Abstract
Purpose
This study examines how perceived institutional support, parental role models, and entrepreneurial self-efficacy, representing both macro-level and personal-level factors, collectively influence students' intentions to pursue entrepreneurship in Mexico and Uruguay.
Design/methodology/approach
This research utilized quantitative methodology, specifically survey techniques, to collect data from students attending private universities. The study achieved a valid sample size of 419 respondents. Various reliability and validity tests were conducted before structural equation modeling was employed to test the hypothesized relationships between variables.
Findings
The analysis revealed that perceived institutional support does not directly impact students' entrepreneurial intentions (EI). Instead, its effect is mediated through entrepreneurial self-efficacy and the presence of parental role models, both of which are strong predictors of EI. Additionally, the study identified a direct correlation between students' nationality, their academic programs, and their EI. Age and gender, however, did not significantly influence EI.
Research limitations/implications
This study provides theoretical insights into understanding EI by combining macro-level and personal factors. This integrative method contributes to a more comprehensive approach of predicting EI within the context of Latin America.
Practical implications
The study suggests boosting investment to improve the quality of institutions, fostering an environment that supports entrepreneurship, and offering students opportunities to learn from successful role models.
Originality/value
This study was conducted in the context of two economies in Latin America. The novelty lies in combining perceived institutional factors and individual motivators to understand EI in Latin America. It uniquely emphasizes the significance of familial influences, particularly parental role models, in its analysis.
This study examines how perceived institutional support, parental role models, and entrepreneurial self-efficacy, representing both macro-level and personal-level factors, collectively influence students' intentions to pursue entrepreneurship in Mexico and Uruguay.
Design/methodology/approach
This research utilized quantitative methodology, specifically survey techniques, to collect data from students attending private universities. The study achieved a valid sample size of 419 respondents. Various reliability and validity tests were conducted before structural equation modeling was employed to test the hypothesized relationships between variables.
Findings
The analysis revealed that perceived institutional support does not directly impact students' entrepreneurial intentions (EI). Instead, its effect is mediated through entrepreneurial self-efficacy and the presence of parental role models, both of which are strong predictors of EI. Additionally, the study identified a direct correlation between students' nationality, their academic programs, and their EI. Age and gender, however, did not significantly influence EI.
Research limitations/implications
This study provides theoretical insights into understanding EI by combining macro-level and personal factors. This integrative method contributes to a more comprehensive approach of predicting EI within the context of Latin America.
Practical implications
The study suggests boosting investment to improve the quality of institutions, fostering an environment that supports entrepreneurship, and offering students opportunities to learn from successful role models.
Originality/value
This study was conducted in the context of two economies in Latin America. The novelty lies in combining perceived institutional factors and individual motivators to understand EI in Latin America. It uniquely emphasizes the significance of familial influences, particularly parental role models, in its analysis.
| Original language | English |
|---|---|
| Journal | Journal of Small Business and Enterprise Development |
| Volume | 31 |
| Issue number | 8 |
| DOIs | |
| Publication status | Published - 30 Aug 2024 |
