & Adrian Brudan, 2022. "A Moderated Serial–Parallel Mediation Model of Sustainable Entrepreneurial Intention of Youth with Higher Education Studies in Romania," Sustainability, MDPI, vol. 14(20), pages 1-22, October.
    2. Xu Cai & Lei Zhao & Xuchen Bai & Zihan Yang & Yujia Jiang & Peng Wang & Zhaoxin Huang, 2022. "Comprehensive Evaluation of Sustainable Development of Entrepreneurship Education in Chinese Universities Using Entropy–TOPSIS Method," Sustainability, MDPI, vol. 14(22), pages 1-24, November.
    3. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-21, September.
    4. Kristaps Lesinskis & Inese Mavlutova & Aivars Spilbergs & Janis Hermanis, 2023. "Digital Transformation in Entrepreneurship Education: The Use of a Digital Tool KABADA and Entrepreneurial Intention of Generation Z," Sustainability, MDPI, vol. 15(13), pages 1-20, June.
    5. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education," Sustainability, MDPI, vol. 14(9), pages 1-23, April.

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