Assessing the role of entrepreneurship education in regulating emotions and fostering implementation intention: evidence from Nigerian universities

Mohamed Yacine Haddoud, Adah-Kole Onjewu, Witold Nowinski, Khalid Alammari

Research output: Contribution to journalArticle

Abstract

Notwithstanding the volume of literature assessing the link between entrepreneurship education and individuals’ entrepreneurial behaviour, the mechanism underlying this relationship remains misunderstood. In fact, a combination of inconclusive findings and a narrow focus on western contexts duly compel further research in this area. In the current study, we argue that individuals’ emotions could be the missing link to explain contrasting findings and uncover how education affects entrepreneurial activity. To test our argument, we investigate a sample of 1314 Nigerian students from five universities across the country. We find that entrepreneurship education enhances entrepreneurial intention by regulating students’ emotions. However, not all emotions bridge this link. Our findings hold important implications for practice. Policy makers and entrepreneurship educators can draw on these findings to tailor their initiatives and programmes so that the relevant emotions are regulated and entrepreneurship activity is enhanced.
Original languageEnglish
Pages (from-to)(In-press)
JournalStudies in Higher Education
Volume(In-press)
Early online date5 May 2020
DOIs
Publication statusE-pub ahead of print - 5 May 2020

Keywords

  • Entrepreneurship education
  • Nigeria
  • emotions
  • entrepreneurial intention

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Assessing the role of entrepreneurship education in regulating emotions and fostering implementation intention: evidence from Nigerian universities'. Together they form a unique fingerprint.

  • Cite this